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BeateB

German Culture and Writing Project using Wikispaces - 1 views

german1133.wikispaces.com

wikis education web2.0 tools teaching collaboration language culture history

shared by BeateB on 30 Nov 10 - No Cached
  • BeateB on 30 Nov 10
     
    This is a classroom project by University of Connecticut students who role-play fictional characters in 20th century Germany. Note: This is a work in progress, but we are happy to read your comments and feedback!
mbarek Akaddar

Using PowerPoint in the Classroom - Activities and Games - 46 views

mathbits.com/...powerpoint.htm

algebra classroom Interactive math

shared by mbarek Akaddar on 09 Dec 10 - Cached
  • Math Games and Activities Created with PowerPoint Designed to be played on-line.
Carlos Quintero

Is Google Making Us Stupid? - 0 views

www.theatlantic.com/...google

articulos google

shared by Carlos Quintero on 24 Jun 08 - Cached
  • pleads
  • weirdly poignant
  • lengthy
  • ...39 more annotations...
  • strolling
  • wayward
  • struggle.
  • godsend
  • Research
  • telltale
  • Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them
  • Marshall McLuhan
  • altogether
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
  • We are not only what we read
  • We are how we read.
  • above
  • When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
  • etched
  • We have to teach our minds how to translate the symbolic characters we see into the language we understand. And the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains
  • readers of ideograms, such as the Chinese, develop a mental circuitry for reading that is very different from the circuitry found in those of us whose written language employs an alphabet.
  • subtler
  • You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the machine, writes the German media scholar Friedrich A. Kittler, Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”
  • James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.
  • “intellectual technologies”—the tools that extend our mental rather than our physical capacities—we inevitably begin to take on the qualities of those technologies
  • “disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”
  • The “abstract framework of divided time” became “the point of reference for both action and thought.”
  • , Computer Power and Human Reason: From Judgment to Calculation
  • widespread
  • The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” But the changes, neuroscience tells us, go much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level.
  • The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
  • gewgaws,
  • thanks to the growing power that computer engineers and software coders wield over our intellectual lives,
  • “to organize the world’s information and make it universally accessible and useful.”
  • For us, working on search is a way to work on artificial intelligence.”
  • Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.
  • to solve problems that have never been solved before
  • worrywart
  • shortsighted
  • eloquently
  • drained
  • “inner repertory of dense cultural inheritance,
  • as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.
  • Carlos Quintero on 24 Jun 08
     
    Is Google Making Us Stupid?
Charlie Sensenbrenner

TypeRacer - 0 views

play.typeracer.com

computer 21stcenturyskills

shared by Charlie Sensenbrenner on 07 Mar 09 - Cached
  • Charlie Sensenbrenner on 07 Mar 09
     
    Typing practice game. You compete against other people in an online race. Very fun and your typing speed seems to go up very quickly.
Edward Wilson

Curriki - WebHome - 0 views

www.curriki.org/...WebHome

curriculum education wiki resources

shared by Edward Wilson on 14 May 08 - Cached
  • Jim Farmer on 14 May 08
     
    The Global Education & Learning Community We believe that access to knowledge and learning tools is a basic right for every child. Our goal is to make curricula and learning resources available to everyone.
  • Edward Wilson on 02 Dec 08
     
    This site was recently discussed in the Ontario College of Teachers monthly magazine. I haven't had a chance to play with it yet but it wlooks legit.
  • Edward Wilson on 02 Dec 08
     
    A sharing site for teaching resources.
Judy Robison

eJamming AUDiiO | Home - 0 views

www.ejamming.com/

arts web2.0

shared by Judy Robison on 28 Apr 08 - Cached
  • Judy Robison on 28 Apr 08
     
    eJamming, a software application and online service that enables musicians to find, network, and play music online with one another in real time, facilitates music education, collaboration, and social networking over the internet, its authors say. Usi
Ruth Howard

DJEEO in 5 minutes - 0 views

djeeo.com/...om-spillet-mainmenu-28

learning education djeeo teamwork mlearning educational technology GPS live tracking orienteering

shared by Ruth Howard on 23 Mar 09 - Cached
  • Ruth Howard on 23 Mar 09
     
    We call DJEEO an outdoors computer game for children. DJEEO combines advanced IT technology with outdoors activities in a multimedia treasure hunt/orientation run. DJEEO is designed to: Facilitate learning through physical activity and play. Strengthen cooperation and communication. Increase intensity and activity for all participants. How do you win? To win a mission a team needs to score the most points. A team scores points by solving problems and finding posts in the field. The game can only be completed through close cooperation between the agents in the field and the control center. DJEEO in Education The problems that need to be solved can be tailored to the subject being taught in class. In other words DJEEO can be used as an educational tool in almost any subject at primary school. After a session where 20 teachers participated we asked them which subjects they thought DJEEO could be used in. Their answer: “Mathematics, social studies, geography, language, physical education, etc. We then discussed DJEEO’s usefulness as an educational tool. All agreed that the ability to adjust the level of difficulty and the tailoring of questions to subject matter, allowed by the flexible project module, makes DJEEO a valuable tool for almost any subject.
Ruth Howard

Basics - In a Helpless Baby, the Roots of Our Social Glue - NYTimes.com - 0 views

www.nytimes.com/...03angi.html

nytimes.com nytimes parenting socialisation babies anthropology science nurturing attachment primatology

shared by Ruth Howard on 23 Mar 09 - Cached
  • Ruth Howard on 23 Mar 09
     
    Quote "Our capacity to cooperate in groups, to empathize with others and to wonder what others are thinking and feeling - all these traits, Dr. Hrdy argues, probably arose in response to the selective pressures of being in a cooperatively breeding social group, and the need to trust and rely on others and be deemed trustworthy and reliable in turn. Babies became adorable and keen to make connections with every passing adult gaze. Mothers became willing to play pass the baby. "Dr. Hrdy points out that mother chimpanzees and gorillas jealously hold on to their infants for the first six months or more of life.Dr. Hrdy wrote her book in part to counter what she sees as the reigning dogma among evolutionary scholars that humans evolved their extreme sociality and cooperative behavior to better compete with other humans." Very cool.
Dr. Nellie Deutsch

Online Classrooms - 0 views

blip.tv/AentIYOyJA

WiZiQ live online event virtual classroom

shared by Dr. Nellie Deutsch on 01 Feb 09 - Cached
  • Dr. Nellie Deutsch on 01 Feb 09
     
    Live online demo on how to use and engage learners in a virtual classroom via WiZiQ
Dennis OConnor

Why Don't They Want to Play in Our Sandbox? Exploring Why Teachers May Not Use the Media Center « The Unquiet Librarian - 0 views

theunquietlibrarian.wordpress.com/...ing-obstacles-to-collaboration

information fluency library2.0

shared by Dennis OConnor on 16 Dec 08 - Cached
  • I am also concerned that two teachers do not feel comfortable using the resources in the library. I will  redouble my efforts to help our faculty see the relevance of information fluency in all subject areas, to try and energize them with the excitement I feel to encourage them to step outside of their teaching comfort zone,  and to continue to help our faculty members feel at ease using the technology and materials in our library.
Miles Berry

Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin Good's Latest News - 0 views

www.masternewmedia.org/in-our-education-future-part-1

PLE personalisation personalised learning informal learning network Downes

shared by Miles Berry on 08 Feb 09 - Cached
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants. There is no leader; each person participates as they deem appropriate. There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
    • Miles Berry
      Miles Berry on 08 Feb 09
       
      WAYKLWYNL, Informal Learning
  • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
  • Miles Berry on 08 Feb 09
     
    Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
J Black

Stumbling Blocks: Playing It Too Safe Online Will Make You Sorry | Edutopia - 0 views

www.edutopia.org/-2.0-tools-filtering-firewalls

web2.0 21stCenturySkills internetsafety

shared by J Black on 31 Jan 09 - Cached
  • J Black on 31 Jan 09
     
    Like Garcia, teachers across the country sometimes must travel circuitous paths to use online resources in the classroom. In the interest of child safety, individual schools and entire school districts often install content filters that aggressively block
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
  • ...8 more annotations...
  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
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