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anonymous

Council Votes Against T-Mobile Tower - 0 views

www.buytmobile.info/...l-votes-against-t-mobile-tower

cell customer dash mobile phone service t

shared by anonymous on 26 Nov 07 - Cached
  • anonymous on 26 Nov 07
     
    Meeting last Thursday evening, the Pacific Palisades Community Council voted to oppose T-Mobile's plan to install a 45-ft.-high cell tower in the form of a 'mono-palm' on Charmel Place's cul-de-sac in Marquez Knolls.


  • anonymous on 17 Sep 13
     
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EXECUTIVE DIRECTOR

Smoking, Sexting and the Cyber General - 19 views

www.iroc2.org/...smoking-sexting-and-the-cyber

sexting cyber bullying general sext safety digital responsibility internet web cell-phone phone 2.1C computer technology smoking

shared by EXECUTIVE DIRECTOR on 15 Oct 09 - Cached
  • EXECUTIVE DIRECTOR on 15 Oct 09
     
    Are you one of the growing number of digital citizens that know "2.1C"?
Martin Burrett

Resource: Mr Selfie Video - 0 views

ukedchat.com/...resource-mr-selfie-video

video mobile phones mobile cell phones digital

shared by Martin Burrett on 18 Sep 18 - No Cached
  • Martin Burrett on 18 Sep 18
     
    "Although many schools ban smartphones, the reality is that many pupils have them hidden away, or are an integral part of their lives once they leave the premises. The 'Selfy' phenomenon is clearly here to stay, but this video (created by London-based design and animation studio weareseventeen) illustrates how we can easily be distracted with our devices, missing out on the world around us - which could be useful for a discussion / assembly activity within schools when talking about online use or safety:"
Charles Fowler

Why I Gave Up Flipped Instruction - 42 views

plpnetwork.com/...flip-love-affair

flipped classroom

shared by Charles Fowler on 09 Oct 12 - No Cached
  • It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.
  • No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.
  • When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content
  • ...4 more annotations...
  • I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom
  • Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones.
  • Alfie Kohn’s book The Homework Myth
  • Learning isn’t simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed.
  • Steve Ransom on 09 Oct 12
     
    Great post by Shelly Wright. It's not about the videos.
Randy Rodgers

Understoodit - Measure Students' Understanding in Real-Time - 0 views

understoodit.com

education tools mobile mobile learning cell phone ipod

shared by Randy Rodgers on 08 May 12 - No Cached
  • Randy Rodgers on 08 May 12
     
    Web app lets students use web-connected mobile devices to indicate whether or not they understand a topic, then provides teachers a real-time graph of student responses.
Randy Rodgers

Easy Classroom Polling For Teachers and Students | ClassPager - 0 views

www.classpager.com/classrooms

mobile learning cell phone sms texting classroom polling teachers students

shared by Randy Rodgers on 06 Dec 11 - No Cached
  • Randy Rodgers on 06 Dec 11
     
    Easy-to-use tool that lets teachers share messages, poll questions, etc. via text messaging.
Danny Stevens

Cell Phone Wholesale Supplier - 0 views

www.titanmobiletrading.com

mobile iphone

shared by Danny Stevens on 30 Jul 13 - No Cached
  • Danny Stevens on 30 Jul 13
     
    One of the best mobile unlocking code suppliers in USA.
anonymous

He forgot his cell phone: A sad story - 1 views

www.ecommercehostingweb.info/...lect-a-preferred-delivery-date

cellphone communication

shared by anonymous on 26 Nov 07 - Cached
  • anonymous on 26 Nov 07
     
    Carlsbad, CA (PRWEB) November 21, 2007 - Nexternal Solutions, a leading provider of ecommerce software is pleased to announce that it now offers a Preferred Delivery Date feature. This tool allows online shoppers to specify a preferred delivery date when checking out. It also allows merchants to easily manage current and future delivery date shipments. Any merchant selling products that are event driven will find this tool much appreciated by online shoppers.
  • anonymous on 17 Sep 13
     
    Hallo guys. I am very happy to share here. This is my site. If you would like to visit here. Go ahead. I've made ​​About a $ 58,000 from my little site. There is a forum and I was very happy to announce to you. I also provide seo service. www.killdo.de.gg www.gratisdatingsite.nl/ gratis datingsite datingsites www.nr1gratisdating.nl/‎ gratis datingsite gratis dating
Brian Beierle

Text Message (SMS) Polls and Voting, Audience Response System | Poll Everywhere - 3 views

www.polleverywhere.com

shared by Brian Beierle on 16 Jul 08 - Cached
  • Katie Grassel on 16 Jul 08
     
    Way to use cell phones and text messaging in a classroom setting
Dennis OConnor

ASCD Inservice: The Curse of the Digitally Illiterate - 0 views

ascd.typepad.com/...-the-digitally-illiterate.html

21cif information fluency information literacy professional-development teacher training

shared by Dennis OConnor on 06 Feb 09 - Cached
  • In his article in the February Educational Leadership ("Learning with Blogs and Wikis"), Bill Ferriter argues that digital tools like RSS feeds and aggregators help educators advance their professional learning. But first, some teachers need to join the ranks of the literate
  • Sadly, digital illiteracy is more common that you might think in schools. There are hundreds of teachers that haven't yet mastered the kinds of tools that have become a part of the fabric of learning—and life—for our students. We ban cell phones, prohibit text messaging, and block every Web application that our students fall in love with. We see gaming as a corrupting influence in the lives of children and remain convinced that Google is making us stupid. 
  • Dennis OConnor on 06 Feb 09
     
    A solid and timely article about the professional responsibility all educators have to become digitally literate. The comments on this blog are particularly good. You get a real feel for what's happening in the trenches
Russell D. Jones

Credibility and Digital Media @ UCSB - Past Research - 0 views

www.credibility.ucsb.edu/past_research.php

Credibility Wikipedia

shared by Russell D. Jones on 21 Jun 09 - Cached
  • traditional notions of credibility as coming from a centralized authority (e.g., a teacher, expert, or author) and individualized appraisal processes are challenged by digital technologies.
    • Russell D. Jones
      Russell D. Jones on 21 Jun 09
       
      Here is the break down of traditional modernist classroom.
  • Credibility assessments as constructed through collective or community efforts (e.g., wikis, text messaging via cell phones, or social networking applications) emerge as a major theme in recent discussions, and phrases like "distributed" and "decentralized" credibility, the "democratization of information," and "collectively versus institutionally-derived credibility" are common.
  • At core is the belief that digital media allow for the uncoupling of credibility and authority in a way never before possible.
  • ...1 more annotation...
  • Digital media thus call into question our conceptions of authority as centralized, impenetrable, and singularly accurate and move information consumers from a model of single authority based on hierarchy to a model of multiple authorities based on networks of peers.
  • Russell D. Jones on 21 Jun 09
     
    much of the information on the Web at the time (and still today) was not subject to the same types of credibility standards as most traditional mainstream media.
EXECUTIVE DIRECTOR

KidsBeSafeOnline LLC and The Institute for Responsible Online and Cell-Phone Communication (I.R.O.C.2) Educate Children and Parents About 21st Century Digital Responsibility - 0 views

www.prweb.com/...prweb2539724.htm

sexting internet safety responsibility kids online digital

shared by EXECUTIVE DIRECTOR on 24 Jun 09 - Cached
  • EXECUTIVE DIRECTOR on 24 Jun 09
     
    PR: KidsBeSafeOnline LLC and IROC2.org are dedicated to online child safety have come together to increase education and awareness of the dangers posed by the current trends in technology. They have joined forces to proactively educate children and parents regarding the consequences of sexting, sextcast
J Black

More Than Half The World Has Cell Phones - The Channel Wire - IT Channel News And Views by CRN and VARBusiness - 0 views

www.crn.com/215600271

technology trends internet cellphones

shared by J Black on 14 Apr 09 - Cached
  • The report shows that mobile technology is becoming the most desirable means of communication -- especially in poor countries. The numbers show dramatic growth: By the end of 2008, there were an estimated 4.1 billion subscriptions globally, compared with roughly 1 billion in 2002, according to the International Telecommunication Union, one of the specialized agencies of the United Nations. The study also looked at the Internet, and found that worldwide, usage has more than doubled: Approximately 23 percent of the population uses the Internet, up from 11 percent in 2002. Still, poor countries are far less likely to surf the Net. For example, only 1 in 20 people in Africa went online in 2007.
  • J Black on 14 Apr 09
     
    The report shows that mobile technology is becoming the most desirable means of communication -- especially in poor countries. The numbers show dramatic growth: By the end of 2008, there were an estimated 4.1 billion subscriptions globally, compared with roughly 1 billion in 2002, according to the International Telecommunication Union, one of the specialized agencies of the United Nations. The study also looked at the Internet, and found that worldwide, usage has more than doubled: Approximately 23 percent of the population uses the Internet, up from 11 percent in 2002. Still, poor countries are far less likely to surf the Net. For example, only 1 in 20 people in Africa went online in 2007.
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
  • ...4 more annotations...
  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
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