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timmhaubrich532

Buy Etsy Accounts - 100% Verified ,Real Account - 0 views

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    Why You Should Buy Etsy Accounts ? Online stores can sell handmade, antique, and one-of-a-kind things on Etsy. It is a well-liked platform for artisans, crafters, and creators of one-of-a-kind gifts. Having an Etsy account might help you market and sell your goods. Here are various justifications for purchasing Etsy accounts: Buy Etsy Accounts You receive a free Etsy account when you launch an Etsy shop. This is a fantastic approach to begin advertising and selling your goods on Etsy. You can set up your shop, list your products, and start taking orders using your free Etsy account. How does Etsy Accounts work? The e-commerce site Etsy specializes in distinctive factory-made products as well as handcrafted or vintage goods and supplies. You may manage your shop and transactions on the Etsy website using an Etsy account. You may build up your shop, post things for sale, and handle orders using your account. Through your account, you can also communicate with Etsy's administrators and purchasers. Buy Etsy Accounts You must provide your email address and generate a password when creating an Etsy account. The username you select will serve as your online persona on Etsy. Your username, which will be used to generate your Etsy store website, can be your real name, a nickname, or the name of your company. For instance, if "knitwit" is your username and Your store's URL would be www.etsy.com/shop/theknittingwitch if you decide to start a store called "The Knitting Witch." Buy Etsy Accounts What are the benefits of using Etsy Accounts? Many people are looking for strategies to maximize their Etsy accounts because the marketplace has grown to be one of the most well-liked locations to buy and sell handmade and antique goods. The following three advantages of having an Etsy account: With an Etsy account, you can control your store from a single spot. You can manage all of your Etsy shops from your Etsy account if you now operate several or if you intend to do
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    Buy Etsy Accounts Introduction Online stores can sell handmade, antique, and one-of-a-kind things on Etsy. It is a well-liked platform for artisans, crafters, and creators of one-of-a-kind gifts. Having an Etsy account might help you market and sell your goods. Why You Should Buy Etsy Accounts ? Online stores can sell handmade, antique, and one-of-a-kind things on Etsy. It is a well-liked platform for artisans, crafters, and creators of one-of-a-kind gifts. Having an Etsy account might help you market and sell your goods. Here are various justifications for purchasing Etsy accounts: Buy Etsy Accounts You receive a free Etsy account when you launch an Etsy shop. This is a fantastic approach to begin advertising and selling your goods on Etsy. You can set up your shop, list your products, and start taking orders using your free Etsy account. How does Etsy Accounts work? The e-commerce site Etsy specializes in distinctive factory-made products as well as handcrafted or vintage goods and supplies. You may manage your shop and transactions on the Etsy website using an Etsy account. You may build up your shop, post things for sale, and handle orders using your account. Through your account, you can also communicate with Etsy's administrators and purchasers. Buy Etsy Accounts You must provide your email address and generate a password when creating an Etsy account. The username you select will serve as your online persona on Etsy. Your username, which will be used to generate your Etsy store website, can be your real name, a nickname, or the name of your company. For instance, if "knitwit" is your username and Your store's URL would be www.etsy.com/shop/theknittingwitch if you decide to start a store called "The Knitting Witch." Buy Etsy Accounts What are the benefits of using Etsy Accounts? Many people are looking for strategies to maximize their Etsy accounts because the marketplace has grown to be one of the most well-liked locations to buy and sell han
magnetsw

Souwest Magnetech - 0 views

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    Samarium cobalt magnets (also known as SmCo magnets): one of the two types of rare earth magnets is a strong permanent magnet made of an alloy of samarium and cobalt. They were developed in the early 1970s. They are generally the second-strongest type of magnet made, less strong than neodymium magnets, but have higher temperature ratings.
Rohan Kapoor

Social Media Marketing - 0 views

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    Premisoftware, Social media marketing and online reputation Management Company helps business grow and build a strong online presence. We are active in online reputation management from past few years and has proven track record of our satisfied clients from various industry.
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Leonard Miller

Final College-Readiness Definition Guides Test Consortium - Curriculum Matters - Education Week - 0 views

  • PARCC's policy will be that students earn the "college readiness" determination by performing at level 4 on a 5-level test
  • Reaching that level on the language arts part of the exam will mean that students have "demonstrated the academic knowledge, skills, and practices necessary" to skip remedial classes and go directly into entry-level, credit-bearing courses in "college English composition, literature, and technical courses requiring college-level reading and writing."
  • college-readiness scores on the test will be set in such a way that students who score at that level—level 4—will have a 75 percent chance of earning a grade of C or better in those college courses.
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  • Scoring at level 5 on the test will reflect a "distinguished command" of the subject, and level 4 will reflect a "strong" command. Level 3 shows a "moderate" command, level 2 a "partial" command, and level 1 a "minimal" command.
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    PARCC definition of "college ready"
Tero Toivanen

How To Define Web 3.0 | How To Split An Atom - 1 views

  • I think I have managed to explain Web 3.0 quite nicely, so without further ado. Definition: Highly specialized information silos, moderated by a cult of personality, validated by the community, and put into context with the inclusion of meta-data through widgets.
  • Web 3.0 will take this one step further. If you are searching for information on Cars, for example, you would use the search engine as you normally would, but your results would be more specialized subengines.
  • Web 2.0 brought us a change in the basic way that we search, tagging.
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  • The strong algorithms that are currently used would be kept, but in addition some weight would be given to items that the community has flagged as interesting or voted on. Meme: Community built around search results.
  • You could type in what you were looking for, “conservative viewpoint on Darwin” for example and it would pull up results ordered by relevance (algorithms), tagging, and validation through user voting.
  • Seeking Validation
  • Seeking Entertainment
  • StumbleUpon may be the closest analogy to how we will be entertained in Web 3.0. You fill out a profile, define your tags and then flip the channel.
  • Meme: Relevance through user interaction.
  • Imagine a world where you could search a name and bring up that person, all the social networks they belong to, and produce a feed around them.
  • If I put a proper name into the search engine of Web 3.0 it would provide the running profile of my presence on the web; it would show everything in the webosphere that has been tagged as belonging to me, ordered by community validation and relevance.
  • In this Wikiality my page would contain both information that I have written about myself and information that has been written about me.
  • Meme: Everyone will have Page Rank.
  • Web 3.0 will see a more complete integration between devices like cell phones and the world wide web (does anything still use that term?) Posting pictures, videos and text from anywhere, anytime with as little hassle as possible.
  • Our pages will be little more than our personal interpretations of all the data available on the web, plugged into these pages through a growing array of widgets and shared with the world. Meme: The Widget Web
  • Summary Specialized Subengines for Search Social Networks replaced by People Search Your Online Presence Searchable, Taggable and Ordered by Relevance through Voting and Algorithms Increased Microblogging and more Powerful Widgets to allow you to place any of your feeds anywhere. Increased Integration between devices like cell phones and the web.
  • In ten years RSS and its related technologies will be seen as the single most important internet technology since Tim Berners-Lee and Robert Cailliau created the World Wide Web at CERN around 17 years ago.
  • If Web 3.0 is the Semantic Web, where computer agents read content like human beings do — then RSS will be its eyes (or at least its corrective lenses).
  • In this future, RSS will be extended to include a host of data-points it currently does not. Each blog post (or microblogging feed), every picture, every video clip will have searchable, taggable, XML based syndication around it.
  • Finally, RSS enables users to define their own contexts for information. Imagine a word where creating a mashup between Google maps and your Twitter account was no more difficult than sticking a few widgets together.
  • If you used a search engine, your results would be weighted based not only on the standard Web 3.0 metrics, but also on “what you care about” as defined by all your previous interactions with this particular search engine and all of this would be completely transparent.
  • Programs that surf the web for you will become more and more powerful. In a world where your personal profile containing your likes, dislikes and search history is as easy to upload as it is to add a feed to your RSS reader, it is no surprise that a major industry will be software that does your searching for you.
  • Microblogging will be the critical change in the way we write in Web 3.0. Imagine a world where your mobile phone, your email, and you television could all produce feedback that could easily be pushed to any or all blogging platforms. If you take a picture from your smart-phone, it would be automatically tagged, bagged and forwarded to your “lifestream”. If you rated a television show that you were watching, your review would be forwarded into the stream.
  • Fortunately, microblogging also opens up the world to new opportunities. Live blogging, a technique usually reserved for important events, would become common. If you can’t actually be at a conference, pictures, video and commentary could be pushed to you in real time. The entire world would become an Op-Ed piece.
  • In Web 3.0 search engines will need to have a better understanding of “context”. One way to accomplish this is to take a nod from directories and allow results to be tagged. These tags can be voted on by the community and would only be an addition to, not a replacement for, traditional sorting algorithms.
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    How To Define Web 3.0 | How To Split An Atom
eflclassroom 2.0

How teacher turnover harms student achievement - 33 views

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    new study with some interesting findings. the trouble is always, putting all these study/findings into our head and synthesizing it into some kind of workable framework. It is never just one thing that impacts student achievement.
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    I am really confused by this abstract- it calls the assumption into question but then seems to assert the very same assumption??? Researchers and policymakers often assume that teacher turnover harms student achievement, but recent evidence calls into question this assumption. Using a unique identification strategy that employs grade-level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 600,000 New York City 4th and 5th grade student observations over 5 years. The results indicate that students in grade-levels with higher turnover score lower in both ELA and math and that this effect is particularly strong in schools with more low-performing and black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the composition in teacher quality.
Thomas Ho

The Washington Monthly - The Magazine - The Siege of Academe - 0 views

  • At a certain point, probably before this decade is out, that parallel universe will reach a point of sophistication and credibility where the degrees—or whatever new word is invented to mean “evidence of your skills and knowledge”—it grants are taken seriously by employers. The online learning environments will be good enough, and access to broadband Internet wide enough, that you won’t need to be a math prodigy like Eren Bali to learn, get a credential, and attract the attention of global employers. Companies like OpenStudy, Kno, Quizlet, Chegg, Inigral, and Degreed will provide all manner of supportive services—study groups, e-books, flash cards, course notes, college-focused social networking, and many other fabulous, as-yet-un-invented things. Bali isn’t just the model of the new ed tech entrepreneur—he’s the new global student, too, finally able to transcend the happenstance of where he was born.
  • Colleges with strong brand names and other sources of revenue (e.g., government-sponsored research or acculturating the children of the ruling class) will emerge stronger than ever. Everyone else will scramble to survive as vestigial players.
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    I bookmarked the LAST page of this article to highlight the likely OUTCOMES & conceivable timeframe of this DISRUPTION...you can go to the bottom of the article to jump to the beginning. I know it's a LONG article, but it is worth the read!
Enrique Rubio Royo

Collaborative Learning - for the people, by the people by Josh Little : Learning Solutions Magazine - 34 views

  • Here are some strong core beliefs that people leading in this area hold.
    • Enrique Rubio Royo
       
      Caracteriza el perfil del eLearner
  • What I propose is to think of yourself as a learning construction expert. Use the right tool for the right purpose.
  • Traditional training programs will not be able to supply the large pipeline of knowledge, skills, and information that your workers will need. The traditional hierarchical knowledge structure creates a bottleneck
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  • Traditional approaches to training are facing disruption. When I say “traditional,” I mean more than instructor-led training located in classrooms. I include e-Learning in most of the forms that have prevailed for the last 15 years or longer. Disruptive innovation, in the form of social software, is sparking new philosophies about formal and informal use of collaboration to support learning. But why are these ideas finding support among business leaders and e-Learning experts?
  • The basic reason is simple. Information moves too fast. The speed of commerce is faster than ever.
  • The influx of Millennials (gen Y
  • brings with it new entry-level technology skills and new expectations
  • The pace at which workers must learn
  • Today, product releases happen every three months instead of every three years. Customers define your brand through online communities faster than you can think about creating a branding campaign.
Top MBA College Hyderabad

SSIM, The best Platform for the students to build their future - SSIM - 0 views

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    SSIM is the Top MBA College in Hyderabad. It has great conviction that we can build the great leaders through giving valuable Education and Ethics. It stands on this strong faith and moving forward through special platform where the student can develop and shine with their unique talents in the respected fields.
Rudy Garns

Streamline It Part I: Diigo or Bust : Metanoia - 0 views

  • Here I was using Diigo, Delicious, Google Notebook, and Zotero for my researching, bookmarking, annotating, and sharing. While all strong tools in their own right, it is pretty clear looking at this list that this is what some would call OVER DOING IT!
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J Black

Zoho upgrades Web word processor with good UI (two of them!) | Webware - CNET - 0 views

  • Zoho is improving its online word processor, Writer, with a revised user interface and a few new useful features. The interface change is a have-your-cake-and-eat-it-too experiment. The new "MenuTab" UI gives you drop-down choices from the top level of the menu, but you can also press on a top-level menu choice to display an icon bar with identical options. The icon bar is nothing like Micrsoft Office 2007's tab bar, which supports many more options and has more complicated different ways to use it.
  • I find Zoho Writer 2.0 to be a strong word processor that's incredibly easy to learn and use, even more so than Google Docs. The dangerous collaboration function means I can't recommend this product, yet, as a workgroup app. But I wrote this review solo in Zoho, and it didn't give me a minute of confusion or trouble.
  • Zoho Writer users Google Gears to give users offline access
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  • You post directly to a few different blogging services from Zoho Writer, which is a very nice feature for bloggers.
  • Zoho is said to offer simultaneous collaborative editing, as Google Docs does, but when I tested the app I found it far too easy to over-write another user's edits. I do hope this gets fixed very soon.
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    Zoho is improving its online word processor, Writer, with a revised user interface and a few new useful features. The interface change is a have-your-cake-and-eat-it-too experiment. The new "MenuTab" UI gives you drop-down choices from the top level of the menu, but you can also press on a top-level menu choice to display an icon bar with identical options. The icon bar is nothing like Micrsoft Office 2007's tab bar, which supports many more options and has more complicated different ways to use it.
Sheri Edwards

Kids Create -- and Critique on -- Social Networks | Edutopia - 0 views

  • "With Web 2.0, there's a strong impetus to make connections," says University of Minnesota researcher Christine Greenhow, who studies how people learn and teach with social networking. "It's not just creating content. It's creating content to share."
  • And once they share their creations, kids can access one of the richest parts of this learning cycle: the exchange that follows. "While the ability to publish and to share is powerful in and of itself, most of the learning occurs in the connections and conversation that occur after we publish," argues education blogger Will Richardson (a member of The George Lucas Educational Foundation's National Advisory Council).
  • In this online exchange, students can learn from their peers and simultaneously practice important soft skills -- namely, how to accept feedback and to usefully critique others" work.
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  • "I learn how to take in constructive criticism," says thirteen-year-old Tiranne
  • image quality, audio, editing, and content
  • Using tools such as the social-network-creation site Ning, teachers can easily develop their own networks, Mosea says. "It is better to create your own," he argues. "If a teacher creates his or her own network, students will post as if their teacher is watching them, and they'll tend to be more safe. "You can build social networks around the curriculum," Mosea adds, "so you can use them as a teaching resource or another tool." An online social network is another tool -- but it's a tool with an advantage: It wasn't just imposed by teachers; the students have chosen it.
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    Self-Directed Learning "When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
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    "Self-Directed Learning When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."
Dennis OConnor

News: The Evidence on Online Education - Inside Higher Ed - 0 views

  • WASHINGTON -- Online learning has definite advantages over face-to-face instruction when it comes to teaching and learning, according to a new meta-analysis released Friday by the U.S. Department of Education.The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
  • the positive results appeared consistent (and statistically significant) for all types of higher education, undergraduate and graduate, across a range of disciplines, the study said.
  • On the topic of online learning, there is a steady stream of studies, but many of them focus on limited issues or lack control groups. The Education Department report said that it had identified more than 1,000 empirical studies of online learning that were published from 1996 through July 2008. For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria. They had to contrast an online teaching experience to a face-to-face situation, measure student learning outcomes, use a "rigorous research design," and provide adequate information to calculate the differences.
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  • Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.
  • n noting caveats about the findings, the study returns to the issue of time."Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium," the report says. "In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction."
  • " What the study demonstrates, she said, is that colleges need to think broadly about using online education, and not be "artificially limited" to face-to-face instruction.
  • Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
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    Timely information for our group! The learning time issue in particular is an important finding that points to a cost effective way to increase student learning time without tackling the issue of a longer school day head on. We know that more time on meaningful tasks is crucial, but the physical cost of attending a bricks and mortar classrooms is prohibitive.
anonymous

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

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.
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  • 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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Intermission Cash, Post Links for Cash - 0 views

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Steve Ransom

Education Week: The Classroom Is Obsolete: It's Time for Something New - 17 views

  • The following is a fairly universal list of education design principles for tomorrow’s schools, though it would be tailored to the needs of particular communities: (1) personalized; (2) safe and secure; (3) inquiry-based; (4) student-directed; (5) collaborative; (6) interdisciplinary; (7) rigorous and hands-on; (8) embodying a culture of excellence and high expectations; (9) environmentally conscious; (10) offering strong connections to the local community and business; (11) globally networked; and (12) setting the stage for lifelong learning.
  • we still think that yesterday’s classroom equals tomorrow’s school.
  • These initiatives would not necessarily get rid of classrooms, but instead redesign and refurbish them to operate as “learning studios” and “learning suites” alongside common areas reclaimed from hallways that vastly expand available space and allow better teaching and learning.
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 9 views

  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
    • Steve Ransom
       
      A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  • district was innovating
  • how the district was innovating.
    • Steve Ransom
       
      Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
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  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
    • Steve Ransom
       
      There's a confidence building statement for you....
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
    • Steve Ransom
       
      Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  • If we know something works
    • Steve Ransom
       
      And what is that "something"? New technology? If so, you missed the boat.
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
    • Steve Ransom
       
      Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • Steve Ransom
       
      Finally, a valid point.
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
    • Steve Ransom
       
      Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
    • Steve Ransom
       
      And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
    • Steve Ransom
       
      Okay... and you follow up with a totally trivial example of the power of technology in learning.
  • term” that can slide past critical analysis.
  • engagement is a “fluffy
    • Steve Ransom
       
      Very true
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
    • Steve Ransom
       
      If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
  • that computers can distract and not instruct.
    • Steve Ransom
       
      Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
  • guide on the side.
    • Steve Ransom
       
      But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  • Professor Cuban at Stanford
    • Steve Ransom
       
      Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
    • Steve Ransom
       
      Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
  • creating an impetus to rethink education entirely
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • Steve Ransom
       
      Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
  • This is big business.
    • Steve Ransom
       
      No kidding.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
    • Steve Ransom
       
      Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
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