an editor at Huffington Post Impact, I have the honor of reporting daily the generous acts of others and the devastating issues that ou
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shared by Jeremiah Mwangi on 28 Aug 13
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Act prep course for Essay help - 0 views
xgbook.com/article.php
Thesis Writing Services Buy Custom Paper Term Paper Writing Services Essay Help Thesis Help Write My Paper Essay Help UK
shared by Jeremiah Mwangi on 28 Aug 13
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Term Paper Writing Services are available for people who have a keen interest in writing term papers. -
Term Paper Writing Services are available for people who have a keen interest in writing term papers.
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Is STEM the Key? (Part Three) - 4 views
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The message from PwC is clear, Australia needs to take action now if we are not to slip behind the rest of the world. 'Australia is waking up to the fact that the good times can't go on forever. In the face of economic challenges and a digital revolution that's reshaping business and the workforce, we need to act.'
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My Library - 0 views
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These are my public links - mostly dealing with education technology, graphic arts and photography - feel free to follow me on Diigo!
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Shout! Explore. Connect. Act. - 39 views
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Shout, will help teachers integrate project-based learning to develop students' problem-solving skills by having them team up with their peers around the globe to solve real-world challenges.
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HowStuffWorks "How Web 3.0 Will Work" - 0 views
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Some Internet experts believe the next generation of the Web -- Web 3.0 -- will make tasks like your search for movies and food faster and easier. Instead of multiple searches, you might type a complex sentence or two in your Web 3.0 browser, and the Web will do the rest. In our example, you could type "I want to see a funny movie and then eat at a good Mexican restaurant. What are my options?" The Web 3.0 browser will analyze your response, search the Internet for all possible answers, and then organize the results for you.
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­That's not all. Many of these experts believe that the Web 3.0 browser will act like a personal assistant. As you search the Web, the browser learns what you are interested in. The more you use the Web, the more your browser learns about you and the less specific you'll need to be with your questions. Eventually you might be able to ask your browser open questions like "where should I go for lunch?" Your browser would consult its records of what you like and dislike, take into account your current location and then suggest a list of restaurants.
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Just when you thought you were Mastering web 2.0... along comes web 3.0
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Creating Classroom Culture - 0 views
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) Always come to class prepared: The students must bring their notebook, pen, pencil, eraser, dictionary, etc. Whatever they need to help them learn English. This includes a positive attitude. Merely coming to class prepared is not enough. My students must also be prepared. This means sitting quietly in their seats and in their groups before I enter the classroom. 2) Always keep the classroom clean: If I see any paper on the floor, I tell the students to pick it up. A dirty classroom should never be tolerated. I will not start the lesson until the classroom is clean. I want my students to not only respect their teachers and each other, but to respect the sanctity of the classroom and the school as well.3) Be polite and show respect: This doesn't only mean saying "Please" and "Thank you." It also means never throwing things across the classroom. Far too often I've seen students throw everything from pencils to books to their classmates. This also should never be tolerated. When someone needs a pencil or an eraser, a student must physically get up, walk over to the student in need, and hand it to him in a respectful manner. Students must also use the proper honorific when referring to their teacher. We must teach right speech AND right action.4) Pay attention and cooperate: This means teaching the students to listen to the teacher and listen to one another. Listening is the first step towards cooperating with each other in order to get the job done and do the job well. 5) Work hard and as a team: Team work is important in my classroom. I'm not looking for individual superstars. I want students who are team players. Everyone learns more that way. In working as a team, my students learn to plan their lessons carefully and to think before they act.6) Sacrifice your time and share your understanding: Now we're getting to the heart of the matter. If a student understands something then he/she has an obligation to help another who does not yet understand. The students must help and support each other. I love to see a student physically get up, walk over to another, and kindly explain what he has just learned to someone who is struggling. If one team does not succeed in reaching the class/lesson objectives, then the other teams are responsible for helping them until they do. This shows respect, cooperation, and responsibility, and if we can teach our students that, then we are beginning to succeed as educators.7) Be responsible for one another: Now we're deep into the heart of the matter. This is the crux of my classroom culture. Teaching my students to be responsible. Response-able. Or able to respond. Isn't this what compassionate people do in a compassionate society? Isn't this our main responsibility at educators--- to take on the responsibility of teaching others how to be responsible? What a thrill it truly is to see students taking responsibility for themselves AND others. If we can teach our students to naturally respond to others in need, then we are truly succeeding as educators.8) There are no free rides: I don't want slackers in my class. If I see a student not pulling his weight, I let him know. The team is relying on him. The team either succeeds or fails--- as a team. The class either succeeds or fails--- as a class. In my classes, you will not get away with doing nothing--- and that includes my co-teachers and myself! There are no free rides.
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shared by Ebey Soman on 25 Jan 09
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Charles E. Schumer's Policy on Internet Neutrality - 0 views
www.bizcovering.com/...-on-Internet-Neutrality.381467
charles schumer policy internet freedom neutrality senator senate bill broadband FCC ruling court congress democracy communication Broadband Data Improvement Act
shared by Ebey Soman on 25 Jan 09
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I emailed the senator regarding net neutrality and he responded back with this lengthy email. Charles E. Schumer is a US Senator representing New York State and is fighting to help maintain net freedoms and for affordable access for families to the internet.
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Apples & Snakes - Poetry with Bite - 0 views
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Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Focus on expression first and technology second—and everything will fall into place.
Welcome to VocabSushi - 0 views
www.vocabsushi.com
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shared by Teresa Ilgunas on 02 Aug 09
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TN Department of Education Home Page - 0 views
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President Barack Obama recently signed into law the American Recovery and Reinvestment Act, which is an unprecedented effort to improve education and the economy, and create or save millions of jobs. Included in the package is some $115 billion in education aid for states across the country. The Tennessee Department of Education will serve as a clearing house for information regarding how these dollars will impact our state and school systems.
Should technology be the driving force of educational reform? - 15 views
blog.learningtoday.com/...ng-force-of-educational-reform
ISTE education edtech Obama educational technology funding EETT CoSN OSTP ATTAIN Act
shared by Denis S on 08 Feb 10
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Critical Issue: Using Technology to Improve Student Achievement - 0 views
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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).
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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."
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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.
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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.
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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.
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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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Building a Better Teacher - NYTimes.com - 20 views
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There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools. Proponents of No Child Left Behind saw standardized testing as a solution. President Bush also championed a billion-dollar program to encourage schools to adopt reading curriculums with an emphasis on phonics. Others argued for smaller classes or more parental involvement or more state financing.
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This record encouraged a belief in some people that good teaching must be purely instinctive, a kind of magic performed by born superstars.
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shared by Ruth Howard on 18 Mar 10
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An Idea Worth Spreading: The Future is Networks « emergent by design - 27 views
emergentbydesign.com/...reading-the-future-is-networks
future the an idea worth networks collaboration resources technology tools blog learning web2.0 education digital
shared by Ruth Howard on 18 Mar 10
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It’s now become so incredibly complex and enmeshed, that each of us now has access to EVERY SINGLE PERSON ON THE PLANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
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ANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
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e’ve transitioned past the point of scarcity.
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There is no longer such thing as scarcity.
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There are only misallocated resources.
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It happened right under our noses
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strengths “come naturally.”
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If you have any connection with your strengths
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My strength is the ability to see patterns. It’s what enabled me to write this post. People call me “insightful.” I have the ability to see stuff that other people don’t see, even when it’s staring them right in the face. (I’ve been calling this process “metathinking,”
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I started writing about the patterns I was seeing. Explaining trends I was seeing in simple language, distilling down big concepts into words that people could “get.
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they’ve provided you with a free resource. They’re publicly exposing you to their network.
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What I did was go to Listorious.com. I looked at all the Top Lists that were interesting to me, and started following every single person who I thought I could learn from. That means I looked through their tweetstream to see if it was filled with potentially useful links to info, and I also clicked through to their personal website.
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This takes effort and time. It’s work. And it’s unpaid. So why on Earth would you waste your time doing this? Because something interesting happens when you start sending people links to information that they can turn around and apply in the real world,
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It builds trust. This was literally a revelation for m
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As I started interacting more with these real life humans in an online space, I couldn’t understand why people were being so nice to me and sharing information with me and providing me with resources.
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Do you know how this makes me feel? Empowered.
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All of this free giving and sharing actually does something tremendously valuable. It enables us.
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It’s networks. The answer is networks. Networks solve the problem of complexity
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It turns out, life is EXACTLY like a game. If you can access the right resources, you can win. Now here’s the kicker. Everyone can win.
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complex system can only function with independently acting agents who collaborate.
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a globally cooperative society, as we’ve assumed. She showed, in practice, that this could actually work.
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This whole online thing is essentially a simulation – it mimics the actual world
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Turns out, we’re all actually in this together, all trying to figure out a way that we can all utilize our strengths, connect, collaborate, and survive. If helping each other and building trust is the way to make it work, let’s make it work.
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Networks self-organize.
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The point is that we want to build trust
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What happens when your entire organization of people, as a unit, is a network in itself, but each person also has their personal networks of relationships to draw on, which extend beyond the organization?
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The world will keep moving. It’s accelerating at an accelerating rate. The ONLY WAY to deal with it is not to cling to the old hierarchies and silos and pride and egos. We have to understand that we can only deal with this as a fully connected system. And the really crazy part is: we already have everything we need to make this happen. It’s already in place.
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All that needs to change is the mindset.
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We’ll be flexible, adaptive, and intelligent, because we’ll be able to quickly and freely allocate resources where they’re needed in order to make change.
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If you think so too, pass it on.
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I thought that made this an idea worth spreading.
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It’s an option that seems not only possible, but preferable, and comes with a plan that’s implementable immediately.
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A missing element, in my view, is a simple way for participants to tangibly contribute to the growth of the network. I would love to see a curated version of Pledgebank.org woven into blogs like EBD, where ideas for enhancing the network could be proposed. These crowdfunding/crowdsourcing elements might spark donations of funds and time to enrich the commons and help the network to grow.
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Systems – biological, social and economic – are driven by avoiding risk and moving forward. Moving forward is life – no choice. Avoiding risk is the constraints and dangers of the environment – no choice. But life does make a choice.
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that the transparency provided by social media, especially in its revealing the structure of networks, drives the growth of trust.
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awe and some! Complexity connectivity simplified Blogpost by Vanessa Miemis
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6 girls arrested in Facebook teacher attack invite - Yahoo! News - 41 views
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Sadler said the teachers targeted by the threatening comments were shocked by the arrests because the six girls were good students. Some held leadership positions while others had top grades.
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"I don't understand their motivation. I don't think they think about the consequences because they're young. They're pretty immature then."
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Children's stresses are so great that they can act out on their frustrations. Parents need to monitor what their kids are doing on communication devices."
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Everyone gets frustrated. This is NOT a reasonable conclusion for being frustrated or stressed. What is evolving in the fabric of our youth that to even consider such actions, let alone make them public, is even possible? There don't appear to be disturbed young girls. The fact that they are likely "normal" in every respect makes this story even more disturbing.
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Subject Matters: Why students fall behind on history - CNN.com - 22 views
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"I think they learn information by itself, in isolation," Frazer said of his students. "But putting the big picture together is not happening."
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History is not an area that requires testing under the federal No Child Left Behind Act, so it often gets shortchanged
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"The only issue that I have with what I teach is, I wish I had time to go deeper,"
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"You have to take away time from the bigger topics in order to make sure you cover small details, just because they could appear on the state exam,"
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constantly weighing how much "trivia"
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Because some of that material was covered as long ago as eighth grade, Frazer must take time to review so his students can pass the high school test.
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Great article that paints our current educational direction toward trivia vs. deep understanding
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shared by Marc Lijour on 25 Jan 11
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Danger: America Is Losing Its Edge In Innovation - CIO Central - CIO Network - Forbes - 7 views
blogs.forbes.com/...-losing-its-edge-in-innovation
USA innovation social trends management policy teched STEM
shared by Marc Lijour on 25 Jan 11
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Almost every adult I’ve talked with in these countries shares a belief that the path to success is paved with science and engineering.
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scientists and engineers are celebrities in most countries
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Already, 70% of engineers with PhD’s who graduate from U.S. universities are foreign-born. Increasingly, these talented individuals are not staying in the U.S – instead, they’re returning home, where they find greater opportunities.
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Saudi Arabia has a new university for science and engineering with a staggering $10 billion endowment.
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In 2009, for the first time, over half of U.S. patents were awarded to non-U.S. companies.
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China has replaced the U.S. as the world’s number one high-technology exporter.
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The World Economic Forum ranks the U.S. #48 in quality of math and science education.
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Five years ago, I was part of a commission that studied U.S. competitiveness. We issued a report called Rising Above the Gathering Storm,
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Improve K-12 science and math education. Invest in long-term basic research. Attract and retain the best and brightest students, scientists and engineers in the U.S. and around the world. Create and sustain incentives for innovation and research investment.
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In 2007, Congress passed the America COMPETES Act,