Skip to main content

Home/ Classroom 2.0/ Group items matching "three" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
2More

2009 Horizon Report » Two to Three Years: Geo-Everything - 0 views

wp.nmc.org/...geo-everything
shared by Philippe Scheimann on 23 Aug 09 - Cached
  • Mobile learners can receive context-aware information about nearby resources, points of interest, historical sites, and peers seamlessly, connecting all this with online information for just-in-time learning. Social networking tools for handheld and mobile devices or laptop computers can already suggest people or places that are nearby, or show media related to one’s location.
    • Philippe Scheimann
      Philippe Scheimann on 23 Aug 09
       
      site such as relationet.net provides ways to follow on the celphones the stories of Shoah survivors, where they were etc.
8More

Why The FCC Wants To Smash Open The iPhone - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009080101074.html cloud google voice apps iphone e-learning 21cif
shared by Dennis OConnor on 01 Aug 09 - Cached
  • Right about now, Apple probably wishes it had never rejected Google Voice and related apps from the iPhone. Or maybe it was AT&T who rejected the apps. Nobody really knows. But the FCC launched an investigation last night to find out, sending letters to all three companies (Apple, AT&T, and Google) asking them to explain exactly what happened.
  • The FCC investigation is not just about the arbitrary rejection of a single app. It is the FCC's way of putting a stake in the ground for making the wireless networks controlled by cell phone carriers as open as the Internet.
  • On the wired Internet, we can connect any type of PC or other computing device and use any applications we want on those devices. On the wireless Internet controlled by cellular carriers like AT&T, we can only use the phones they allow on their networks and can only use the applications they approve.
  • ...4 more annotations...
  • Google must secretly be pleased as punch. It was only two years ago, prior to the 700MHz wireless spectrum auctions, that it was pleading with the FCC to adopt principles guaranteeing open access for applications, devices, services, and other networks. Now two years later, in a different context and under a different administration, the FCC is pushing for the same principles.
  • FCC cites "pending FCC proceedings regarding wireless open access (RM-11361) and handset exclusivity (RM-11497). That first proceeding on open access dates back to 2007 when Skype requested that cell phone carriers open up their networks to all applications (see Skype's petition here). Like Google Voice, Skype helps consumers bypass the carriers. The carriers don't like that because that's their erodes their core business and turns them into dumb pipes. But dumb pipes are what we need. They are good for consumers and good for competition because they allow any application and any device, within reason, to flower on the wireless Internet.
  • The FCC also wants Apple to explain the arbitrariness of its app approval process: 4. Please explain any differences between the Google Voice iPhone application and any Voice over Internet Protocol (VoIP) applications that Apple has approved for the iPhone. Are any of the approved VoIP applications allowed to operate on AT&T?s 3G network?5. What other applications have been rejected for use on the iPhone and for what reasons? Is there a list of prohibited applications or of categories of applications that is provided to potential vendors/developers? If so, is this posted on the iTunes website or otherwise disclosed to consumers?6. What are the standards for considering and approving iPhone applications? What is the approval process for such applications (timing, reasons for rejection, appeal process, etc.)? What is the percentage of applications that are rejected? What are the major reasons for rejecting an application?
  • Why does it take a formal request from a government agency to get Apple (and AT&T) to explain what the rules are to get on the wireless Internet?
  • Dennis OConnor on 01 Aug 09
     
    Opening the iPhone would make educational apps much easier to publish. Apple's monopoly means e-text-book readers and classroom use of hand held computers (which is what the iPhone and iPod reall are) have to pay a toll to Apple. Right now, Apple's approval system is cloaked in mystery. Developers have no way to market their products without 'official' approval. Opening up the iPhone and by extension opening up wireless networks around the country will drive down high prices and bring connectivity to more inexpensive computing devices. I hope this FCC investigation is the domino that kicks open the door to the clouds of connectivity that are already out there!
7More

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).

Intermission Cash, Post Links for Cash - 0 views

started by Intermission Cash on 11 Dec 09 no follow-up yet
11More

Leader to Leader - Leader To Leader Journal - 16 views

www.pfdf.org/...journal.aspx leader teaching learning resources
shared by Jeffrey Fuller on 20 Jan 10 - Cached
  • For the first time, they will have to manage themselves. And society is totally unprepared for it.
  • To succeed in this new world, we will have to learn, first, who we are. Few people, even highly successful people, can answer the questions, Do you know what you're good at? Do you know what you need to learn so that you get the full benefit of your strengths? Few have even asked themselves these questions.
  • Throughout human history, it was the super achievers -- and only the super achievers -- who knew when to say "No." They always knew what to reach for. They knew where to place themselves. Now all of us will have to learn that. It's not very difficult. The key to it -- what Leonardo da Vinci and Mozart did -- is to record the results of our decisions.
  • ...8 more annotations...
  • Every time you do something that is important, write down what you expect will happen. The most important decisions in organizations are people decisions, and yet only the military, and only recently, has begun to ask, "If we assign this general to lead this base, what do we expect him to accomplish?" Three years later they look back at what they had written. They have now reached a point where 40 percent of their decisions work out.
  • what we have to learn to get the full benefit from our strengths, where our weaknesses lie, what our values are.
  • The productivity of teachers, for instance, has not improved, and may in fact have shrunk, in the past 70 years. (Of course teachers in the 1920s enjoyed the advantage of not having faculty meetings to attend.)
  • What are you being paid for, and how much time do you spend doing that? Typically, nurses say they are paid to provide patient care, or to keep the doctors happy. Both are good answers; the problem is that they have no time to do either job. One hospital more than doubled its nurses' productivity simply by asking them these two questions, and then hiring clerks to do the paperwork that prevented nurses from doing their real job.
  • Effective organizations put people in jobs in which they can do the most good. They place people -- and allow people to place themselves -- according to their strengths.
  • Know people's strengths. Place them where they can make the greatest contributions. Treat them as associates. Expose them to challenges.
  • the United States is that it attracts top knowledge workers from around the world -- not just because they earn more money but because they are treated as colleagues, not as subordinates.
  • Organizations that understand this -- and strip away everything that gets in their knowledge workers' way -- will be able to attract, hold, and motivate the best performers.
1More

Former Education Ambassador for Second Life Discusses New Role With Competing Virtual W... - 0 views

chronicle.com/...29166 education Technology 2L 3D
shared by Kyle Murley on 21 Jan 11 - No Cached
  • “hypbergrid adventuersrs club.” We meet three times a week, an hour each time, and we go into different grids.
2More

Hundreds Of Women Raped By Qaddafi Forces : World is Best - 0 views

www.worldisbest.com/...-women-raped-by-qaddafi-forces Qaddafi Rapped Women Iman Al-Obeidi Libya Force Details AIDS Cruelty Infected Terror Gang Raped Hotel Militias Civil War Twitter
shared by sania malik on 04 Sep 11 - No Cached
    • sania malik
      sania malik on 04 Sep 11
       
      Iman Al-Obeidi who is a Libyan Postgraduate Law student She first received worldwide media attention during the 2011 Civil Libya War when she was beaten and ganged raped by the 15 men of Libyan troops. she really flashed the sex crime in Libya by the Gaddafi force. Dr. Seham Sergewa had been working with children traumatized by the fighting in Libya but soon found herself being approached by troubled mothers who felt they could trust her with their dark secret.At first, the responses to the questionnaire about the trauma of the war in Libya were predictable, if tragic: 10,000 people suffering post-traumatic stress, 4,000 children with psychological problems. Then came the unexpected: 259 women said they had been raped by militiamen loyal to Muammar Qaddafi. Iman Al-Obeidi and the other women said they had been raped by Qaddafi's militias in numerous cities and towns: Benghazi, Tobruk, Brega, Bayda and Ajdabiya (where the initial three mothers hail from) and Saloum in the east; and Misrata in the west.ome just said they had been raped. Some did not sign their names; some just used their initials. But some felt compelled to share the horrific details of their ordeals on the back of the questionnaire.
  • sania malik on 04 Sep 11
     
    t first, the responses to the questionnaire about the trauma of the war in Libya were predictable, if tragic: 10,000 people suffering post-traumatic stress, 4,000 children with psychological problems. Then came the unexpected: 259 women said they had been raped by militiamen loyal to Muammar Qaddafi.
6More

6 Things You'd Never Guess About Google's Energy Use - Techland - TIME.com - 0 views

techland.time.com/...guess-about-googles-energy-use google energy technology science
shared by BTerres on 09 Sep 11 - No Cached
  • Google uses enough energy to continuously power 200,000 homes
  • Google accounts for roughly 0.013 percent of the world's energy use
  • One Google search is equal to turning on a 60W light bulb for 17 seconds
  • ...3 more annotations...
  • YouTube can stream for three days on the energy it takes to make a DVD
  • One year of Gmail is as efficient as a message in a bottle
  • Google's carbon footprint is zero (after offsets)
2More

6-Traits Resources: Modeling Writing with 6-Traits + Podcast Sharing - 27 views

6-traits.blogspot.com/...ing-with-6-traits-podcast.html 6traits writing podcasting
shared by Dennis OConnor on 23 Oct 09 - Cached
  • I love to get email from graduates of my online 6-traits class. I get a glimpse of their classrooms and the fun and excitement of teaching writing with the six traits. Here's news from Karen's 5th grade class!
  • I've done 3 traits so far this term and have never received such overall great writing from a class. The three or four that really shine have become 17 and 18. I am truly impressed with the improvement and excitement about their writing (and honestly - I'd put a lot of energy into my writing program BEFORE 6 Traits!).
5More

Online Learning is so last year… | 21st Century Collaborative - 0 views

www.21stcenturycollaborative.com/...nline-learning-is-so-last-year
shared by Roland Gesthuizen on 17 Apr 11 - No Cached
  • It requires us to continually reinvent ourselves, to stay on top of where research and practice meet and to balance the desire for easy and structured with messy and self-directed.
  • are people confusing talking to people online with deep, connected learning?
  • Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today’s world.
  • ...1 more annotation...
  • If all I do is network I do not shift or grow because I am missing the opportunity to go deep and actually learn by doing. It takes both: Networks and Community. Online, global communities of practice and f2f learning communities in my local context.
  • Roland Gesthuizen on 17 Apr 11
     
    "Is there value in knowing how to start, lead, implement, empower, and use online communities for the type of collaboration that is going to provide significant shift? The kind where we all bring our best giftings to the table and use them together to create something new and powerful. Are online communities the focus or merely the venue through which we learn?"

CHICAGO BIANCO SOX CAPPELLO Chi ha - 0 views

started by intermixed intermixed on 26 May 14 no follow-up yet

sac hermes pas cher Le - 0 views

started by intermixed intermixed on 08 Dec 14 no follow-up yet
1More

Why I built a wooden periodic table in my spare time. - 17 views

thelearnersway.net/...xfxexri3j770ckm2mwdgd8j3m1dqu6 Education learning science PBL
shared by Nigel Coutts on 16 Nov 14 - No Cached
  • Nigel Coutts on 16 Nov 14
     
    Just over two years ago a group of teachers decided there Science Lab needed a signature piece to promote an interest in scientific inquiry. Inspired by a display at Questacon they embarked on a project to create a display to showcase the Periodic Table. After a three month journey into cabinetry and problem solving it is ready and this is the story of how it was made and why.
1More

5 Tips to Help Your Child Get Through the First School Interview | - 0 views

blog.firstschool.net/ugh-the-first-school-interview childcare
shared by Dorothy Hastings on 04 Feb 16 - No Cached
  • Dorothy Hastings on 04 Feb 16
     
    School interviews start early with kids as young as three or four to gain acceptance for preschool or pre-kindergarten. Regardless of the nature and degree of the interview, it's important for you to prepare your child fully so that he or she knows what to expect and has the best chances possible for success.

A child care center in California - 0 views

started by Dorothy Hastings on 04 Feb 16 no follow-up yet
« First ‹ Previous 181 - 200 of 220 Next ›
Showing 20▼ items per page