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Studies on web use show that the average site visitor reads only about 20% of the text on a web page. This clearly underlines the need to make every word or phrase in your web pages count. How can we make sure that our prospects get what they need, join our business list, or buy our products through our site?

Studies on web use show that the average site visitor reads only about 20% of the text on a web page. This clearly underlines the need to make every word or phrase in your web pages count. How can we make sure that our prospects get what they need, join our business list, or buy our products through our site? This blog post should help us answer this question.

Your ELGG (an open source community platform) users might not be overly concerned about their friend count, but they very often might need to make a connection with your organisation right off the bat if they have questions about how to use the site or need to understand what having a friend or contact entails so they have the confidence to start engaging with other users. If you currently use or are considering implementing ELGG, you may want to think about starting your members off with at least one default friend.

The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.

We are at a crossroads in educating our youth. Since public schools became the norm for education, we've identified curriculum based on the social, political, and economic need. We've classified what counts into tight packages of content in subject areas as math, science, social studies, and so on. Echoing Owen, Grant, Sayers, and Facer (2006), our approach to teaching and learning, including the order and how information is presented to students, the stages of assessment and what constitutes appropriate discussion on those subjects have also been tightly defined (p. 31). Advancements in technology, principally Web 2.0, social software, and digital tools, have challenged what it means to be educated and how we proceed to educate our youth in a culture where innovation and creativity, lifelong learning, personalization (my own learning space), and knowledge from and with the collective vie for a rightful place.

A site with 82 classic novels at last count as downloadable ebooks. Easy to download and comes in many formats for e-readers and PCs. http://ictmagic.wikispaces.com/English

We also need to recognise that, largely, those teachers who use technology the most effectively and lead the way with its use are also, by and large, excellent teachers with or without the technology. This helps us see what many of us appreciate already: the one biggest element of improving education, making learning more creatively inclined and entrepreneurial, is the teacher. It's not curriculum, class sizes (though smaller class sizes make the teacher's life easier) or even assessment. This is something I've been reporting back from research for two years (and which I've been blown out on more times than I can count). It's not about letting students lead the way with technology and "show us teachers" how it's done. Students are generally quite narrow in their knowledge of how to harness technology or creative venture. No, it's how teachers and parents teach that is important. It is, to use a piece of edu-jargon, pedagogy, both at school and at home.

Great list of all the major blogs and pages in EFL / ESL ..... The numbers don't count, just the info! thxs , a big thanks to Yang He in Germany!

A set of maths resources where users continue a sequence by counting backward by 10.

A set of maths resources where users continue a sequence by counting backward by 5.

A set of maths resources where users continue a sequence by counting backward by 2.

A set of maths resources where users continue a sequence by counting backward by 1.

Create a number line worksheet using whole and decimal numbers. Note that only the answer screen is shown on the screen, but when you print you will get both the question and answer sheets. http://ictmagic.wikispaces.com/Maths

This is a good stopwatch, countdown, and other timer tools site. Simple to use and great for tests or simply counting down the seconds to home time! http://ictmagic.wikispaces.com/ICT+%26+Web+Tools

Great video spot on creating a purposeful and valuable network... not just one with  big head count.

A PowerPoint timer that counts down in seconds and can start at minute intervals.

"A maths website with a vast number of maths videos and resource to use in your classroom. Topics include counting, addition, subtraction, multiplication, division and many more."

On 1st March, the Zero Discrimination Day is celebrated all around the world to promote diversity and recognizes that everyone counts with a lot of activities to recognize and celebrate everyone's right to live a life with full dignity regardless of any barrier such as age, gender, sexuality, nationality, ethnicity, skin color, height, weight, profession, education, and beliefs.