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Ben Rimes

MediaShift . 5 Principles for Teaching Journalism Ethics in the Digital Age | PBS - 9 views

www.pbs.org/...ics-in-the-digital-age046.html

journalism ethics digital principles

shared by Ben Rimes on 09 Jun 11 - No Cached
  • Ben Rimes on 09 Jun 11
     
    Great resource for teaching journalism ethics for a high school journalism and/or broadcasting class. Good firsthand, industry examples and guidelines.
Cara Whitehead

Science Vocabulary - 7 views

www.spellingcity.com/science-vocabulary.html

science vocabulary

shared by Cara Whitehead on 24 Jul 11 - No Cached
  • Cara Whitehead on 24 Jul 11
     
    Science vocabulary for all content areas and age levels (K-12)
Clif Mims

SlimeKids - School Library Media Kids - 11 views

www.slimekids.com

Free Games Literature Literacy Reading

shared by Clif Mims on 14 Oct 11 - No Cached
  • Clif Mims on 14 Oct 11
     
    Free website for elementary/middle school-age kids with book trailers, educational games and literacy-related resources.
jwcurlin

Science for Kids - Fun Experiments, Cool Facts, Online Games, Activities, Projects, Ide... - 1 views

www.sciencekids.co.nz

education teaching resources learning

shared by jwcurlin on 10 Feb 19 - Cached
  • Science facts Enjoy a wide range of information and fun science facts that are sure to surprise and amaze you. Technology facts Check out our cool technology facts featuring robots, cell phones, computers, the Internet and more. Animal facts Animals are an endless source of amazing facts. Find out what makes sharks, dogs and other animals so special. Chemistry facts Learn more about metals, atoms, elements, solids, liquids and gases with our range of interesting chemistry facts. Earth facts Our earth is a fascinating place that is home to such wonders as volcanoes, rivers, deserts and more. Scientist facts Find out more about the scientists who changed the world we live in thanks to their research and discoveries. Space facts Enjoy our space facts and learn the truth behind some of the mysteries that relate to distant stars and galaxies. Planet facts Focus on the planets that share our solar system, read amazing facts about Mars, Jupiter, Saturn and more. Funny facts Relax and enjoy the funny side of science with some crazy facts and information that will bring a smile to your face.   Experiments are an awesome part of science that allow students of all ages to engage in fun and exciting hands on learning experiences that they are sure to enjoy. Experiment with different things an
  • jwcurlin on 10 Feb 19
     
    Fun for all ages not just kids/students.
jazminedaniel2

Hooda Math Games - 0 views

www.hoodamath.com/games

idt3600

shared by jazminedaniel2 on 13 Feb 18 - No Cached
  • jazminedaniel2 on 13 Feb 18
     
    Hooda is a free online math game site for kids all ages.
jazminedaniel2

FunBrain - 0 views

www.funbrain.com

idt3600

shared by jazminedaniel2 on 13 Feb 18 - No Cached
  • jazminedaniel2 on 13 Feb 18
     
    FunBrain is an educational browser game website for children and adults. FunBrain is a #1 site for online educational games for students of all ages. FunBrain includes educational games in subjects such as math, grammar, science, spelling and history.
jazminedaniel2

ABCmouse: Educational Games, Books, Puzzles & Songs for Kids & Toddlers - 0 views

www.abcmouse.com

idt3600

shared by jazminedaniel2 on 13 Feb 18 - No Cached
  • jazminedaniel2 on 13 Feb 18
     
    ABCmouse is a early learning subscription-based digital educational program for children ages 2-8. ABCmouse has a full online based curriculum and is a safe educational website for students and parents.
felicitygs

NetSmartz Home - 0 views

www.missingkids.org/NetSmartz

idt3600 OnlineSafety KidsOnline OnlineLearning

shared by felicitygs on 15 Feb 22 - No Cached
  • felicitygs on 15 Feb 22
     
    This website is great for teaching kids about online safety through age-appropriate videos and activities.
felicitygs

Home - The Kids Coach - 0 views

thekidscoach.tv

idt3600 active move physicaleducation

shared by felicitygs on 15 Feb 22 - No Cached
  • felicitygs on 15 Feb 22
     
    This website is designed for kids ages 2-18 to follow along and get their energy out with kid-friendly workouts to watch from the comfort of their own homes.
Rose Black

Plagiarism checking tool - the most accurate and absolutely FREE! - 0 views

www.plagtracker.com

education web2.0 tools free

shared by Rose Black on 12 Jul 12 - No Cached
  • Rose Black on 12 Jul 12
     
    In this technological age a plagiarism checker is essential for protecting your written work. A plagiarism checker benefits teachers, students, website owners and anyone else interested in protecting their writing. Our service guarantees that anything you write can be thoroughly checked by our plagiarism software to insure that your texts are unique.
Natasha Gossett

common sense media - 0 views

www.commonsensemedia.org/...internet-safety

idt7064 safety

shared by Natasha Gossett on 23 Jul 12 - No Cached
  • Alicia Kelley on 23 Jul 12
     
    This is a site that contains many articles about Internet safety.  Teachers could read these different articles and prepare an Internet safety lesson.  The articles are geared to all ages so this site helps every grade level teacher and it also has an article for parents.
  • Natasha Gossett on 24 Jul 12
     
    This website provides parents with online safety to protect their privacy it also gives safety ideas to implement in the home.
Knewton

What is "Adaptive Learning"? Our own Knewton Knerds explain... - 0 views

www.knewton.com/...oard-what-is-adaptive-learning

education edtech technology teachers students highered highereducation higher adaptivelearning adaptive learning elearning blended flipped classroom blendedlearning flippedclassroom

shared by Knewton on 10 Oct 13 - No Cached
  • Knewton on 10 Oct 13
     
    In today's age of big data, words and phrases like "adaptive learning," "personalization" and "differentiation" are getting tossed around with increasing frequency. What exactly do these terms mean and to what extent do they overlap?
Dean Mantz

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints_in_the_Digital_Age.aspx

web2.0 socialnetworking willrichardson digitalcitizenship footprints digitalfootprint pln

shared by Dean Mantz on 06 Nov 08 - Cached
  • Toby Fischer on 06 Nov 08
     
    Great Article to share with staff members. Refers to making students googlable.
Amy Archer

42explore: Thematic Pathfinders for All Ages - 0 views

42explore.com

42explore education resources search

shared by Amy Archer on 05 Aug 08 - Cached
  • Amy Archer on 05 Aug 08
     
    Why start with Google and get thousands of webpages to review. 42explore (Four - to - explore) has 4 websites on over 200 topics. A great place to start!!
Dean Mantz

MAKE BELIEFS COMIX! Online Educational Comic Generator for Kids of All Ages - 0 views

makebeliefscomix.com

comics web2.0 comix kids fun writing

shared by Dean Mantz on 25 Jan 09 - Cached
  • Dean Mantz on 25 Jan 09
     
    Create your comic strips.
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
Dean Mantz

Adobe - Digital School Collection teacher resources - 0 views

www.adobe.com/...adsc

adobe learning ideas resources lessonplans digitalstorytelling teaching education

shared by Dean Mantz on 24 Sep 09 - Cached
  • Technology integration is a key mechanism for augmenting classroom instruction while teaching students essential digital communication skills that will help them become lifelong learners in the digital age. Use these lesson plans to structure projects using the Adobe® Digital School Collection when teaching about math and science, language arts, history/social studies, and visual and performing arts
  • Dean Mantz on 24 Sep 09
     
    Adobe School collection teacher resources that go along with Premiere Elements, Photoshop Elements and more.
Henry Thiele

FRONTLINE: digital nation: an online interactive learning tool for frontline's digital ... - 17 views

www.pbs.org/...teachers

googleapps 21stCentury web2.0

shared by Henry Thiele on 03 Feb 10 - No Cached
  • Henry Thiele on 03 Feb 10
     
    Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.
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