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sujitha kumari

Best Android Application Development Company | Mobinius - 0 views

www.mobinius.com/ndroid-application-development

Android App development Companies in India Company Application

shared by sujitha kumari on 18 Jun 15 - No Cached
  • sujitha kumari on 18 Jun 15
     
    Mobinius is the Leading Android Application Development Company in India with Expert Android App Development team to create your individual or enterprise Android Apps at reasonable rate. Get a Free Quote Now!
jodi tompkins

mathfuture - Egyptian math - 0 views

mathfuture.wikispaces.com/Egyptian+math

math egyptian wiki Free

shared by jodi tompkins on 20 Jul 10 - Cached
  • jodi tompkins on 20 Jul 10
     
    Get live weekly events that deal with math.
Clif Mims

AllThingsPLC - Research, education tools and blog for building a professional learning ... - 3 views

www.allthingsplc.info

2.0 Networking Collaboration=Telecollaboration Telecommunication Professional-Development

shared by Clif Mims on 14 Sep 10 - Cached
  • Clif Mims on 14 Sep 10
     
    "This site was created to serve as a collaborative, objective resource for educators and administrators who are committed to enhancing student achievement. We invite you to share your knowledge, ask questions, and get expert insight into the issues teachers face each day in the classroom."
Courtney Walters

PDPresenterToolkit - activity 1 - 0 views

pdpresentertoolkit.wikispaces.com/activity+1

wikis education teaching technology

shared by Courtney Walters on 01 Oct 10 - No Cached
  • Courtney Walters on 01 Oct 10
     
    A great site to get students acquainted with wikis and what they can do and be.
Clif Mims

iPhone and Kids - Reviews and Info. from Parents for Parents - 6 views

www.iphoneandkids.com

2.0 iPhone iPad mobile-learning mobile-technology Parenting Apps Kids Tutorial

shared by Clif Mims on 16 Dec 10 - No Cached
  • Clif Mims on 16 Dec 10
     
    "I hope to continue to fill this blog with useful information to all iParents. Besides tips for parents, we also do app reviews on this site. We try to have video demos (either prepared by us or by the developer) so that the readers get a preview of the app and do not go through the trouble of paying or installing an app if it is not for them."
Ginger Lewman

Text Message Marketing | Mobile Marketing Marketplace | Sayso - 0 views

www.saysomobile.com/Index.aspx

sayso fundraising charity advertising cellphones mobilephone phones

shared by Ginger Lewman on 08 Nov 08 - Cached
  • Ginger Lewman on 08 Nov 08
     
    This is a great potential fundraiser site for yourself or your local non-profit. Say, a HS band/team/church wants to raise cash? Sign up to receive advert texts (must be 13yo) from 5¢ to $1 each. Every $25 raised, you get a check cut for yourself! You can donate the cash to your organization, OR to your own bank!! This is AWESOME if you have an unlimited texting plan, and great even if you don't! Use KGTC for your invite code!
Sylvia Martinez

Sharing Student Voice at Conferences - 0 views

issuu.com/...g_student_voice_at_conferences

conference free guide panel pdf presentation presenting session student student-led studentvoice teacher tips tricks viewer voice

shared by Sylvia Martinez on 17 Apr 08 - Cached
  • Sylvia Martinez on 17 Apr 08
     
    tips and research about how to prepare students for conference presentations. how it connects to student voice. how to get the most out of the experience for students. special notes about "student panels"
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!!
drew polly

Local Weather conditions and weather forecasts for US and international weather - Simpl... - 0 views

www.simpleweather.com

3-5science 6-8science daily k-2science simpleweather time utilities weather web

shared by drew polly on 03 Sep 08 - Cached
  • drew polly on 03 Sep 08
     
    Simple way to get weather forecasts
Paul McKenzie

webucation - 0 views

www.webucation.piczo.com/?cr=5&rfm=y

webucation visual links edtech integration ict computer lessons 21C_Skills

shared by Paul McKenzie on 18 Feb 09 - Cached
  • Paul McKenzie on 18 Feb 09
     
    This is what you get when the Librarian-Media Studies Specialist is married to the Technology Integration Specialist
drew polly

Twitter Handbook for Teachers - 1 views

www.scribd.com/14062777

twitter education teachers technology handbook microblogging 3110

shared by drew polly on 24 Apr 09 - Cached
  • drew polly on 24 Apr 09
     
    Handbook to get teachers into using Twitter
Pat Wagner

IS 339 Presents Dot-to-Dot, a Global Learning Reception - 0 views

339dottodot.com

shared by Pat Wagner on 25 May 09 - Cached
  • Pat Wagner on 25 May 09
     
    This event is for everyone - and there's something in it for everyone. As the date gets closer, the site will be FILLED with projects, lesson plans, resources, student documentaries, and much, much more. Just RSVP for more info. Dot-to-Dot will be hosted by IS 339 on June 9, 2009." /> This is a cached version of http://339dottodot.com. Diigo.com has no relation to the site.x   0
Jeff Johnson

Ideas and Thoughts from an EdTech » Inside Learning - 0 views

ideasandthoughts.org/...inside-learning

edtech ideasandthoughts.org shareski technology education student learning

shared by Jeff Johnson on 04 Apr 09 - Cached
  • Jeff Johnson on 04 Apr 09
     
    "I'm currently teaching first year university students and require them to blog. There are many benefits for having them blog but I've found it to be one of the greatest ways I've been able to get into the thinking and process of my their learning. Asking them to describe their learning and thought process provides me with insight not only to appreciate their efforts but to inform my instruction and decide on what further supports I can provide to take them to the next level. This technology remains a powerful way for learners to reflect and share their thinking on a variety of endeavors. As much as teachers and schools say that process is as important as product, this often is more lip service than practice. Process takes time and talking about learning can be tiresome. The transparency of blogs make this a shared experience that no doubt can provide all students a greater opportunity to learn from each other. The advent of blogs in schools often is deployed as a way to bring technology into schools. That's the wrong reason. I recently read this quote on Doug Johnson's blog: At a conference last week, Mark Weston from Dell computing stated that asking the question, "Does technology improve student learning?" is the wrong question. The question should be, "Does technology support the practices that improve student learning?"
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.
Jeff Johnson

Adopt and Adapt: Shaping Tech for the Classroom (Edutopia) - 0 views

www.edutopia.org/adopt-and-adapt

shared by Jeff Johnson on 30 Mar 09 - Cached
  • Jeff Johnson on 30 Mar 09
     
    The biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia?
J Black

Thinkature - About Thinkature - 0 views

thinkature.com/about

collaboration web2.0 visualization notetaking education

shared by J Black on 05 Apr 09 - Cached
  • J Black on 05 Apr 09
     
    With Thinkature, you can create a collaborative workspace and invite coworkers, friends, and colleagues to join you in just seconds. Once inside your workspace, you can communicate by chatting, drawing, creating cards, and adding content from around the Internet. It's all synchronous, too - no need to hit reload or get an editing lock.
Clif Mims

National Lab Day - 2 views

www.nationallabday.org

Math Science Network Networking PBL Technology Technology-Integration

shared by Clif Mims on 08 Mar 10 - Cached
  • Clif Mims on 08 Mar 10
     
    An initiative to build local communities of support that will foster ongoing collaborations among volunteers, students and educators. Volunteers, university students, scientists, engineers, other STEM professionals and, more broadly, members of the community are working together with educators and students to bring discovery-based science experiences to students in grades K-12. When an educator posts a project, our system will help them get the resources needed to bring that project to fruition.
Lois Lindemann

Multiple-Mouse presentations - Templates - Microsoft Office Online - 12 views

office.microsoft.com/...CT103751791033.aspx

mouse_mischief templates

shared by Lois Lindemann on 01 May 10 - Cached
  • Lois Lindemann on 01 May 10
     
    Some of the maths templates look nice. I'll be trying these as soon as I can get hold of some mice.
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