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Dean Mantz

Home - Who Runs Gov - Government directory - 0 views

whorunsgov.com

gov officials legislature Senators House_of_Representatives WashingtonDC government

shared by Dean Mantz on 23 Jan 09 - Cached
  • Dean Mantz on 23 Jan 09
     
    Start your Search SEARCH Go advanced search Browse Profiles advertisement GovRank * Administration Officials (38) * Hill staffers (22) * Political appointees (17) * Members of Congress (17) * Lobbyists (15) Most Viewed Profiles As of Jan. 22, 2009 | 1:19AM Barack Obama Read edits As of Jan. 21, 2009 | 6:20PM Steny H. Hoyer (D-Md.) Read edits As of Jan. 22, 2009 | 9:50PM Jason Furman Read edits As of Jan. 22, 2009 | 6:43PM Hillary Rodham Clinton Read edits As of Jan. 22, 2009 | 5:51AM Caroline Kennedy Read edits Latest Headlines * Obama Says New $825 Billion Stimulus Plan Is 'on Target' washingtonpost.com, Fri, 23 Jan 2009 * Successor Chosen for Clinton's Senate Seat washingtonpost.com, Fri, 23 Jan 2009 * Does a Glass Ceiling Persist in Politics? washingtonpost.com, Fri, 23 Jan 2009 * Stimulus Plan Meets More GOP Resistance washingtonpost.com, Fri, 23 Jan 2009 * Senate Gets Reacquainted With McCain the Maverick washingtonpost.com, Fri, 23 Jan 2009 Partners Home > Home Table of contents 1. 1. 1. 1.1.1. In the News 2. 2. Kirsten Gillibrand (D-N.Y.) 3. 3. Recently Added Profiles 4. 4. The Plum LineGreg Sargent's blog 1. 1. 4.1.1. NRCC: The Economy Is "Robust" 2. 4.1.2. Featured Blog Posts 5. 5. In the LoopBy Al Kamen 1. 1. 5.1.1. Recent Columns WhoRunsGov.com offers a unique look at the world of Washington through its key players and personalities. It's your window into how deals get made and policy is shaped in the new Obama administration that is remaking the nation's capital
Dean Mantz

How to Embed Almost Anything in your Website - 0 views

www.labnol.org/...6365

embed webpage feeds documents images videos flash profiles

shared by Dean Mantz on 06 Jan 09 - Cached
  • Dean Mantz on 06 Jan 09
     
    Tips/tricks for embedding items into web pages.
Walter Antoniotti

Excel Statistics Lab Manual - 0 views

www.businessbookmall.com/Excel-Statistics-Book.htm

statistics mathemtics free lab manual Excel

shared by Walter Antoniotti on 13 Nov 08 - Cached
  • Walter Antoniotti on 13 Nov 08
     
    Free Internet lab manual for the free Internet textbook Statistics using The Quick Notes Learning System. Problems are in column A with directions on how to do them. Data is in column B as is a place for Excel to put the answer. User follows the directions, answers are generated by Excel, user interprets the answer. Complete solution provided in the next worksheet.
Peter Kimmich

How to Nail the SAT - Some quick tips - 0 views

businessadminguide.blogspot.com/...-take-sat-test-study-tips.html

advice college education help sat sat reasoning test school study skills study tips studying test

shared by Peter Kimmich on 26 Sep 08 - Cached
  • Peter Kimmich on 26 Sep 08
     
    As with any test, there are strategies you can use on the SAT Reasoning Test to make sure you finish on time, and with the best possible score...
Henry Thiele

Teach Digital: Curriculum by Wes Fryer / podcasting - 0 views

teachdigital.pbwiki.com/podcasting

podcasting podcast tutorial podcasts howto audio wiki tools

shared by Henry Thiele on 10 Mar 09 - Cached
  • Henry Thiele on 10 Mar 09
     
    Podcasting Hands-on!! Podcasting can be used in powerful ways to motivate students to develop their traditional as well as digital literacy skills. It can be done safely, is relatively inexpensive and fairly easy to learn with any Internet-connected computer and a basic microphone. This session explores examples of successful classroom podcasts and demonstrates how teachers can start their own classroom podcast.
Clif Mims

Technology Integration Matrix - 0 views

fcit.usf.edu/index.html

education educational-technology instructional-design learning lesson-plans teaching technology-integration tutorials video

shared by Clif Mims on 05 Jun 08 - Cached
  • Clif Mims on 05 Jun 08
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The two axis are 1) levels of technology integration into the curriculum and 2) characteristics of the environment.
drew polly

UDL Curriculum Self-Check - 0 views

udlselfcheck.cast.org

rti udl

shared by drew polly on 08 Oct 08 - Cached
  • drew polly on 08 Oct 08
     
    How aligned with your classroom is Universal Design for Learning?
drew polly

Twitter for Professional Development - 0 views

spreadsheets.google.com/ccc

twitter PD professionaldevelopment list web_20 pln

shared by drew polly on 18 Apr 09 - No Cached
  • drew polly on 23 Apr 09
     
    Google spreadsheet on how teachers use Twitter for PD.
Peter Kimmich

How to Balance Online Classes with Working Full Time - 0 views

aceonlineschools.com/classes-with-working-full-time

online classes school education learnning career work job

shared by Peter Kimmich on 29 Apr 09 - Cached
  • Peter Kimmich on 29 Apr 09
     
    Tips for balancing online classes with a full-time job.
J Black

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

www.educause.edu/...163448

technology adotion education web2.0

shared by J Black on 03 Apr 09 - Cached
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • ...6 more annotations...
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
  • J Black on 03 Apr 09
     
    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
Dean Mantz

Mobile Learning Institute - 0 views

www.mobilelearninginstitute.org/...index.html

institute mobilelearning mobile_learning education 21stcenturyskills 21stcenturylearning mobile learning

shared by Dean Mantz on 22 Sep 09 - Cached
  • Dean Mantz on 22 Sep 09
     
    The Mobile Learning Institute's film series "A 21st Century Education" profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century experience. "A 21st Century Education" compiles, in short film format, the best ideas around school reform. The series is meant to start, extend, or nudge the conversation about how to make change in education happen.
drew polly

Using Social Networking tools with Students - 0 views

www.wholechildeducation.org/blog

video social-networking web_20 blog cheryl_lemke

shared by drew polly on 23 Apr 09 - Cached
  • drew polly on 23 Apr 09
     
    Educator Cheryl Lemke talks about how to use social networking tools with students.
drew polly

Get Them Talking Using Web 2.0 - 0 views

getthemtalking.wikispaces.com

wiki languages education technology talking web20

shared by drew polly on 11 May 09 - No Cached
  • drew polly on 11 May 09
     
    Wiki with resources about Web 2.0 and how to use web 2.0 to promote communication and literacy.
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

Voicethread 4 Education » home - 0 views

voicethread4education.wikispaces.com

storytelling Voicethread wiki education web2.0 digital_storytelling resources tools

shared by Dean Mantz on 24 Aug 09 - Cached
  • Dean Mantz on 24 Aug 09
     
    Hello and welcome to the VoiceThread 4 Education wiki. This wiki was started by Colette Cassinelli but because of contributors like YOU - it has grown to be comprehensive collection of VoiceThread examples from students and teachers of all ages and groups. The purpose of this wiki is to gather examples of how educators are using Voicethread in their classrooms (or for professional development) and to share those examples.
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