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SynthaSite - 0 views
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The Quick & Easy Website Builder that Requires NO Technical Skills. It's FREE.
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Yudu Freedom - 0 views
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Yudu Freedom is a new on-demand publishing service that lets you turn a PDF file into a live, Flash-based Web page within minutes. Like Scribd, Yudu Freedom allows you to publish documents in an interactive, page-turning digital format and host them online at no cost.
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Cueprompter - 0 views
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CuePrompter is a free teleprompter/autocue service. Your browser works like a teleprompter -no extra software needed.
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IS 339 Presents Dot-to-Dot, a Global Learning Reception - 0 views
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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
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shared by Jeff Johnson on 04 Apr 09
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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
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"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?"
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State Educational Technology Directors Association (SETDA) - 2009 National Trends Report - 0 views
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The State Educational Technology Directors Association (SETDA) released its sixth annual report on the Enhancing Education Through Technology (EETT) program, a component of the No Child Left Behind, Title II, Part D (NCLB IID) Act.
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Teamwork Theoretical Rationale - 0 views
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list of student-to-student collaborative projects
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Camp Internet's Teacher to Teacher Resource Center
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Mustang project at Web66
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the Jason Project
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Go to http://www.jason.org/public/home.aspx for the Jason Project, now sponsored by National Geographic.
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Internet Subject Matter Expert project
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shared by Clif Mims on 07 Apr 09
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Adobe - Vlog It! : Create Vlogs, Video Blog Software - 0 views
www.adobe.com/vlogit
Video Blogging Development Instructional-Design Instructional-Technology Educational-Technology
shared by Clif Mims on 07 Apr 09
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Vlog It creates video blogs faster and easier than traditional video editing software because there's no editing! In fact, it's more like an automatic TV newsroom right inside your computer.
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Thinkature - About Thinkature - 0 views
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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.
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Teaching in Social and Technological Networks « Connectivism - 9 views
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The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
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Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
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Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
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I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
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In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
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While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
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Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
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Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
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Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
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Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
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Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
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Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
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Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
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Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
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We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
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We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
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The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
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In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
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Discusses the role of teachers in the learning process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
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Spelling & Vocabulary Website: SpellingCity - 0 views
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Help make spelling time a fun time! SpellingCity.com can be an invaluable part of every child's spelling and vocabulary education with over 42,000 spelling words and customizable sentences. -
Spelling city allows you to make spelling fun. No more book and pencil work! Make crossword puzzles and flash cards.
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Storynory Free Audio Stories For Kids - 13 views
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Free audio stories of public domain literature, poetry, and stories. Grouped by categories, and able to be listened to directly on the website, no download needed. Also includes iTunes link to iOS friendly versions of the audio stories. Useful website for creating your own digital literacy center at the elementary level, or for secondary teachers to provide remediation for students.
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The Test Generation - 11 views
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"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.
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How many decades have teacher's experienced this firsthand as students try to cheat, weasel, and otherwise fabricate their way to the reward, whether it's a gold star, a piece of candy, or some extra credit.
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In 2005, for example, Alabama reported that 83 percent of its fourth-graders were proficient in reading, even though the NAEP found that only 22 percent of these children were proficient readers. The harsh punishments associated with NCLB had encouraged Alabama and most other states to dumb down their tests and then teach directly to them.
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The letter is a thinly veiled attack on teachers' unions and the job security for which they fight. Mike Stahl, former executive director of the Pikes Peak Education Association, says union membership in Harrison has decreased by half under Miles' leadership, and that teacher turnover, at about 25 percent from year to year, "is the highest in the state among like-sized or larger districts." According to Stahl, Miles "is very anti-union and very prone to retaliation for speaking in opposition to district or superintendent plans. ... There was no collaboration with staff or union in the development of this plan. As a result, district teacher morale is extremely low."
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This is where a lot of the proponents of education and teacher evaluation reform fall. In the area that no longer concerns itself with building effective cooperation, teamwork, and a positive work atmosphere, a shame really.
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Since Miles became superintendent, Harrison's scores on state exams in math, reading, and writing have steadily increased. In reading, for example, 54 percent of Harrison students were proficient in 2005, compared to 61 percent in 2010. Critics who chalk those gains up to "drill and kill" teaching might find at least one thing to love about Harrison District 2: Its test score-based teacher-evaluation system is matched by intense professional-development efforts of the sort promoted by education experts from across the political spectrum.
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But "really systemic, momentous things are happening right now, and I am at the ideological epicenter of that change," he added. "If nothing else, it's really interesting
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Don't our schools deserve reform and/or experimentation that is better than just "really interesting?"
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Rival groups of education researchers interpret the reliability of value-added differently but even the technique's defenders have urged caution, as have the Educational Testing Service and the Department of Education's own Institute for Education Sciences. Experts raise a number of powerful objections: that value-added measurements are often based on poorly designed, unsophisticated standardized tests; that the ratings are particularly volatile (a teacher who scores very well or very poorly using value-added has only a one-third chance of getting a similar score the following year, and it takes about 10 years of data to reduce the value-added error rate to 12 percent for any individual teacher); and that the technique gives the impression that the teacher is the only factor in student achievement, ignoring parental involvement, after-school tutoring, and other "inputs" that research shows account for up to 80 percent of a student's achievement outcomes
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Although "value-added" seems great on the surface, having to wait around for 10 years to get a 12 percent error rate and then deal with all of the uncontrolable factors, makes student performance assessments seem like a joke almost.
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A consensus is emerging on what those best practices are, and they have little to do with test-driven instruction. Research by Linda Darling-Hammond, a Stanford University teaching expert and former Obama adviser, has found that in Finland, South Korea, and other high-performing nations, teachers spend just 50 percent of their workday in the classroom with students, compared to about 80 percent for American teachers. During the rest of their day, Finnish and South Korean teachers work with other adults to plan lessons, observe one another's classrooms, and evaluate student work. This balance is especially important for beginning teachers; powerful evidence suggests that the single most helpful teacher-training exercise is to spend time inside a master teacher's classroom and to get feedback from that master teacher on one's own practice.
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Reflective practitioning through blogging as a systemic model for teacher PD would be one way to encourage growth in this area.
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The teachers are grouped to maximize the sharing of best practices; one team includes a second-year teacher struggling with classroom management, a veteran teacher who is excellent at discipline but behind the curve on technology, and a third teacher who is an innovator on using technology in the classroom.
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Interesting group composition, and would be easy to put together in any school with proper surveys and cooperation among teaching "families".
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When I visited MSLA in November, the halls were bright and orderly, the students warm and polite, and the teachers enthusiastic -- in other words, MSLA has many of the characteristics of high-performing schools around the world. What sets MSLA apart is its commitment to teaching as a shared endeavor to raise student achievement -- not a competition. During the 2009-2010 school year, all of the school's teachers together pursued the National Board for Professional Teaching Standards' Take One! program, which focuses on using curriculum standards to improve teaching and evaluate student outcomes. This year, the staff-wide initiative is to include literacy skills-building in each and every lesson, whether the subject area is science, art, or social studies.
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This is what schools should be doing. Foster community, cooperation, and collaboration among the teachers, not isolating them in content area groups, and separating them based on department. Inter-disciplinary teaching teams is a first start, but having everyone in a district adopt the same goal, and work together would be huge.
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As Nazareno walked me through MSLA's hallways, introducing me to kids and teachers, she reflected on how her profession is changing. "I'm not afraid of being held accountable. I haven't dedicated a career to have kids unable to read or do science," she said. "But people need to understand that teaching and learning are very complex processes, and any time you try to measure anything that's highly complex, you can miss the nuances." Nazareno paused outside a classroom door and lowered her voice. "We had a girl in the second grade whose mother died. At the school next door, a girl was brutally murdered. That's all they've been talking about there for two weeks; they lost a lot of instruction time." She raised her eyebrows. "How do you factor that into value-added?"
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Education ultimately is about navigating the real world, and attempting to make meaning from our daily individual experiences, or building community around shared experiences.
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How to pass the TOEFL exam - 0 views
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The first step to doing well in any paper is in proper preparation and TOEFL is no exception. It matters highly what sort of preparation you have had.
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Setup Your Own Drop Box in Google Drive - 8 views
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Allow Anyone to Upload Files Directly to Your Drive "Have you ever been in the situation when you needed someone to share a digital file with you but the file is too large to send as an email attachment? Sharing that file with you in Google Drive is a great alternative, but what happens if the person does not have a Gmail or GAFE account? Well, it turns out there is a script that automatically provides you with a URL that allows any user to upload a file to a designated folder in your Google Drive. The beauty of this script is that anyone can send the file to your Google Drive without signing in to a Google account! Here is how to set it up (no scripting ability required)."
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shared by Dave James on 16 Aug 16
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Bother Free Faxing Of Documents During Urgent Need Of Cash - 0 views
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shared by Dave James on 16 Aug 16
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Payday loans for self employed make available you complete freedom to take advantage of funds as per your obligation and ability to pay back. The procedure has been made speedy and reachable by making it available online without any issues.