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Clif Mims

FreeRice - 1 views

freerice.com/

games language-arts moral-education reading service

shared by Clif Mims on 21 Feb 08 - Cached
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  • anonymous on 05 Oct 13
     
    today hindi news,today news talmi,hindi news www.killdo.de.gg
Clif Mims

Interactives - 0 views

www.learner.org/interactives

Middle Secondary Math Language-Arts Reading Science Arts Social-Studies Visualization Games Virtual

shared by Clif Mims on 09 Mar 09 - Cached
  • Dean Mantz on 09 Mar 09
     
    Interactives for the classroom ranging from elementary to AP high school classes.
  • Clif Mims on 05 Apr 10
     
    "...strategies, content, and activities that can enhance and improve students' skills in a variety of curricular areas. "
Dean Mantz

Reading, Math, Science, Social Studies, Music, Art and PE Interactive Sites - 0 views

www.globalclassroom.org/...javamath.html

interactive activities math resources education iwb science mathematics

shared by Dean Mantz on 18 Dec 08 - Cached
  • Dean Mantz on 18 Dec 08
     
    Interactive websites and resources for all curriculum areas.
Dean Mantz

Computer Lab Favorites | Scholastic.com - 0 views

teacher.scholastic.com/...index.htm

SocialStudies education scholastic.com activities Reading math computer elementary

shared by Dean Mantz on 23 Feb 09 - Cached
  • Dean Mantz on 23 Feb 09
     
    50 1 stop learning activities that take about 15-30 minutes each.
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.
drew polly

ABC Leaves mimio activity - 1 views

www.mimioconnect.com/...ABC%20Leaves.ink

mimio mimioconnect mimioconnect.com k-2ela reading kindergarten

shared by drew polly on 25 Jul 09 - No Cached
  • drew polly on 25 Jul 09
     
    Mimio activity for K and 1st grade. Practice matching upper and lower case letters and identifying letters of the alphabet
Dean Mantz

Top News - How tech drives success in Title I schools - 0 views

www.eschoolnews.com/...index.cfm

technology education research integration TitleI

shared by Dean Mantz on 25 Sep 09 - Cached
  • The report, "Leveraging Title I and Title IID: Maximizing the Impact of Technology in Education," and the guide, "A Resource Guide Identifying Technology Tools for Schools," were released Sept. 24 by the State Educational Technology Directors Association (SETDA) and the National Association for State Title I Directors (NASTID)
  • For instance, acccording to the report, Kansas's Technology Rich Classrooms program saw a 10.4 percent increase in third grade state reading scores. In Arkansas, the Technology Integration in the Elementary Classroom project saw third graders' literacy proficiency increase from 67 percent to 84 percent, and among fourth graders from 47 percent to 69 percent.
  • Sixty-seven percent of Title I students have access to a cell phone outside of the classroom, 79 percent have a music or video device, and 46 percent have access to a computer, according to Project Tomorrow's 2008 Speak Up survey data.
  • Dean Mantz on 25 Sep 09
     
    Title I improvements with technology integration.
Dean Mantz

LessonPlanZ.com - Lesson Plans & Lesson Plan Resources for Teaching Math, Science, Soci... - 1 views

www.lessonplanz.com

LessonPlans education plans lesson resources LessonPlanning lessonplanz Lessons

shared by Dean Mantz on 17 Jul 09 - Cached
  • Find online lesson plans and teaching resources more easily... More lesson plans are being added each week!
Dean Mantz

Understanding the Digital Generation - 11 views

www.createspace.com/...EStore.do

generation ianjukes book Understanding the Digital Generation reading

shared by Dean Mantz on 11 Feb 10 - No Cached
  • Dean Mantz on 11 Feb 10
     
    Understanding the Digital Native is co-written by Ian Jukes.
Clif Mims

Read the Words - 13 views

www.readthewords.com/Default.aspx

2.0 Video Audio Dual-Coding Language-Arts ESL

shared by Clif Mims on 04 Mar 10 - Cached
  • Clif Mims on 04 Mar 10
     
    Free text to speech voices. --Alternative methods to process written information. --Can be used to assist non-readers/struggling readers. --Helpful in ESL/EFL classrooms
Professional Learning Board

Attention: Parents, Don't Give Your Kids a Cell Phone Until You Read This - 17 views

professionallearningboard.com/k12blog

internet safety cell phones gps photos education k12

shared by Professional Learning Board on 27 Nov 09 - Cached
  • Paul McKenzie on 28 Nov 09
     
    Good grief. Should we also tell them to stay away from the road because of the dangerous cars? Sounds like another way to deny kids an increasingly important 21C literacy.
  • ...1 more comment...
  • Professional Learning Board on 28 Nov 09
     
    Your analogy doesn't work. Of course we shouldn't deny them cell phones! Just as we should teach them how to drive before giving them a car, we should also teach them how to safely use cell phones. AND we should keep up on understanding the changes in the technology as well.
  • Paul McKenzie on 28 Nov 09
     
    Apologies - I thought you were advocating for the bulleted section of the article.
  • Professional Learning Board on 29 Nov 09
     
    Thanks. My general rule of thumb is to only advocate for continual improvement through on-going learning. I consider myself to be pretty tech-savvy and was SHOCKED to learn that GPS coordinates get auto-embedded in images. I'd never considered this before and don't consider the extra information (GPS coordinates that can easily be mapped to an exact location) something that "should be" (yet it is) made available to anyone who can view a picture. In other words, let's say, I'm super careful to not include identifying information in my photos (my name, school name, city landmarks, etc) and take a picture of say, my stereo system. I've now included with this image the exact coordinates for where my home (with stereo) is located. Now a potential thief has this information (w/Google Map directions). It's super hard to be intentional about all of our choices and actions (including using GPS data w/cell phone images). That said, the more we all know, the more each of us is able to make decisions that best align with our own views, values and understandings. It's one thing for an adult to make a decision or not make a decision about inclusion of GPS data in their cell phone taken images, it takes another level of consideration when it involves giving that capability to children. THANK YOU for helping me to capture and better articulate my thoughts in this area!
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