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Dean Mantz

SoundJay.com - Free Sound Effects - 0 views

www.soundjay.com

audio soundeffects sounds music resources freeware mp3 sound

shared by Dean Mantz on 03 Jun 09 - Cached
  • Dean Mantz on 03 Jun 09
     
    Welcome to Sound Jay's free sound effects web site! You are allowed to use the sounds on our website free of charge and royalty free in your projects but you are NOT allowed to post the sounds on any web site for others to download, link directly to individual sound files, or sell the sounds to anyone else
Dean Mantz

Soungle.com - Royalty Free Sound Effects (FX) Library for Download - 0 views

soungle.com

audio search sound sounds music mp3 soungle soungle.com

shared by Dean Mantz on 17 Jul 09 - Cached
  • "The simplest way to search and find sounds"
Dean Mantz

Soungle.com - Royalty Free Sound Effects (FX) Library for Download - 21 views

www.soungle.com

audio sounds sound soundeffects podcasting media search soungle technology resources web2.0 tools

shared by Dean Mantz on 06 Jan 10 - Cached
  • Dean Mantz on 06 Jan 10
     
    Search for sound effects.
Cara Whitehead

SpellingCity for iPhone, iPad, and iPod touch on the iTunes App Store - 0 views

itunes.apple.com/...id538407602

free ipad iphone ipod touch ipod itunes app vocabulary spelling spellingcity vocabularyspellingcity

shared by Cara Whitehead on 15 Sep 13 - No Cached
  • Cara Whitehead on 15 Sep 13
     
    VocabularySpellingCity is a fun way to learn spelling and vocabulary words by playing engaging learning games using any word list. The most popular activities are Spelling TestMe, HangMouse, and our vocabulary games, available to Premium Members. The most popular word lists are Sound Alikes, Compound Words, Hunger Games and SAT Words. This is a free app!
  • anonymous on 05 Oct 13
     
    today hindi news,today news talmi,hindi news www.killdo.de.gg
Michael Johnson

Google Buzz Versus Google Wave - PCWorld - 11 views

www.pcworld.com/...e_buzz_versus_google_wave.html

Google Buzz Google Wave Social Media Web 2.0

shared by Michael Johnson on 11 Feb 10 - Cached
  • Michael Johnson on 11 Feb 10
     
    If Google Buzz sounds familiar, that could be because it's a whole lot like Google Wave. Here's how the two services compare.
Cara Whitehead

Sound Alikes - 4 views

www.spellingcity.com/sound-alikes.html

homophones

shared by Cara Whitehead on 18 Sep 11 - Cached
  • Cara Whitehead on 18 Sep 11
     
    Free, fun online practice for homophones
James Liu

How to prepare for TOEFL Speaking Section & Practice - 0 views

plus.google.com/...YXBweAQerzX

toefl speaking practice toefl speaking topics toefl speaking

shared by James Liu on 04 Nov 15 - No Cached
  • James Liu on 04 Nov 15
     
    Practice using the English language to give your opinion, describing problems and solutions, pronunciations and using contractions so as to sound more natural when speaking. 
Sarah Hanawald

Read The Words - 1 views

www.readthewords.com/FAQ.aspx

differentiation education free k-12-education reading teaching words

shared by Sarah Hanawald on 16 Apr 08 - Cached
Clif Mims liked it
  • What is ReadTheWords.com? ReadTheWords.com is a free, web based service that assists people with written material. We do this by using TTS Technology, or Text To Speech Technology. Users of our service can generate a clear sounding audio file from almost any written material. We generate a voice that reads the words out loud, that you request us to read.
  • Sarah Hanawald on 16 Apr 08
     
    Text to voice.
  • Sarah Hanawald on 16 Apr 08
     
    Interesting site that reads text to you in a remarkably un-annoying voice. Special educators might like this one.
drew polly

Download free clip art, photos, animations, and sounds - Microsoft Office Online - 0 views

office.microsoft.com/...default.aspx

animations clipart graphics microsoft photos pictures

shared by drew polly on 03 Sep 08 - Cached
  • drew polly on 03 Sep 08
     
    Free clip art, photos and animations from Microsoft Office.
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

ALA | AASL Best Web sites for Teaching and Learning Top 25 Award - 0 views

www.ala.org/...bestwebsitestop25.cfm

web2.0 websites learning teaching aasl edtech resources networking

shared by Dean Mantz on 22 Jul 09 - Cached
  • Diigo  Need help in organizing your favorite websites? Diigo is a social bookmarking site that allows users to save websites, as well as tag them, add sticky notes and annotations, and share them with other users in various groups. Tip: Sticky notes are an effective way to start a virtual conversation among teams of students on the merits of a website.
  • Our Story  Create your story! Our Story permits users to develop and save collaborative timelines that can be personalized with annotations, photos, and videos. Stories (timelines) can be printed in book format, archived on DVD, or even sent as postcards. Tip: Teach your students to develop content-specific timelines that are linked to the teaching of research and information literacy skills.
  • Primary Access  Capture your students' imagination with movie narratives based on primary sources. Primary Access is an online tool that allows students and teachers to combine text, visual, and sound elements, which are then combined to convey information about their chosen historical event or time frame. A library of Primary Access movies is available through a catalog by historical time period. Tip: Encourage active learning: have students choose a historical event or time frame to research and synthesize their information through a Primary Access movie.
Dean Mantz

film music | mobygratis.com - 0 views

www.mobygratis.com/film-music.html

music audio moby podcasting copyright sound film filmmaking education video technology

shared by Dean Mantz on 03 Jun 09 - Cached
  • this portion of moby.com, 'film music', is for independent and non-profit filmmakers, film students, and anyone in need of free music for their independent, non-profit film, video, or short. to use the site you log in(or on?) and are then given a password. you can then listen to the available music and download whatever you want to use in your film or video or short. the music is free as long as it's being used in a non-commercial or non-profit film, video, or short.
  • Dean Mantz on 03 Jun 09
     
    Free background music for video development. Must be for non-profit films.
Raymond Lai

Penguin's Incredible Vision of Books on the iPad Doesn't Look Anything Like Books - iBo... - 0 views

gizmodo.com/...oesnt-look-anything-like-books

shared by Raymond Lai on 04 Mar 10 - Cached
  • Raymond Lai on 04 Mar 10
     
    The evolution of books on the iPad combining text, images, sound, video, interactivity and augmented reality. wow.
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!
lslibn

Myna -- Online Audio Editing - 17 views

"Use Myna to remix music tracks and audio clips. Apply sound effects and record your own voice or instruments!" Compares to GarageBand. Looks ideal for situations where you don't have a Mac or when...

web2.0 audio editing music collaboration podcasting resource

started by lslibn on 15 Oct 09 no follow-up yet
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