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ashokgajjela

Samsung WB110 Specifications and Price [Camera] - 1 views

Samsung WB110 Specifications and Price [Camera]: Samsung can be termed as Evolution in Smartphone market. Now the company strategizes to expand the sales even in Cameras. The company has recently l...

samsung wb110 camera specifications price

started by ashokgajjela on 08 Jul 13 no follow-up yet
ashokgajjela

Samsung WB110 Specifications and Price [Camera] - 0 views

Samsung WB110 Specifications and Price [Camera]: Samsung can be termed as Evolution in Smartphone market. Now the company strategizes to expand the sales even in Cameras. The company has recently l...

samsung wb110 camera specifications price

started by ashokgajjela on 08 Jul 13 no follow-up yet
ashokgajjela

Karbonn Titanium S9 Specifications and Price [Smartphone] - 0 views

Moving forward with the mid-prized Smartphone race, the Karbonn has recently launched a new product in its Titanium series named as the Titanium S9.http://geeks9.com/karbonn-titanium-s9-specificati...

karbonn titanium s9 smartphone specifications

started by ashokgajjela on 08 Jul 13 no follow-up yet
ashokgajjela

Asus Transformer Book TX300 Specifications and Price - 0 views

The Asus launched world's thinnest convertible Windows 8 notebook named as the Asus Transformer Book TX300. This one is a detachable notebook i.e. the Docking Connector can be separate from the dis...

asus transformer book tx300 specifications price

started by ashokgajjela on 08 Jul 13 no follow-up yet
Jennifer Lamkins

Simple Steps To Better Dental Health - 2 views

www.simplestepsdental.com/...pr.3.html

dental health education

shared by Jennifer Lamkins on 25 Feb 13 - No Cached
  • Jennifer Lamkins on 25 Feb 13
     
    Simple Steps to Better Dental Health The interactive tools, diagrams, videos, games, and animations at this comprehensive resource from the University of Pennsylvania Dental School make information about dental health accessible to visitors of all ages. Topics range from the most basic -- such as brushing and flossing -- to the sequence of gum disease and root canal treatment. The site includes sections specifically for seniors, parents, and children.
School Report Writer .com

School Report Writing Software for Teachers - FREE & ONLINE - 0 views

www.schoolreportwriter.com

school report writing software web app teachers free online

shared by School Report Writer .com on 10 Jul 12 - No Cached
  • School Report Writer .com on 10 Jul 12
     
    New teachers' report writing app - 600 sign-ups in last month! FREE & ONLINE school report writing software for teachers, easy-to-use, with great features including an OOOPS! DETECTIVE that spots embarrassing mistakes and SPELLCHECK AS YOU TYPE. LATEST TEACHER REVIEWS From TES (Times Educational Supplement) http://www.tes.co.uk/teaching-resource/NEW-6204573/ "So grateful for this - took me a while to get the hang of it but the time investment was worth it. Thank you." "The software is great, really excellent. I love it already!" "Well worth investing the time to set this up with specific subject related comments. Has made the actual report writing process much faster! Really helpful spelling/grammar checker included. When I had a query, the online support was very useful and prompt. Thanks for this!" *** COMING SOON *** Statement bank sharing with colleagues... and more... (we're new - YOUR SUGGESTIONS ARE VERY WELCOME)
Evelyn McCormack

Issuu - An Awesome App for Publications | School Communications 2.0 - 0 views

nylady.edublogs.org/...n-awesome-app-for-publications

issuu publishing publications interactive web2.0

shared by Evelyn McCormack on 13 Mar 09 - Cached
  • Evelyn McCormack on 13 Mar 09
     
    In preparing for a presentation next week, I was trolling around for some interesting new Web 2.0 applications designed specifically around publishing and publications.
Clif Mims

The Best Cheat Sheets for Web Developers - 0 views

www.webappers.com/...heat-sheets-for-web-developers

2.0 Web-Design Development Graphic-Design IDT7060=8060

shared by Clif Mims on 16 Nov 08 - Cached
  • Clif Mims on 16 Nov 08
     
    Cheat sheet is a reference tool that provides simple, brief instructions for accomplishing a specific task. We have collated a set of best cheat sheets for web developers. It includes some of the popular programming language, e.g. jQuery, Mootools, Prototype, PHP, MySQL and etc
Barbara Lindsey

Fluid Learning | the human network - 0 views

blog.futurestreetconsulting.com/?p=94

mark pesce higher ed technology learning control

shared by Barbara Lindsey on 26 Dec 08 - Cached
  • There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
  • What’s most interesting about the computer is how it puts paid to all of our cherished fantasies of control. The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning. And if you believe this to be hyperbolic, this story will help to convince you.
  • A student about to attend university in the United States can check out all of her potential instructors before she signs up for a single class. She can choose to take classes only with those instructors who have received the best ratings – or, rather more perversely, only with those instructors known to be easy graders. The student is now wholly in control of her educational opportunities, going in eyes wide open, fully cognizant of what to expect before the first day of class.
  • ...17 more annotations...
  • it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.
  • If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
  • The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.
  • That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.
  • This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.
  • When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?
  • the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.
  • the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.
  • Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?
  • In this near future world, students are the administrators.
  • Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
  • The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,
  • The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.
  • At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.
  • Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?
  • This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.
  • Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.
Clif Mims

NCTE's Advice Sheets - 0 views

www.ncte.ie/...AdviceSheets

free software teaching technology tutorials worksheets

shared by Clif Mims on 23 May 08 - Cached
  • Clif Mims on 23 May 08
     
    PDFs on a variety of technology-related topics from the National Centre for Technology in Education. Topics include: --What Is a Computer --Computer Specification --PDA, DVD, Printer, Scanner, Camera --Network --Much More
Dean Mantz

SAILOn Subject Area Interactive Lessons On - 0 views

www.pasadenaisd.org/...default.htm

interactive lessons resources secondary

shared by Dean Mantz on 12 Feb 09 - Cached
  • Dean Mantz on 12 Feb 09
     
    help classroom teachers integrate technology into their curriculum by identifying and providing interactive Internet resources addressing specific objectives.
J Black

More Tuition-Free Education Courses for Teachers - 0 views

www.dynamitelessonplan.com/education-courses-for-teachers

professionaldevelopment professional_development education educator free_online_courses

shared by J Black on 04 Apr 09 - Cached
  • J Black on 04 Apr 09
     
    In a recent post about Tuition-Free Education Courses for Teachers, I pointed out a number of online education courses that are free to self-learners around the world. Most of these courses are provided through well-known colleges and universities. While these courses are an excellent way to broaden your knowledge of specific topics, they aren't the only sources of free teacher education on the web. There are many other organizations that provide tuition-free education courses to teachers. A few more worth checking out include:
J Black

Teaching Gen Yers - 0 views

www.techlearning.com/...16894

teaching Gen_Yers education technology stategies techniques

shared by J Black on 03 Apr 09 - Cached
  • J Black on 03 Apr 09
     
    Are you a professional developer, a high school teacher, or university faculty? Are you finding that some of your adult students born between 1976 and 1995 maybe even up to 2001 have specific needs that are difficult to meet in a traditional classroom situation? This generation is what we call the "Generation Y" high school and college students. You may be a Gen Yer or "Millennial". Think about what type of learning environment works best for you. If many of your students are the Generation Y, here are some ideas that might help you when you design your learning activities:
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.
Clif Mims

OER Commons - 0 views

www.oercommons.org

shared by Clif Mims on 16 Jun 09 - Cached
  • Clif Mims on 16 Jun 09
     
    The worldwide OER movement is rooted in the idea that equitable access to high-quality education is a global imperative. Open Educational Resources are teaching and learning materials that you may freely use and reuse, without charge. OER often have a Creative Commons or GNU license that state specifically how the material may be used, reused, adapted, and shared. As a network for teaching and learning materials, the web site offers engagement with resources in the form of social bookmarking, tagging, rating, and reviewing. OER Commons has forged alliances with over 120 major content partners to provide a single point of access through which educators and learners can search across collections to access over 24,000 items, find and provide descriptive information about each resource, and retrieve the ones they need. By being "open," these resources are publicly available for all to use, and principally through Creative Commons licensing, many thousands are legally available for repurposing, modifying and improving.
Michael Johnson

STRIDE Handbook 8: E-Learning ~ Stephen's Web ~ by Stephen Downes - 0 views

www.downes.ca/51318

Twitter Online Learning Books

shared by Michael Johnson on 16 Jan 10 - Cached
  • Michael Johnson on 16 Jan 10
     
    The STRIDE handbook on e-learning has now been released and is an essential introductory resource. The book contains five conceptual overviews, including Perdagogical Affordances by Som Naidu and Managerial Perspectives by Tony Bates. Following are 20 technology-specific chapters, from Electronic Mail by Sanjaya Mishra, my own Blogs in Learning, Social Networking by Terry Anderson, and Twitter by Any Ramsden. Sanjaya Mishra, ed., Indira Gandhi National Open University, January 16, 2010.
Ben Rimes

Dell and the Environment | Dell - 2 views

www.dell.com/...recycling_main

ewaste computers manufacturing toxins environment recycling

shared by Ben Rimes on 26 Apr 10 - Cached
  • Ben Rimes on 26 Apr 10
     
    Descriptiopn of Dell's recycling programs and how they comply with regulations and laws regarding proper disposal of electronics. Includes links to specific countries and the programs located in each country.
David Wetzel

How to Make Science or Math Flash Cards for an iPod like a Pro - 0 views

teachingtechnology.suite101.com/...h-cards-for-an-ipod-like-a-pro

how to make powerpoint math activities itunes ipods mobile device flash cards keynote technology

shared by David Wetzel on 11 May 10 - Cached
  • David Wetzel on 11 May 10
     
    "Ever wondered how to make science or math flash cards for students to use with their mobile devices? This typically comes about because finding science and math flash cards specific to a particular concept, topic area, or unit is difficult. Often when appropriate flash cards are found, they are too expensive or need modification. Technological advances have uncomplicated the process of making tailor made free flash cards for students."
Roland O'Daniel

Vimeo Video School - 6 views

vimeo.com/videoschool

vimeo digital storytelling video

shared by Roland O'Daniel on 22 Dec 10 - No Cached
  • Roland O'Daniel on 22 Dec 10
     
    Vimeo Video School is a fun place for anyone to learn how to make better videos. Start by browsing our Vimeo Lessons, or find specific video tutorials created by other members.
johnalex189

BlackBerry Passport Full Review with Specification and Features | Blackberry Zone - 0 views

www.ourblackberry.com/...blackberry-passport.html

blackberry passport reviews specification mobile smartphone

shared by johnalex189 on 25 Oct 14 - No Cached
  • johnalex189 on 25 Oct 14
     
    Here you get the details of blackberry passport. I think you must be like this.
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