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Mitch Weisburgh

Easy way to share documents online - 11 views

www.docuter.com

documents sharing collaboration web2.0 tools

shared by Mitch Weisburgh on 28 Jan 10 - Cached
  • Mitch Weisburgh on 28 Jan 10
     
    upload documents to access online, 200 types of documents
Mitch Weisburgh

VoyCabulary.com - Online web dictionary & thesaurus word linking lookup reference tool. - 3 views

www.voycabulary.com

dictionary reference tools english ELA

shared by Mitch Weisburgh on 08 Apr 10 - Cached
  • Mitch Weisburgh on 08 Apr 10
     
    type in a URL, and every word on that page becomes a link to the definition
Ben Rimes

Apple - Environment - Life Cycle Impact - 3 views

www.apple.com/...complete-lifecycle

ewaste apple computer manufacturing toxins

shared by Ben Rimes on 26 Apr 10 - Cached
  • Ben Rimes on 26 Apr 10
     
    Apple's life cycle of a computer and what types of materials go into their laptops. Includes a list of toxic materials that aren't used to make their computers, as well as a comparison of how much packaging is used today. Apple also includes what percentages of their manufacturing process goes to producing greenhouse gases over the life cycle of their equipment.
Michael Johnson

Social Media in Learning examples - 11 views

c4lpt.co.uk/...examples2.html

shared by Michael Johnson on 25 May 10 - Cached
  • Michael Johnson on 25 May 10
     
    Examples of how social media can be used for 5 types of learning: IOL - Intra-Organisational Learning - how social media can be used to  keep the employees up to date and up to speed on strategic and other internal initiatives and activities FSL - Formal Structured Learning - how educators (teachers, trainers, learning designers) as well as students can use social media within formal education and training GDL - Group Directed Learning - how groups of individuals - teams, projects, study groups etc - can use social media to work and learn together (Note: a "group" could be as small as two people, so coaching and mentoring falls into this category) PDL - Personal Directed Learning - how individuals can use social media to organise and manage their own personal or professional learning ASL - Accidental & Serendipitous Learning - how individuals, by using social media, can learn without consciously realising it (aka incidental or random learning)
Cara Whitehead

Keyboarding Games for Kids - Learning to Type Games for Kids | Learning Games For Kids - 0 views

www.learninggamesforkids.com/keyboarding_games.html

keyboarding typing

shared by Cara Whitehead on 30 Jan 11 - Cached
  • Cara Whitehead on 30 Jan 11
     
    A great collection of keyboarding games for kids
Cara Whitehead

Math Vocabulary | Articles - 14 views

www.spellingcity.com/math-vocabulary.html

math vocabulary

shared by Cara Whitehead on 05 Mar 11 - No Cached
  • Cara Whitehead on 05 Mar 11
     
    From addition words and elementary math to geometry vocabulary and every type of number word in between, students can find the right list right here with all the math definitions they need to be successful in math.
Jack Martin

Acquire Cash Backing For Every Short Term Requirements - 0 views

www.1yearquickloans.co.uk/services.html

long term cash loans payday loans over 12 months payday loans same day cash loans

shared by Jack Martin on 08 Mar 16 - No Cached
  • Jack Martin on 08 Mar 16
     
    Installment cash loans are funds with trouble-free refund events through installments without any issues. Thus these financial services are not creating load on part of borrower at required time. Main purpose of this type of money is to make procedure of refund opportune for borrowers without any issues.
jwcurlin

Shortcut Key Program & Software | ShortKeys Lite Version - 0 views

www.shortkeys.com/lite.htm

ADT3600 tools internet information

shared by jwcurlin on 10 Feb 19 - Cached
  • jwcurlin on 10 Feb 19
     
    tools for typing
jwcurlin

Good Keywords - Keyword Research and Web Page Strategy Software - 0 views

goodkeywords.com

ADT3600 tools internet information

shared by jwcurlin on 10 Feb 19 - No Cached
  • jwcurlin on 10 Feb 19
     
    Tools for typing
Tamlyn Sampson

Google docs - 0 views

docs.google.com

google education idt3600

shared by Tamlyn Sampson on 26 Oct 19 - Cached
  • Tamlyn Sampson on 26 Oct 19
     
    Documents for students' typed assignments
afisher5

Getting Started with Diigolet - Diigo help - 0 views

help.diigo.com/...ting-started-with-the-diigolet

Diigo diigolet

shared by afisher5 on 22 Jun 20 - No Cached
  • Tags help you find and organize your bookmarks by letting you select all of your bookmarks with a certain tag or combination of tags. Quickly add relevant tags to a bookmark by clicking on any of the recommended tags that appear under the description field on the “Save Bookmark” pop-up. When you are satisfied with the information in the “Save Bookmark” pop-up, click the “Save Bookmark” button. Now a link to the page is stored in your Diigo library, and the information you entered is stored with it.
  • Highlight Highlighting lets you denote important information on a page, just like highlighting in a book, but with Diigo, the highlighted text will be conveniently saved to your library as well. There are some important things for me to denote on my recipe. My wife doesn’t like pineapple, my grandfather can’t have eggs or chocolate, and I don’t like coconut very much, so I highlight those items on the recipe to let me know I need to deal with them. Highlight by clicking “Highlight” on the Diigolet. Then select the text you want to highlight. The text will be visually highlighted and the text is now stored in your library. It’s that easy. Click the button again to exit highlighter mode. You can also change the color of a highlight by clicking the downward-pointing arrow next to “Highlight” and choosing a color. Colors are useful for differentiating different types of highlights. I will use a different color for each of the different people I need to consider.
  • To add a sticky note to a highlight, simply move your mouse cursor over a highlight. When the little pop-up tab with the pencil on it appears, move the cursor to it and a menu will appear. Choose “Add Sticky Notes”. Now you can type and post a sticky note just like before, but this time it will be tied to the highlighted text.
hamastrickland

Google Docs: Online Document Editor | Google Workspace - 0 views

www.google.com/about

Papers Students Collaborators Teachers idt3600

shared by hamastrickland on 13 Sep 22 - No Cached
  • mchamm on 13 Sep 22
     
    Link for google documents
  • damaiyahadkins on 18 Sep 22
     
    Easy document maker.
  • hamastrickland on 20 Sep 23
     
    A website used to type papers and add collaborators to help you with corrections and notes.
Clif Mims

Code of Best Practices in Fair use for Media Literacy Education - 0 views

www.slideshare.net/...usion-has-arrived-presentation

2.0 Copyright Education

shared by Clif Mims on 12 Nov 08 - Cached
  • Clif Mims on 12 Nov 08
     
    Finally The End To Copyright Confusion Has Arrived
Mark Cruthers

WiZiQ free Virtual Classroom - 58 views

video

Favorite Resources

started by Mark Cruthers on 11 May 08 no follow-up yet
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.
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

thefive - home - 10 views

thefive.tie2.wikispaces.net

web2.0 tools wiki Technology Web 2.0 list education teaching learning

shared by Dean Mantz on 11 Feb 10 - Cached
  • Organized by Focus Area
  • Looking for a specific tool? Just type the name in the Search box at the upper left!
  • Dean Mantz on 11 Feb 10
     
    Web 2.0 tools organized by Focus Area
Dean Mantz

Teacher Magazine: Why I Hate Interactive Whiteboards - 10 views

www.edweek.org/...tln_ferriter_whiteboards.html

iwb whiteboards classroom smartboard education blog technology blogging

shared by Dean Mantz on 28 Jan 10 - Cached
  • Dean Mantz on 28 Jan 10
     
    This blog post does provide some good points in opposition to IWBs. Good conversation piece.
  • Lorrie Cook on 29 Jan 10
     
    I provide technology training with five different school districts, all using several different types of IWBs. In districts where teachers see IWBs a way to make it easier for them to continue what they've already been doing, that is "stand and deliver", then I agree completely with the author. However, when teachers see IWBs as a way to involve students in and excite them about their own learning, then wonderful things happen. These tools can provide students with outstanding discovery and creative outlets and real learning happens. It's all about the teacher, not the board.
Dean Mantz

Check Out Class Blogs! | The Edublogger - 8 views

theedublogger.com/check-out-these-class-blogs

edublogger teaching education learning blogging classrooms subjects writing

shared by Dean Mantz on 20 Jan 10 - Cached
  • check out different types of class blogs
  • make connections
  • Dean Mantz on 20 Jan 10
     
    Collection of classroom blog sites for educators by subject and content.
Clif Mims

Recommended iPod Apps from Escondido Union School District - 11 views

spreadsheets.google.com/lv

iPhone iPad Apps Technology-Integration

shared by Clif Mims on 06 Apr 10 - No Cached
  • Clif Mims on 07 Apr 10
     
    Organized by grade levels and subjects
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