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nailmallpro

5 Ways to Know You Need A Plumber | U'GoPros Inc - 0 views

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    Plumbing Repair Are you looking for a qualified, professional plumbing service provider or emergency plumber near me that knows the latest technological processes for fixing leaks, repairing and replacing plumbing pipes and ensuring your plumbing system is clean and operating normally? If you are, we can help you find the right plumber for your needs. Signs You Need a Plumbing Repair Contractor in Space Coast Florida Plumbing systems in the homes and businesses of Brevard County are often overlooked until they fail and result in the need to shut off your home or business' water until a qualified plumbing contractor can be contacted to locate and repair the problem. Thankfully, there are some signs you can look for to determine if your plumbing system needs a plumber repair or service leak repair before it completely fails, potentially resulting in floods and backed up sewer lines. 1. You Have Limited or No Hot Water Hot water is essential for washing laundry, taking a shower and general cleaning around your home or business. When you don't have hot water or you have very limited hot water, it could mean that you have a problem with the gas or electrical connections to your hot water heater, the hot water heating elements have failed or the inside is filled with debris and corrosion. The good news is that one of our water heater plumbing professionals can diagnose the problem with your water heater and repair it or replace your water heater. 2. More than One Drain is Slow If just one drain is slow, it most likely means there is a clog in that drain that needs to be removed. Drains that commonly clog include sinks, showers and bathtubs, and typically, all it takes is cleaning the clogged drain out with a plumbing snake or auger. However, if you have multiple slow drains or your toilet is backing up into your bathtub, there's a good chance you have a sewer line clog that needs immediate attention. Sewer lines can be safely cleaned out by an experienced plumb
Soniya Patel

Custom Web Development Services - Is it Really a Necessity? - 0 views

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    Professional Website Development Agency India,is a premier web development company with a proven service that brings great benefits. They have a team of highly dynamic, energetic and talented SEO developers who will give their full dedication and effort to create and develop a website that works and produce good results.
chakridhar

Best website design company in India - 0 views

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    AcuteSoft is a professional leading company provides Web Design, Web Development, Web Application Development, Content Writing, Website Content Writing, Mobile Application Development, Web Hosting, Domain Registration and software development company in India. We specialize in CMS, Mobile Applciation, Digital marketing and many more
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
blueocean22

DevOps Training in Bangalore | DevOps Training and Certification - 0 views

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    Devops is the point of unison and convergence of development, quality assurance ,and operations. The collaborative efforts of the developers and IT Professionals in facilitating an environment where designing ,testing and implementing the software happens at a faster pace and is more reliable and trust worthy. DEVOPS is a business practice and an approach which has a profound impact on the whole IT fraternity . DEVOPS is basically dominated or guided by a certain set of norms or principles 1. It's all about the app end user's experience 2. According to this , developing ,testing and running of software is an integrated process 3. Performance is a discipline 4. It believes in building faster and learning quicker even if one fails 5. Loosely coupled service oriented components 6. Automation of all that can be automated. 7. Monitoring as an enabler and a discipline. The tools for DEVOPS can be categorised based on the layer of automation chosen . For instance-configuration management uses puppet as the frequently used software, continuous integration uses Jenkins and monitoring uses Nagios . These are just some of the few automation layers, there are many more such as revision control system, software configuration management, infrastructure automation etc which have unique and effective software to execute these functions. These tools of DEVOPS are extensively used in getting work done within a shorter span of time without any disruptions. DEVOPS believes in inculcating assiduous practices such as sharing and speaking about the project, collaboration amongst the various departments , feedback loop creations and breaking the ice between the team members belonging to diversified groups. The benefits of DEVOPS such as shorter development cycles, reduced costs , fewer deployment issues and shared responsibilities of developers and IT professionals is something that the whole IT world has witnessed and post this revelation , the demand for DEVOPS architects
adityainfo12345

Website Development and Designing Company In Nagpur - 0 views

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    Aditya Infotech is a web development company delivering web development services of any complexity to clients worldwide. Being in IT business, Aditya Infotech has a strong team of skilled and experienced IT experts. We are targeting companies of all sizes ranging from start-ups to large enterprises who realize that they need a professional IT solution to generate revenue streams, establish communication channels or streamline business operations.
Soniya Patel

Professional Oscommerce Development Service | Oscommerce Developer - 0 views

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    Thousands of online storeowners support their ecommerce website with the Oscommerce development as it is based on the modular approach to Ecommerce. Oscommerce is a reliable, powerful and the most popular open source shopping cart application. At Anuva, we offer you the Oscommerce development service that is virtually ideal for any type of online business.
REZA CHOWDHURY

Project Zero: Cultures of Thinking - 0 views

  • Cultures of Thinking” (CoT) as places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members.
  • Ron Ritchhart (2002)
  • CoT project focuses
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  • eight cultural forces
  • in every school, classroom, and group learning situation.
  • language, time, environment, opportunities, routines, modeling, interactions, and expectations.
  • scaffolds
  • make their own thinking visible,
  • this work doesn’t happen by teachers merely implementing a defined set of practices; it must be supported by a rich professional culture.
  • a core premise of the CoT project is
  • that for classrooms to be cultures of thinking for students
  • schools must be cultures of thinking for teachers.
  • In 2005, we began our work at Bialik College by forming two focus groups of eight teachers with whom we worked intensively. These groups were all heterogeneous, including K-12 teachers of various subjects, representing a departure from traditional forms of professional development that target specific subject areas or levels. 
  • diverse range of teachers
  • Team teaching efforts
  • developmental perspective on students’ thinking
  • In 2011, we published Making Thinking Visible,
  • which captures much of the great work being done by teachers in the project.
  • the CoT project’s research agenda
  • sought to better understand changes in teachers’ and students’ attitudes and practices as thinking becomes more visible in the school and classroom environments.
  • measures of school and classroom thoughtfulness to capture these changes.
  • at how students’ conceptual understanding of the domain of thinking developed
  • case studies of teachers
  • Our research to date has shown that students recognize CoT classrooms as being more focused on thinking, learning, and understanding, and more likely to be collaborative in nature than those of teachers not in the project
  • Teachers in the project notice that as they work with CoT ideas, their classrooms shift in noticeable ways. Specifically, they find that they give thinking more time, discussion increases, and their questioning of students shifts toward asking students to elaborate on their thinking rather than testing them on their recall of facts and procedures.
  • Our research on students’ conceptual development found that
  • over the course of a single school year, the average CoT classroom students’ growth and maturity, with respect to understanding thinking processes that they themselves use and control, increased by twice the normal rate one might expect by virtue of maturity alone (Ritchhart, Turner, Hadar, 2009).
  • Recent data on students’ language arts performance has shown superior performance by students coming from strong CoT classrooms/schools on standardized tests such as the MAEP Writing Assessment (Michigan), MCAS ELA (Massachusetts), VCE English (Victoria, Australia), and IB English exams.
  • The new book, Creating Cultures of Thinking,
  • The book draws on case studies from teachers around the world to demonstrate the power and importance of each cultural force in shaping classroom culture.
  • hese include frameworks and tools for professional learning communities, videos, and frameworks for understanding classroom questioning.
  • Though the formal research phase of the project ended in 2009, the project continues through 2013 in a support phase to develop internal leadership and outreach around these ideas.
  • he research ideas are also being taken up by many new sites, including Oakland County Michigan and Santa Fe, New Mexico. 
  • Funding: Bialik College (Melbourne, Australia) under the patronage of Abe and Vera Dorevitch 
  • Project Staff: Ron Ritchhart Mark Church (consultant)
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    Project Zero: Cultures of Thinking
Kathleen Cercone

Jane's E-Learning Pick of the Day: Top 100 Tools for Learning Spring 2008 - 0 views

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    The Top 100 Tools for Learning Spring 2008 list has now been finalised from the contributions of 155 learning professionals from education, workplace learning and continuing professional development., You can view the list here: Top 100 Tools for Learning Spring 2008 I've also categorised the Top 100 tools by type of tool - and you can view that list here: Learning Toolbox 2008 I'm now working on the free Summary PDF, and that should be available shortly to download. I've...
nailmallpro

How to Find That Auto Mechanic You Can Trust - Auto Mechanic Services in USA - 0 views

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    A good mechanic does more than simply keep your engine running. Before even thinking about leaving your prized automobile with a mechanic, it's important that you do some research on them ahead of time. However, finding a worthy mechanic is going to take a lot more than simply searching around Google. Various factors go into finding a reliable mechanic; including whether you require maintenance or a full blown repair. Where you live, their location and availability also need to be taken into account. Continue reading if you wish to know more about factors on finding a reliable mechanic in Brevard County, Florida: Auto Mechanic Services in USA Trust Trust is the foundation of every long-lasting relationship, including one with your auto mechanic. If you're afraid of your mechanic has been lying to you just to gain a quick buck, then it's time to find a new one. However, not all service professionals are out to scam you. This is why it's important to develop a close relationship with them from day one. Choosing an Service Provider Finding a qualified auto service provider isn't as easy as it may seem. Sure, many have claimed to be the best but when it comes down to it, many are not. Skilled service professionals are usually in high demand, which means they probably have a slew of positive online reviews. Auto Mechanic Services in USA Check out AAA for both positive negative reviews. In addition, inquire whether your current mechanic or any potentially new service providers are active members. If not, you may want to continue your search. Would you really want to work with a mechanic who doesn't provide roadside assistance? Online Search Does anyone even own a phone book anymore? Busy schedules demand fast results. Start your search in Space Coast, Florida online with U'GO Pros. Simply download the U'GO Pros app or head over to www.UGOPROS.com and enter your search query. You can request quotes, send photos if necessary and book your appointment
Clif Mims

Skype in Schools Educational Directory - 0 views

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    Online directory of educators interested in collaborating via Skype instant messaging and video conferencing. Good way to organize collaboration with classrooms around the world, invite in guest presenters, receive/provide assistance, support and professional development.
Dennis OConnor

Virtual School Meanderings By Michael Barbour K-12 Certificate Series: Univer... - 5 views

  • Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
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    Michael, Thanks for letting your readers know about our program. I am the advisor for the E--Learning and Online Teaching Graduate Certificate program. I also wrote and teach two of our 5 classes, E-Learning for Educators and the E-Learning Practicum. Our graduate classes are offered by the University of Wisconsin Stout, School of Education. (We are not an extension program.) I'm delighted to be able to talk with those interested in K-12 Virtual Education. I was a public school teacher for 25 years before I went fully online. Working online has been a journey of discovery and a constant reminder of the joys of being a lifetime learner. As you mention we do mix together all kinds of educators in our classes. A typical course will include K-12 classroom teachers, some K-12 online teachers and a good number of community college and university instructors. We also see health educators and some corporate trainers. Folks join us from around the country and the world. It's an eclectic mix of people who all share an interest in teaching online. Our goal is to help people become experienced professional online teachers as a way to expand and grow their careers. To accommodate everyone's interests we have our materials highly differentiated. K-12 teachers have the option of investigating the great resources from iNacol. They are encouraged to build useful quizzes and surveys and to craft discussion prompts as they practice facilitation skills. The topics for all projects are learner selected. We emphasize a practical hands on approach where participants can use what they learn and make right away. The great thing is to see a strong community of practice develop between all kinds of educators. Everyone is richer for it. When it comes to the E-Learning Practicum, I customize each student's experience. I have managed some placements with K-12 Virtual Schools. More often, K-12 teachers take one of two options. Both involve teaching with one of our cooperating
Rhondda Powling

Teachers' Guide for the Professional Cartoonists' Index - 1 views

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    "This is the US Teachers' Guide for using the Professional Cartoonists Index web site in your classes. We have developed lesson plans for using the editorial cartoons as a teaching tool in Social Sciences, Art, Journalism and English at all levels."
Dennis OConnor

Online Education for Instructional Designers: Picking the Right Program by Lorna Collie... - 5 views

  • Nicholle Stone is the program advisor and lead instructor for the online graduate certificate program in instructional design at the University of Wisconsin-Stout [http://www.uwstout.edu/soe/profdev/instructionaldesigncert.cfm] (one of two grad certificates UW-Stout offers; the other is in eLearning). While you can use the certificate courses at UW-Stout for the school’s Master’s in Education, there is no master’s specifically in instructional design. UW-Stout developed only certificate programs in the field because so many of its students already hold advanced degrees, says Stone.
  • Before beginning your school quest, you need to figure out your goals, says Harris. “You really have to develop your own personal rubric: ‘What is it I am looking to do?’” he says. “There is no Good Housekeeping book where you can look up a recipe to find your ideal school; you have to determine this yourself, based on research and an honest assessment of your professional objectives."
  • Coursework at UW-Stout includes understanding learning and design theories, models, and instructional strategies, as well as hands-on work developing computer-based training pieces. The work students do is customized to their current job or career interests, says Stone
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  • Harris says there is no credible ranking for online master’s or certificate programs in instructional design, so you need to do your research to find the best program that fits your goals.
  • verall, says Harris, what’s most important in picking where you go and what you study is “what you want for yourself as a professional. That’s going to be the most important criteria you have to come up with in deciding whether a program is a good choice for you.”
Victorious Kidss Educares Pune

Victorious Kidss Educares features in the 'Teacher's Magazine' - 0 views

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    You all will be happy to know that our school, Victorious Kidss Educares, has been featured in the 'Teachers Magazine' - April - June 2016 edition, two (2) pages, published by the Australian Council for Educational Research (ACER). This magazine focuses on the professional development community for teachers & educators. 'The key feature is to create a school, that is a truly global learning community, is to ensure every child's learning need is, addressed , not only what we learn, but how we learn. Our goal is to graduate students who, in contributing to a better world, are critical and independent thinkers with strong capabilities in solving problems and making decisions'. For more information visit is @ http://www.victoriouskidsseducares.org/latest-news.html
Jeff Johnson

CSRIU: Center for Safe and Responsible Internet Use - 19 views

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    Trying to prepare students for their future and teach them about Internet safety without Web 2.0 in schools ~ is like trying to teach a child to swim without a swimming pool! The Center for Safe and Responsible Internet Use has developed a new framework to address safe and responsible Internet use ~ Cyber Savvy Schools. More information here. Our Professional Resources will support the shift to Cyber Savvy Schools.
Clif Mims

onFizz.org - 1 views

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    A safe alternative for broadcasting your classroom. FIZZ provides technology, professional development, digital cameras, and support. Be sure to check out the example school site at http://yourschool.onfizz.org.
Barbara Lindsey

Integrating Technology for Active Life-long Learning (IT4ALL) - 8 views

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    Free professional development (Certificates included) on how to integrate technology for active learning via blended (BL) and blended online learning (BOL) courses and workshops
Barbara Lindsey

#movemeon 2009 by Doug Belshaw in Education & Language - 5 views

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    Valuable professional development from seasoned educattors via Twitter and published for FREE with LULU!  
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