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Barbara Lindsey

NSBA T+ L News - NSBA announces this year's '20 to Watch' - 0 views

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

innovators edtech leaders 20 2 Watch

shared by Barbara Lindsey on 01 Nov 08 - Cached
  • According to the organization, this list encompasses the most dynamic group of leaders they’ve ever recognized: from the director of technology for the Zuni Tribe’s school district to the first librarian to be mentioned on the list, all have helped students reach 21st-century educational goals.
  • “This list is really for the people who haven’t yet emerged on the national stage,”
  • Participants must be nominated by their peers or supervisors, and each applicant must describe a tech-related initiative that his or her nominee is involved with, why the nominee is an emerging leader, and how the nominee’s curiosity with new technology is implemented in education.
  • ...5 more annotations...
  • “I feel it is so important that school librarians are recognized as educators who are often on the cutting edge of using new technology with K-12 students,” said Kay Hones, librarian for Stevenson Elementary School in San Francisco and one of this year’s honorees. “As a school librarian, I am often the first to try a new technology and quickly find a way to use it with all students.”
  • “I believe test scores and literacy rates will improve when all students have equitable access to high-quality library programs, including books, media, electronic, and primary resources that support student interest as well as curriculum,” she said.
  • Cynthia Trujillo, director of technology for Zuni Public School District, agrees that equitable access to technology is a key to students’ future success.
  • “The community also didn’t have the ability to connect, so I worked with the local phone company, CenturyTel, to provide everyone access,” said Trujillo. “By being able to connect to the internet, we’ll be able to share our culture with others, and vice versa.”
  • Recognizing the lack of discretionary funds for teachers, Henke—who was nominated by CoSN’s chief executive, Keith Krueger—launched www.grantwrangler.com, a free online listing service of grants and awards for teachers and students. This fall, an offshoot of the project, www.mygrantwrangler.com, will be the first social-networking site for both grant seekers and grant givers to share insights and experiences, she said.
Barbara Lindsey

What's Next After Web 2.0? - 0 views

www.readwriteweb.com/...next_after_web_20_feedback.php

2.0 web web3.0

shared by Barbara Lindsey on 18 Oct 08 - Cached
  • Mark Johnson, Powerset/Microsoft Program Manager, commented that "the next era of the Web will represent greater understanding of computers." He went on to suggest that "if Web 1.0 was about Read and Web 2.0 was about Read/Write, then Web 3.0 should be about Read/Write/Understand." Specifically he said that "a computer that can understand should be able to: find us information that we care about better (e.g., smart news alerts), make intelligent recommendations for us (e.g., implicit recommendations based on our reading/surfing/buying behavior), aggregate and simplify information. . . and probably lots of other things that we haven't yet imagined, since our computers are still pretty dumb."
  • Aziz Poonawalla said "folksonomy, leveraged en masse, could render algorithmic search obsolete. you get Semantic web almost for free."
  • Education is one area ripe for Web innovation. Harley of WorldLearningTree recently submitted his suggestions on how to revolutionalize online education to Google's "Project10ToThe100" contest.
  • ...4 more annotations...
  • Sandra Foyt is looking for a "better learning/connecting hub". She elaborates: "I want a command center where it's easy to share all kinds of digital media, while being able to chat or microblog. An all in one home base, with Twitter/Flock/Ning/Wiki/Flickr/YouTube elements."
  • Jorge Escobar said that the next era will be "Web Real World" - by which he meant "offline activities driven by web services (geoloc, mobile, niche)".
  • Two trends of the current era are the increasing internationalization of the Web and mobile products like iPhone and Android becoming more prominent. It almost goes without saying that both of these things will become more prevelant over the coming years - and indeed both depend on the other...
  • The jury is still out on whether web 2.0 has officially ended. Of course the Web is iterative and so version numbers don't really mean anything. But even so we may see more of a focus on 'real world' problems from now on and a move away from consumer apps as the primary focus.
Barbara Lindsey

Top News - Educators wrestle with digital-equity challenges - 0 views

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

shared by Barbara Lindsey on 09 Jul 08 - Cached
  • Resta noted that the United States has fallen to 15th in broadband penetration among industrialized nations, according to rankings compiled by the Organization for Economic Cooperation and Development--down from fourth in 2001.
    • Barbara Lindsey
      Barbara Lindsey on 09 Jul 08
       
      Critical pedagogy issue right here in the U.S.
  • He said most countries have set a goal of universal broadband service, much like electricity, telephone service, or any other utility. But in the United States, "we really don't have much of a [national] policy--we're thrashing around," Resta said, and it's incumbent on educators to help push for a national broadband strategy.
  • Still, new research from the Pew Internet & American Life Project suggests that attitude, rather than availability, might be the main reason more Americans don't have high-speed internet access. (See accompanying story: "Study: Many dial-up users don't want broadband.")
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  • He said he's heard from some parents that they're not online because they're afraid of the dangers lurking on the web. In response to these concerns, he said, Verizon now offers free online protection tools for families.
Barbara Lindsey

Textbook Piracy Grows Online, Prompting a Counterattack From Publishers - Chronicle.com - 0 views

chronicle.com/...3623n.htm

opensource publishing textbook

shared by Barbara Lindsey on 10 Jul 08 - Cached
  • College students are increasingly downloading illegal copies of textbooks online, employing the same file-trading technologies used to download music and movies. Feeling threatened, book publishers are stepping up efforts to stop the online piracy.
  • Textbook Torrents, promises more than 5,000 textbooks for download in PDF format, complete with the original textbook layout and full-color illustrations. Users must simply set up a free account and download a free software program that uses a popular peer-to-peer system called BitTorrent. Other textbook-download sites are even easier to use, offering digital books at the click of a mouse.
  • culture of infringement
  • ...5 more annotations...
  • So far the publishing group has not sought to take legal action against individual student downloaders, as the Recording Industry Association of America has done in its campaign to stamp out the illegal trading of music at colleges. The book-publishing group has not sought to shut down entire Web sites that offer downloads either, said Mr. McCoyd. Instead, officials are doing research on the extent of the problem and asking Web-site owners to remove individual files. "We've just tried to keep sweeping away these infringements as they continue to come online," he said.
  • Individual academic publishers have also taken steps to stop book pirates.
  • "We have been fairly vigorous in monitoring these sites and in requesting that they take down our copyrighted content,"
  • One place their titles keep popping up is Scribd, a document-sharing Web site that opened this year. The site's policies do not allow users to post copyrighted content without permission, but some people break the rules.
  • He said that if the problem worsens, publishers may have to take other steps to prevent piracy, such as releasing a new version of most textbooks every semester. The versions could include slight modifications that could be changed easily—such as altering the numbers in math problems. "They may compelled to," he said, "in order to stay one step ahead of the pirates."
    • Barbara Lindsey
      Barbara Lindsey on 10 Jul 08
       
      Wrong response. Instead of trying to force students into a model that doesn't work any longer, why not give them what they want and need? Look at MIT OpenCourseWare, Berkeley course content on iTunes, Flat World Knowledge, the California Open Source Project, Connexions. Heck! Look at OpenSource software such as Linux, Firefox, OpenOffice. THIS is the new model and companies will need to figure out a way to monetize this in a way that works for everyone.
David Wetzel

5 Strategies for Using Wikis in the Classroom: Engaging Students in Technology Projects... - 0 views

teachingtechnology.suite101.com/...r_using_wikis_in_the_classroom

wiki education technology web2.0 classroom learning teaching strategies

shared by David Wetzel on 23 Mar 10 - Cached
  • David Wetzel on 23 Mar 10
     
    Strategies are provided for taking advantage of Wikis to provide opportunities for students to collaborate with other students, share what they have learned, and become a centralized online resource for educators.
David Wetzel

Using the Web 2.0 WallWisher Tool in Science Classes - 0 views

www.teachscienceandmath.com/...-wallwisher-in-science-classes

online application games tools problem solving project based learning Science web 2.0

shared by David Wetzel on 19 Apr 10 - Cached
  • David Wetzel on 19 Apr 10
     
    What is Wallwisher and why use it? Its a Web 2.0 application which allows students to express their thoughts or share information on a science concept.
Deborah Robins

NoteStar : A Project Based Learning Research Tool - 0 views

notestar.4teachers.org

information literacy libraries research Web2

shared by Deborah Robins on 14 Jan 11 - Cached
  • Deborah Robins on 14 Jan 11
     
    A class research monitoring control panel...much older than noodle tools and lost to memory
David Wetzel

Google Global Science Fair 2011 - 7 views

www.google.com/...teachers.html

science fair online technology middle school high global Google learning project

shared by David Wetzel on 13 Jan 11 - No Cached
  • David Wetzel on 13 Jan 11
     
    "At Google, the only thing we love as much as science is science education. We want to celebrate young scientific talent and engage students who might not yet be engaged with science. So, in partnership with CERN, the LEGO Group, National Geographic, and Scientific American we've created an exciting new global science competition, the Google Science Fair. Students all over the world who are between the ages of 13 and 18 are eligible to enter this competition and compete for prizes including once-in-a-lifetime experiences, internships and scholarships. "
Sarah Eeee

Wikipedia Comes of Age - The Chronicle Review - The Chronicle of Higher Education - 0 views

chronicle.com/...125899

shared by Sarah Eeee on 10 Jan 11 - No Cached
  • Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers.
  • Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research."
  • Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting.
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  • That such a high percentage of students in the study indicated they do not cite Wikipedia as a formal source, or admit to their professors they use it, confirms that they are very aware of the link it represents in the information-authority chain.
    • Sarah Eeee
      Sarah Eeee on 10 Jan 11
       
      Optimistic view...what evidence does this author have that students don't plagarize from Wikipedia - i.e. use its information without citing it, or attributing the information found to a more acceptable source?
  • Today, when starting a serious research project, students are faced with an exponentially larger store of information than previous generations, and they need new tools to cut through the noise. Intuitively they are using Wikipedia as one of those tools, creating a new layer of information-filtering to help orient them in the early stages of serious research.
  • . One scholar issued a challenge: Wikipedia is where students are starting research, whether we like it or not, so we need to improve its music entries. That call to arms resonated, and music scholars worked hard to improve the quality of Wikipedia entries and make sure that bibliographies and citations pointed to the most reliable resources.
  • To go further, while I do agree that teaching information literacy is important, I do not agree with those who argue that the core challenge is to educate students and researchers about how to use Wikipedia. As we have seen, students intuitively understand much of that already.
  • The key challenge for the scholarly community, in which I include academic publishers such as Oxford University Press, is to work actively with Wikipedia to strengthen its role in "pre-research." We need to build stronger links from its entries to more advanced resources that have been created and maintained by the academy.
  • Sarah Eeee on 10 Jan 11
     
    Concise and interesting opinion piece about the role of Wikipedia in research. The author argues that many students use Wikipedia for 'pre-research,' and that it serves a valuable and valid step towards finding the best evidence. Ultimately, this article calls for scholars to increase the links between peer-reviewed authoritative sources and Wikipedia articles.
  • Sarah Eeee on 10 Jan 11
     
    Does a 'harm control' approach to research seem like the best option to you? What role do teachers at all levels of education have to play? Librarians?
Michael Johnson

E-Learning 2.0 ~ Stephen's Web ~ by Stephen Downes - 20 views

www.downes.ca/31741

eLearning social media teaching learning web 2.0 e-learning Downes

shared by Michael Johnson on 12 Jan 11 - Cached
  • In general, where we are now in the online world is where we were before the beginning of e-learning [1]. Traditional theories of distance learning, of (for example) transactional distance, as described by Michael G. Moore, have been adapted for the online world. Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
  • networked markets
  • In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
  • ...21 more annotations...
  • creation, communication and participation playing key roles
  • The breaking down of barriers has led to many of the movements and issues we see on today's Internet. File-sharing, for example, evolves not of a sudden criminality among today's youth but rather in their pervasive belief that information is something meant to be shared. This belief is manifest in such things as free and open-source software, Creative Commons licenses for content, and open access to scholarly and other works. Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
  • "Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. We are no longer just looking to the same old sources for information. Now we're looking to a new set of tools to aggregate and remix microcontent in new and useful ways"
  • Web 2.0 is not a technological revolution, it is a social revolution.
  • It also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Also a place to receive and give feedback. I believe that one of the things that learners need to have to be prepared for learning in this space (social media or web 2.0) is the ability to evaluate, to give good feedback. Additionally, to be able to receive feedback constructively.
  • In the world of e-learning, the closest thing to a social network is a community of practice, articulated and promoted by people such as Etienne Wenger in the 1990s. According to Wenger, a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."
  • Yahoo! Groups
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      So, I believe he is saying that virtual communities of practice that form naturally are more real and approach what Wenger was talking about better than contrived "communities" put together in classes. That may be true. but does it have to be? If people come together to with a common purpose and the instructor allows the students freedom to explore what is important to them then I would hope that this kind of community can develop even in formal educational settings. Relevance is a key issue here!
  • "We're talking to the download generation," said Peter Smith, associate dean, Faculty of Engineering. "Why not have the option to download information about education and careers the same way you can download music? It untethers content from the Web and lets students access us at their convenience." Moreover, using an online service such as Odeo, Blogomatrix Sparks, or even simply off-the-shelf software, students can create their own podcasts.
  • The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
  • Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"
  • This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I like the idea of students passing on their work to be fodder for someone else's learning. In this way we change to from a learner to a learner/teacher! (See Dillon Inouye's work and Comments from John Seeley Brown)
  • More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications. Work on such a set of applications has begun in a number of quarters, with the E-Learning Framework defining a set of common applications and the newly formed e-Framework for Education and Research drawing on an international collaboration. While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Jon Mott has some cool ideas related to this paragraph.
  • he most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design
  • game "modding" allows players to make the game their own
  • Words are only meaningful when they can be related to experiences," said Gee. If I say "I spilled the coffee," this has a different meaning depending on whether I ask for a broom or a mop. You cannot create that context ahead of time— it has to be part of the experience.
  • A similar motivation underlies the rapidly rising domain of mobile learning [24]—for after all, were the context in which learning occurs not important, it would not be useful or necessary to make learning mobile. Mobile learning offers not only new opportunities to create but also to connect. As Ellen Wagner and Bryan Alexander note, mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at large"
  • "ubiquitous computing."
  • what this means is having learning available no matter what you are doing.
  • The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I still think part of the challenge is how to learn. How to wade through a sea of all that is out there and "learn from the best" that is available. Find, organize, evaluate, analyze, synthesize, as well as create. I agree with Chris Lott (@fncll) that creativity is vital! (I am just not so sure that it is a non-starter to say that we should be moral first...though it could be argued that we should become moral through the creative process).
  • And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
  • Michael Johnson on 12 Jan 11
     
    Stephen Downes' take on eLearning and what the future holds
LUCIAN DUMA

Teachers you should vote for favorite #edtech20 #edtools in Learning Tools Directory 20... - 0 views

teacherluciandumaweb20.blogspot.com/...-petec2011-metccsd-edchat.html

teachers #edtech20 project glogsteredu symbalooedu web2.0 socialmedia collaboration technology classroom2.0 learning teaching Resources

shared by LUCIAN DUMA on 16 Feb 11 - No Cached
  • LUCIAN DUMA on 16 Feb 11
     
    Teachers you should vote for favorite #edtech20 #edtools in Learning Tools Directory 2011 make by @C4LPT . I recommand @GlogsterEdu and @SymbalooEdu
LUCIAN DUMA

BLOGGING USING WEB 2.0 AND SOCIAL MEDIA IN EDUCATION IN XXI CENTURY: Building a powerfu... - 0 views

teacherluciandumaweb20.blogspot.com/...ful-pln-edchat-iste-using.html

#edtech20 project #aplanet media social #edtools PLN

shared by LUCIAN DUMA on 17 Mar 11 - No Cached
  • LUCIAN DUMA on 17 Mar 11
     
    Building a powerful #PLN #edchat #iste using gr8 #edtech20 #edtools in XXI Century Education Part 2 #aplanet . Pls add comments , share and retweet 
LUCIAN DUMA

#edtools of the day #schoox your social and #curation edutainment network - 14 views

edtech20curationprojectineducation.blogspot.com/...ay-schoox-your-social-and.html

#edtech20 project social media curation schoox

shared by LUCIAN DUMA on 25 May 11 - No Cached
  • LUCIAN DUMA on 25 May 11
     
    #edtools of the day #schoox your social and #curation edutainment network . For more #edtools https://twitter.com/#!/web20education
Mark McDonough

Teaching with Clickers - 15 views

blogs.tlt.psu.edu/...blog

clickers srs pennstate polling

shared by Mark McDonough on 01 Jun 11 - No Cached
  • Mark McDonough on 01 Jun 11
     
    "Clicker" case studies from Penn State
LUCIAN DUMA

#chirpstory is a tool for creating and sharing stories from twitter using social media ... - 13 views

edtech20.visibli.com/sJJxN2

curation edtech20 technology social media project

shared by LUCIAN DUMA on 05 Jun 11 - No Cached
  • LUCIAN DUMA on 05 Jun 11
     
    #chirpstory is a tool for creating and sharing stories from twitter using social media more https://twitter.com/#!/web20education
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