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Geoffrey Smith

Scriffon - 21 views

scriffon.com

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shared by Geoffrey Smith on 07 Jun 11 - No Cached
  • Geoffrey Smith on 07 Jun 11
     
    Scriffon is a simple service for writing and publishing online. Scriffon isn't a blogging platform, it's a writing platform. That means that you cannot edit the layout or navigation on the page on which your writing is published. Each writing that you publish is given it's own url. You can go back and edit your writing even after it has been published. If like, you can use multiple pen names under your Scriffon account name too.  Applications for Education Scriffon could be a good way for students to anonymously post their writings online and get feedback from others. For teachers or students who are reluctant to put their names on the web, using a pen name is a good way to publish without putting your real name online.
Ninja Essays

Best EdTech Tools for Teaching Essay Writing | North Jersey Teacher - 0 views

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shared by Ninja Essays on 03 Jul 15 - No Cached
  • Ninja Essays on 03 Jul 15
     
    "When teaching their students how to write essays, educators have a great responsibility. Young learners are rarely interested in the process of writing, so the way you inspire them is of crucial importance. You cannot give plain instructions and tell your students to write an essay; you need to make the challenge more attractive and creative for them."
Ninja Essays

10 Best Essay Writing Tools for Students | SmartStudent - 0 views

www.smartstudent.co.za/...t-essay-writing-tools-students

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shared by Ninja Essays on 07 Oct 15 - No Cached
  • Ninja Essays on 07 Oct 15
     
    "If you had the chance to get rid of any aspect of your studies at high school, college or university, you would probably choose essay writing. You can do well on tests and exams as long as you study, but academic writing requires something more than studying: diligent research, writing practice, great style, and endless editing."
Ninja Essays

9 Amazing Tools for Teaching Essay Writing - 0 views

www.curriki.org/ols-for-teaching-essay-writing

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shared by Ninja Essays on 10 Aug 15 - No Cached
  • Ninja Essays on 10 Aug 15
     
    "Essay writing skills are necessary for high GPA in high school, college and graduate school admissions, successful graduation, and growth in any profession. For most students, academic writing is the most difficult aspect of their studies. One of the reasons for that is improper introduction to the art of essay writing, which is supposed to be done at early age."
David Wetzel

Top 10 Online Tools for Teaching Science and Math - 2 views

www.teachscienceandmath.com/...-for-teaching-science-and-math

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shared by David Wetzel on 30 Jul 10 - Cached
  • David Wetzel on 30 Jul 10
     
    Why use Web 2.0 tools in science and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking. These tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools. For example: * Most of these tools can be edited from any computer connected to the Internet. Teachers can add, edit and delete information even during class time. * Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers. * RSS feeds allow students to access all the desired research information on one page. * Students learn to be autonomous in their learning process.
Mark McDonough

Writing with Technology - Tackk - 25 views

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shared by Mark McDonough on 28 Oct 13 - No Cached
  • Mark McDonough on 28 Oct 13
     
    great, short list of, mostly, web-based tools for writing/storytelling from a masscue2013 workshop. "For grades K-6, the Common Core requires that students use technology to produce and publish writing, while interacting and collaborating. As the students age, their level of independence increases. Each of the tools that I present to you today, allows for these 4 key actions."
Ninja Essays

Guest Post: Top Writing Tools of Famous Authors | Teaching & Technology - 0 views

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shared by Ninja Essays on 15 May 15 - No Cached
  • Ninja Essays on 15 May 15
     
    "Top Writing Tools of Famous Authors"
elliswhite5

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shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    Buy Negative Google Reviews Introduction Google reviews is a powerful tool for businesses. It helps you attract customers and increase sales. However, if your business has negative reviews on Google, this can be a big problem because it will make people think twice before choosing your business. How can you buy negative google reviews? You can buy negative Google reviews. You can get fake Google reviews from us. We have a team of professionals who are working continuously to ensure that all the orders are delivered on time and within a stipulated budget, which makes us one of the most reliable agencies in this industry. How do you buy negative google reviews? There are a few ways that you can buy negative google reviews for your business. Look for customer service options on the website. If you have a good reputation, then it's likely that there are some options available to you. Search for reviews on Google and other search engines like Yelp and TripAdvisor. These sites will show you what people are saying about your business, which can help with determining whether or not its worth paying someone else to write fake reviews for you (more on this later). Use online reviews for your business: Buy Negative Google Reviews This is another way to get positive feedback from customers but it also comes with some risks because anyone could create an account with their own name/ handle as long as they were willing to pay someone else $5-$10 per post so make sure that any potential customers know how much money they're putting at risk when doing this type of thing! Buy Negative Google Reviews Negative Google Reviews Look for customer service options on the website When you are looking for a positive review provider, ask yourself if their website has customer service options that can be utilized. If the website does not have any customer support options and/or contact information on it, then this is a red flag. When finding negative Google reviews about your bus
  • elliswhite5 on 25 Mar 24
     
    Buy Negative Google Reviews Introduction Google reviews is a powerful tool for businesses. It helps you attract customers and increase sales. However, if your business has negative reviews on Google, this can be a big problem because it will make people think twice before choosing your business. How can you buy negative google reviews? You can buy negative Google reviews. You can get fake Google reviews from us. We have a team of professionals who are working continuously to ensure that all the orders are delivered on time and within a stipulated budget, which makes us one of the most reliable agencies in this industry. How do you buy negative google reviews? There are a few ways that you can buy negative google reviews for your business. Look for customer service options on the website. If you have a good reputation, then it's likely that there are some options available to you. Search for reviews on Google and other search engines like Yelp and TripAdvisor. These sites will show you what people are saying about your business, which can help with determining whether or not its worth paying someone else to write fake reviews for you (more on this later). Use online reviews for your business: Buy Negative Google Reviews This is another way to get positive feedback from customers but it also comes with some risks because anyone could create an account with their own name/ handle as long as they were willing to pay someone else $5-$10 per post so make sure that any potential customers know how much money they're putting at risk when doing this type of thing! Buy Negative Google Reviews Negative Google Reviews Look for customer service options on the website When you are looking for a positive review provider, ask yourself if their website has customer service options that can be utilized. If the website does not have any customer support options and/or contact information on it, then this is a red flag. When finding negative Google reviews about your bus
Lissa Davies

Cool Tools for Writing - Part IV « Ed Tech Ideas - 36 views

edtechideas.com/...cool-tools-for-writing

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shared by Lissa Davies on 21 May 11 - No Cached
  • Lissa Davies on 21 May 11
     
    This is part IV in a series dedicated to free, online writing tools for kids. 
Barbara Lindsey

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

connect.educause.edu/...45823

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shared by Barbara Lindsey on 07 Jul 08 - Cached
  • 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.
  • ...29 more annotations...
  • 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.
elliswhite5

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  • wallaceclient56 on 03 Aug 23
     
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Ninja Essays

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shared by Ninja Essays on 08 Jul 15 - No Cached
  • Ninja Essays on 08 Jul 15
     
    "Are you one of those teachers who try to resist the influence technology has on modern education? That's a recipe for disaster. Today's generation of students is practically dependent on technology. If you use that to your advantage, you can become a much more productive teacher, especially when it comes to encouraging the love for essay writing."
Ninja Essays

7 Tools to Make Research Paper Writing Easier - Fedena Blog - 0 views

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  • Ninja Essays on 27 Nov 14
     
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titechnologies

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  • titechnologies on 11 Dec 18
     
    As the world of mobile apps is expanding beyond comprehension, demand for better and faster apps shoot up. We need applications that perform easily, have a magnificent look, simple to create, and can be implemented rapidly. All these necessities are difficult to satisfy as high performance, related to native apps, set aside enough time for the advancement. Then again, faster deployment, related with cross-platform applications, trade-off, no less than a bit, on performance. Therefore, aching for better languages, tools that help top-notch hybrid apps development, and frameworks keep developers on their toes. One such resolution, which quickly changing the universe of versatile applications is Facebook's React Native. It is a JavaScript library to assemble a UI that enables you to make versatile mobile applications and work easily as native apps. It even gives you a chance to reuse the code over the web and mobile platforms. You don't have to develop for Android and iOS, independently, as one code is sufficient for both the platforms, saving money and time. Let's look at some reasons that point towards React Native taking the center stage in the future. Supports Both iOS & Android - 'Supportive' Because of the two different operating systems which are majorly being used by the customers across the world, the primary challenge for the mobile app development companies is to choose one ahead of the other. But Facebook made it easy by introducing React Native. It supports both iOS and Android making it convenient for the app developers to use the same code for both the platforms without writing it from the scratch. Reusability for better development What makes us to state that REACTS is the eventual fate of application development? It is the reusability of the components. You don't have the Web view components anymore for hybrid apps with React native. The essential code for this framework will easily be reused within the native apps, and you'll easily compile it
Ninja Essays

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Ninja Essays

6 Essential Writing Apps for Increased Motivation and Productivity - 0 views

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  • Ninja Essays on 10 Jun 14
     
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Ninja Essays

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  • Ninja Essays on 20 Oct 14
     
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