This is worth your taking the time to look at.

Wow! Tons of resources for blogging and Google!

Holy Cow! This is an amazing resource for project management! 

"You can use Google Images to search the web for images that have been licensed under Creative Commons or  GNU Free Documentation licences (GFDL).  Images licensed under Creative Commons or GFDL are still subject  to copyright, but the creator or copyright owner has chosen to allow other people to use their material under certain  conditions. These images can be freely used in teaching material, as part of research publications, on blogs, wikis  and other websites, and in University publications.  Not all images on Google images are available under Creative  Commons or similar licences; this guide explains how to limit your search to Creative Commons and similar  material." Then the rest goes into how to search Google Images, and how to give proper attribution. It's a tutorial walking you through step by step.

"MentorMob uses the "playlist" concept to collect and share information. I can see great potential in this application as place to gather multiple sources for creating a flexible architecture for learning." I'm not sure if this is better than Symbaloo, Squorl, or a Livebinder, but it's along the same idea with the exception of you place the sites you want in a play list, almost like an interactive presentation.

science, technology, research, engineering, arts, and math Can search by grade level: K-5; 6-8; 9-12 Can search by topic: biomedical tributary; engineering tributary; logistics, manufacturing and construction; architecture, digital media arts and tech; 3nergy, emerging sciences and math; agriculture, plant and animal science

I believe it uses flash, so it prob won't work with iPads. However, should on netbooks.

The flip this classroom button makes it easy to turn TED videos into lessons for class...

Guideline 1:! Relate grades to the achievement of the district's course/grade level standards. Guideline 2:! Use agreed-on performance standards as the reference points when determining grades. Guideline 3:! Separate achievement from all other dispositions and behaviors. Guideline 4:! Sample student performance. ! Don't score everything & don't include all scores in grades. Guideline 5:! Grade in pencil and maintain records so they can be easily updated. Guideline 6:! To determine grades at the end of the grading period, use professional judgment when considering the body of evidence. Grading must involve more than just crunching numbers. Guideline 7:! Use quality assessments and properly record evidence of achievement. Guideline 8:! Involve students in the assessment and grading processes throughout the learning cycle. No zeros for missing or incomplete work At Middle school: "Student work in the Lesson Practice & Progress Checks portion will be recorded as Missing (M) in the grade book if a student does not turn in an assignment. Middle school students will have until the end of the quarter to complete these practice activities or the Missing (M) will remain. The Missing (M) will factor into the overall average as a zero. However, leaving the Missing (M) in the grade book will communicate that the work has not been turned in. And, because the Lesson Practice & Progress Checks portion of the grade book is weighted just 20% of the overall grade, the Missing (M) for the practice work will not have significant impact on the student's grade." At High School: "A score of zero will not be entered in the grade book. Instead, M or I will be entered to indicate that work is not yet complete. In grades 9-12, students will have five days beyond the assignment due date to complete Lesson Practice and Progress Checks, unless there are extenuating circumstances. An M (Missing) will be entered in the grade book until the work is turned in or until the end of the nine-w

After you've hooked your students on the PBL with a special entry event, and you've done the initial launch of the PBL with the driving question, you then go into gathering the Need to Know List of questions of the students. First, students need to understand what good questions are. (Bloom's is a good starting point). Then they should ask questions about the content, the skills, and the process required in the PBL.

There are challenges for internet searching that has culture, geography, history, or science as the theme.