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students are asked a series multiple choice questions about web safety and other web-related topics. As students answer the questions they move around a "track" on the PBS Kids website. When students have answered all of the questions correctly they get t

At first glance, I like this a lot. It combines existing social spaces and incorporates or provides the opportunity to fracture them into learning spaces as well. I've heard folks ask before if this is even where our students want us to be. good question. I think the tool, whatever it is, will need to allow for layers or (ahem) circles so that we can organize the input and output cleanly and easily. I still lik edmodo in this type of space as THE go-to tool because of the ability to work with kids and teachers P-12.

A couple of quick takeaways for me are that it's nice to see professional development called out as something we need, but we really have to get away form the paradigm of thinking it's something we do "to" teachers or is done "to" us.  The other takeaway I have after reading this is around a question I've asked before. If we're truly "blending" our teaching and environment, what does the space look like? How can we professionally develop as teachers to be better prepared to adapt and modify our existing learning spaces to better meet the needs of a flexible, student centric, tech infused learning environment? If shifting the ENTIRE teaching model paradigm upside down is NOT an option, what is? Is this something that needs to be built, modeled, and then iterated? I culled some nuggets from the reading.

Course #1 Information Literacy and Ourselves as Learners Jan. 19 - March 2, 2009 Instructors: Kim Cofino & Jeff Utecht Course #2 21st Century Literacy Ideas, Questions, and Issues

Welcome to Math and Reading Help for Kids! Find answers to your education questions. All answers have been custom written by our staff of teachers and education professionals.

Welcome! This is a collection of short articles designed to provide an introduction to the areas of modern mathematics and pointers to further information, as well as answers to some common (or not!) questions. The material is arranged in a hierarchy of d

The ISTE Classroom Observation Tool (ICOT®) is a FREE online tool that provides a set of questions to guide classroom observations of a number of key components of technology integration.

The Teacher Tap is a free, professional development resource that helps educators and librarians address common questions about the use of technology in teaching and learning by providing easy access to practical, online resources and activities. Check ou

Google Apps for Education overview I receive lots of questions and see lots of posts about the effective use of Google Apps for Education in the K-12 environment. Following are some of my thoughts.

student at computerThe Teacher Tap is a free, professional development resource that helps educators and librarians address common questions about the use of technology in teaching and learning by providing easy access to practical, online resources and activities. Check out the Project Overview for more information.

Unit One: "Creative What?"show This unit explores the general topics of intellectual property, creative content, and creative rights. Using the backdrop of a high school's Battle of the Bands, the unit will help students define intellectual property and creative content by relating it to a common scenario they might encounter. Students will begin to recognize and internalize the importance of respecting creative rights, conduct their own research to better understand the relevance of creative content to their lives, and help clear up confusion about the rights that apply to them and their peers. Unit Two: "By Rule of Law"show Intellectual property is a valuable commodity, and thus, those who develop creative content are protected by laws in the United States and around the world. In this unit, students explore creative content copyright and learn about the rights they have as creators and the laws that exist to protect the creative process. The unit's activities encourage students to form opinions about what's right, what's wrong, and how the laws affect them as creators, consumers, and good digital citizens. Unit Three: "Calling All Digital Citizens"show Copyright and other creative rights empower the artists, musicians, and writers who produce creative works. But how does the prevalence of online media - and its ease of access - change the conversation about those rights? With social media as the backdrop, this unit explores that very question, as the students learn more with the Digital Citizenship in Schools curriculum. Students analyze the use of creative content on social media Web sites, recognize the responsibilities involved with using these media, and form their own opinions about what makes a good digital citizen. Unit Four: "Protect Your Work, Respect Your Work"show This unit explores the theme of protecting creative content through a series of experiential activities. Students learn how to protect their own creative works and how to use o