Group items tagged

Social bookmarking. When you save a Web site as a favorite or bookmark, it's added to a list that stays within that browser. Use another computer, and you don't have access to that bookmark. When you use a social-bookmarking service, you save your bookmarks on that server, making them available to you wherever you access the Web, and allowing you to share them with others. Ask your students to create accounts on a social-bookmarking service and to bookmark Web sites, news articles, and other resources relevant to the course you're teaching. Create a unique "tag" for your course and have your students use it, so that their bookmarks can be easily found. Ask students to apply multiple tags to the resources they bookmark, as a way to help them locate their bookmarks quickly and to prepare them for the kind of keyword searching they'll need to do when using library databases. If you're teaching a face-to-face or hybrid class, be sure to spend some class time having students share their latest finds, so they can see the connections between this work outside class and classroom discussions. Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.

​E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).

E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.

Eighty-four percent of respondents believe e-learning is a valuable educational tool.

Students can access websites that do not contain or that filter mature content. They can use their real names, pictures, and work (as long it doesn’t have a grade/score from a school) with the notification and/or permission of the student and their parent or guardian

 Anyone can begin making a difference and contributing real work at any age.

what puts kids at risk are things like: having a lot of conflict with your parents being depressed and socially isolated being hyper communicating with a lot of people who you don't know being willing to talk about sex with people that you don't know having a pattern of multiple risky activities going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.

how teachers would be trained when some already work long hours and take second jobs to make ends meet.

Giving them easy access to a wealth of facts and resources online allows them to develop critical thinking skills, he said, which is what employers want the most.

said there was no proof that the technology improved learning

Responsible teachers recognize that schools must give students the understandings and skills they need to stay safe not just in school, but outside of school where most Internet use by young people occurs. Over-filtered school networks set up a false sense of security; the real world of the Internet is quite different from the Internet at school.

A district’s current acceptable use policy should include language about posting private information about both oneself and others

A district’s current acceptable use policy should include language about posting private information about both oneself and others