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Digital Poetry - Make Words Zoom and Fly Across the Room! | Scholastic.com - 4 views

www.scholastic.com/...s-zoom-and-fly-across-the-room poetry

shared by Jamie Barber on 05 Apr 12 - No Cached

Rubric for Diigo Lesson - 89 views

portfolio.justinreeve.com/...Rubric-for-Diigo-Lesson.pdf Diigo rubric

shared by profjourde on 14 Apr 15 - No Cached

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http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1044&context=jmle - 16 views

digitalcommons.uri.edu/...viewcontent.cgi literacy PhD information literacy

shared by elizabethutch on 15 Apr 18 - No Cached

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A Google a Day - 20 views

www.agoogleaday.com/#date=2011-08-10

shared by Y R on 08 Aug 18 - No Cached

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Education Week: Effective Use of Digital Tools Seen Lacking in Most Tech.-Rich Schools - 100 views

www.edweek.org/...21computing.h30.html EMT502 technology effective edtech tools digital pedagogy digitallearning digital techintegration flexiblelearning blendedlearning fbl education elearning

shared by trisha_poole on 25 Feb 11 - No Cached

Those factors include integrating technology into intervention classes; setting aside time for professional learning and collaboration for teachers; allowing students to use technology to collaborate; integrating technology into core curricula at least weekly; administering online formative assessments at least weekly; lowering the student-to-computer ratio as much as possible; using virtual field trips at least monthly; encouraging students to use search engines daily; and providing training for principals on how to encourage best practices for technology implementation. Only about 1 percent of the 1,000 schools surveyed by Project RED followed all those steps, and those that did “saw dramatic increases in student achievement and had revenue-positive experiences,” Ms. Wilson said.
- Adam Truitt on 25 Feb 11
  
  Data drives decisions....or at least should
  
  <div class="cArrow"> </div><div class="cContentInner">Data drives decisions....or at least should</div>
  
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cut their photocopying and printing budgets in half.
- London Jenks on 26 Feb 11
  
  The "paperless classroom" or the "not so much paper as before" classroom
  
  <div class="cArrow"> </div><div class="cContentInner">The "paperless classroom" or the "not so much paper as before" classroom</div>
  
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- trisha_poole on 27 Feb 11
  
  This is similar to what is happening in Australia, particularly NSW, I think.
  
  <div class="cArrow"> </div><div class="cContentInner">This is similar to what is happening in Australia, particularly NSW, I think.</div>
  
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requires leadership,professional development, collaboration, and new forms of pedagogy and assessment
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trisha_poole on 27 Feb 11

Most schools that have integrated laptop computers and other digital devices into learning are not following the paths necessary to maximize the use of technology in ways that will raise student achievement and help save money, a report concludes."We all know that technology does things to improve our lives, but very few schools are implementing properly," said Leslie Wilson, a co-author of the study, "The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness," released last month. She is the chief executive officer of the Mason, Mich.-based One-to-One Institute, which advocates putting mobile-computing devices into the hands of all students.

<div class="cArrow"> </div><div class="cContentInner">Most schools that have integrated laptop computers and other digital devices into learning are not following the paths necessary to maximize the use of technology in ways that will raise student achievement and help save money, a report concludes."We all know that technology does things to improve our lives, but very few schools are implementing properly," said Leslie Wilson, a co-author of the study, "The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness," released last month. She is the chief executive officer of the Mason, Mich.-based One-to-One Institute, which advocates putting mobile-computing devices into the hands of all students.</div>

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Infographics for Mathematics | Mathematics, Learning and Web 2.0 - 16 views

colleenyoung.wordpress.com/...infographics-for-mathematics infographics mathematics

shared by Colleen Young on 14 Feb 12 - No Cached

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The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views

www.scientificamerican.com/article.cfm education reading research ebooks epub books

shared by Kris Cody on 10 May 13 - No Cached

prevented them from zooming out to see a neighborhood, state or country
- Monica Williams-Mitchell on 10 May 13
  
  This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
  
  <div class="cArrow"> </div><div class="cContentInner">This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.</div>
  
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Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
- Kris Cody on 11 May 13
  
  This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
  
  <div class="cArrow"> </div><div class="cContentInner">This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.</div>
  
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Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
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When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.
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discernible size, shape and weight.
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Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.
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When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.
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E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.
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the American Optometric Association officially recognizes computer vision syndrome.
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People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
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Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.
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Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
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When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way
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Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.
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They think of using an e-book, not owning an e-book,"
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Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
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When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.
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Monica Williams-Mitchell on 10 May 13

it is difficult to see any one passage in the context of the entire text.

<div class="cArrow"> </div><div class="cContentInner">it is difficult to see any one passage in the context of the entire text. </div>

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Kris Cody on 11 May 13

it is difficult to see any one passage in the context of the entire text.

<div class="cArrow"> </div><div class="cContentInner">it is difficult to see any one passage in the context of the entire text. </div>

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Classroom Collaboration Using Social Bookmarking Service Diigo | EDUCAUSE - 26 views

er.educause.edu/...cial-bookmarking-service-diigo ETC645 Lesson1 Assignment PLE ETC655

shared by joygrecowelch on 23 Oct 18 - No Cached

disadvantages
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Building a list of important bookmarks not only is time-consuming, but the list is only available on the individual user's computer. Large collections of bookmarks can quickly become unmanageable and disorganized. Users may not remember why they created a bookmark or what part of the page they were trying to save.1
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Web 2.0 tools
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ocial bookmarking has advantages over the traditional schemes, principally because it relies on a web-based system of classification known as folksonomy. Tags are collaboratively created and managed to annotate and categorize web content.
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Do schools share too much with parents? - CNN.com - 50 views

www.cnn.com/...digital.helicopter.parent schools parents grades technology

shared by kelucia on 07 Oct 16 - No Cached

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Yale Makes 260,000 Images Available Online - With No Limitations On Their Usage | Larry... - 199 views

larryferlazzo.edublogs.org/...-no-limitations-on-their-usage images free online

shared by Gerald Carey on 13 May 11 - No Cached

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The Plagiarism Checker in Education ~ Educational Technology - 308 views

educationaltech-med.blogspot.com/...rism-checker-in-education.html plagiarism checker Web2.0 tools

shared by A Gardner on 18 Apr 11 - No Cached

Roland Gesthuizen liked it

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Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf world Music

shared by meghankelly492 on 15 Sep 19 - No Cached

In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
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, see Kenny (2005) andMcGinnis and Milling (2005
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
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Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
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The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
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heart rate at 10 min, 5
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Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
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Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
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person has few problems with performance anx-iety
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Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
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The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
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d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
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Performance Anxiety Inventory (PAI)
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cognitive, behavioral, and physiological fac
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and has beenwidely used in treatment outcome research
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Behavioral Anxiety Index (BAI)
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igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
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Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
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practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
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This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
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how to use self-talk effectively and how touse cues
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Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
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Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
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Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
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MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
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Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
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We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
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Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
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