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Kim Collazo

Tools for Digital Storytelling - 155 views

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    Great list of 10 tools for digital storytelling.
David Sladkey

Energizing Brain Breaks - 242 views

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    Energizing Brain Breaks help students to refocus in the middle of class. They only take 1-2 minutes. Teachers love them because they help get the jitters out of students. They are work well for any student K-12. There are links to websites with videos of students in action doing a brain break.
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    Brain breaks are the only way my students made it thru the state testing window. It made me realize how important it was to take the pressure off and let them relax a bit.
Jennie Farnell

The Best Sites For Learning About China | Larry Ferlazzo's Websites of the Day… - 42 views

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    Long list of sites for information about China. There might be some interesting videos or materials you can use in class
Kay Bradley

Population Control, Marauder Style - NYTimes.com - 73 views

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    Compare death rates from Mideast slave trade, Famines in British India, World Wars I and II, Genghis Khan, Mao Zedong, Atlantic slave trade . . . at the bottom of the graphic there's a table translating figures into % of world population at the time they occurred. Astounding!
Gerald Carey

Observations: Welcome to 'Bring Science Home' - 71 views

  • Today we kick off Scientific American's Bring Science Home initiative, which will offer 20 free tabletop science activities during the month of May. We hope they will make for easy—and fun—ways to enjoy science at home
James Spagnoletti

Göbekli Tepe - Pictures, More From National Geographic Magazine - 67 views

  • The Birth of ReligionWe used to think agriculture gave rise to cities and later to writing, art, and religion. Now the world’s oldest temple suggests the urge to worship sparked civilization.
  • Before them are dozens of massive stone pillars arranged into a set of rings, one mashed up against the next. Known as Göbekli Tepe (pronounced Guh-behk-LEE TEH-peh), the site is vaguely reminiscent of Stonehenge, except that Göbekli Tepe was built much earlier and is made not from roughly hewn blocks but from cleanly carved limestone pillars splashed with bas-reliefs of animals—a cavalcade of gazelles, snakes, foxes, scorpions, and ferocious wild boars. The assemblage was built some 11,600 years ago, seven millennia before the Great Pyramid of Giza. It contains the oldest known temple. Indeed, Göbekli Tepe is the oldest known example of monumental architecture—the first structure human beings put together that was bigger and more complicated than a hut. When these pillars were erected, so far as we know, nothing of comparable scale existed in the world.
  • At the time of Göbekli Tepe's construction much of the human race lived in small nomadic bands that survived by foraging for plants and hunting wild animals. Construction of the site would have required more people coming together in one place than had likely occurred before. Amazingly, the temple's builders were able to cut, shape, and transport 16-ton stones hundreds of feet despite having no wheels or beasts of burden. The pilgrims who came to Göbekli Tepe lived in a world without writing, metal, or pottery; to those approaching the temple from below, its pillars must have loomed overhead like rigid giants, the animals on the stones shivering in the firelight—emissaries from a spiritual world that the human mind may have only begun to envision.
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  • Archaeologists are still excavating Göbekli Tepe and debating its meaning. What they do know is that the site is the most significant in a volley of unexpected findings that have overturned earlier ideas about our species' deep past. Just 20 years ago most researchers believed they knew the time, place, and rough sequence of the Neolithic Revolution—the critical transition that resulted in the birth of agriculture, taking Homo sapiens from scattered groups of hunter-gatherers to farming villages and from there to technologically sophisticated societies with great temples and towers and kings and priests who directed the labor of their subjects and recorded their feats in written form. But in recent years multiple new discoveries, Göbekli Tepe preeminent among them, have begun forcing archaeologists to reconsider. At first the Neolithic Revolution was viewed as a single event—a sudden flash of genius—that occurred in a single location, Mesopotamia, between the Tigris and Euphrates Rivers in what is now southern Iraq, then spread to India, Europe, and beyond. Most archaeologists believed this sudden blossoming of civilization was driven largely by environmental changes: a gradual warming as the Ice Age ended that allowed some people to begin cultivating plants and herding animals in abundance. The new research suggests that the "revolution" was actually carried out by many hands across a huge area and over thousands of years. And it may have been driven not by the environment but by something else entirely.
  • Most of the world's great religious centers, past and present, have been destinations for pilgrimages
  • Göbekli Tepe may be the first of all of them, the beginning of a pattern. What it suggests, at least to the archaeologists working there, is that the human sense of the sacred—and the human love of a good spectacle—may have given rise to civilization itself.
  • n the 1960s archaeologists from the University of Chicago had surveyed the region and concluded that Göbekli Tepe was of little interest. Disturbance was evident at the top of the hill, but they attributed it to the activities of a Byzantine-era military outpo
  • To Schmidt, the T-shaped pillars are stylized human beings, an idea bolstered by the carved arms that angle from the "shoulders" of some pillars, hands reaching toward their loincloth-draped bellies. The stones face the center of the circle—as at "a meeting or dance," Schmidt says—a representation, perhaps, of a religious ritual. As for the prancing, leaping animals on the figures, he noted that they are mostly deadly creatures: stinging scorpions, charging boars, ferocious lions. The figures represented by the pillars may be guarded by them, or appeasing them, or incorporating them as totems.
  • nches below the surface the team struck an elaborately fashioned stone. Then another, and another—a ring of standing pillars.
  • Geomagnetic surveys in 2003 revealed at least 20 rings piled together, higgledy-piggledy, under the earth.
  • he pillars were big—the tallest are 18 feet in height and weigh 16 tons. Swarming over their surfaces was a menagerie of animal bas-reliefs, each in a different style, some roughly rendered, a few as refined and symbolic as Byzantine art.
  • The circles follow a common design. All are made from limestone pillars shaped like giant spikes or capital T's.
  • They hadn't yet mastered engineering." Knoll speculated that the pillars may have been propped up, perhaps by wooden posts.
  • Within minutes of getting there," Schmidt says, he realized that he was looking at a place where scores or even hundreds of people had worked in millennia past.
  • Puzzle piled upon puzzle as the excavation continued. For reasons yet unknown, the rings at Göbekli Tepe seem to have regularly lost their power, or at least their charm. Every few decades people buried the pillars and put up new stones—a second, smaller ring, inside the first.
  • he site may have been built, filled in, and built again for centuries.
  • Bewilderingly, the people at Göbekli Tepe got steadily worse at temple building.
  • Finally the effort seems to have petered out altogether by 8200 B.C. Göbekli Tepe was all fall and no rise.
Elvira Navas

Infografia sobre Tecnologia Educativa - 15 views

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    Excelente representacion en imagenes sobre la evolucion de la Tecnologia Educativa
chad even

Where in the World? A Google Earth Puzzle - Alan Taylor - In Focus - The Atlantic - 133 views

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    Looking at the world through via Google Earth offers striking images of the diversity of our planet and the impact that humans have had on it. Today's entry is a puzzle -- part 2 in a series (part 1 here), this time offering multiple choices. We're challenging you to figure out where in the world each of the images below is taken. North is not always up in these pictures, and, apart from a bit of contrast, they are unaltered images provided by Google and its mapping partners. So I invite you to have a look at the images below, make your guesses, and see your score at the end. Good luck!
Tracy Tuten

21st Century Teaching and Learning: Time For An Extreme Syllabus Make-Over? - 6 views

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    How to redesign a syllabus for today's learners
Jennifer Carey

My First Attempt at Employing Digital Storytelling in the Classroom « Indiana... - 175 views

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    Would love colleagues' thoughts and input on this lesson!
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    Thank you, Jennifer, for sharing your process on digital storytelling. I teach middle school English and am not as tech-savvy as you, but I know the value of a well-planned multimedia project for students. I am inspired to plan out a similar project, now that I see how to do it. I like that they create a storyboard and script to emphasize the "meat" of their project and not the glitzy stuff. Their narrated videos are quite impressive. Your students are lucky to have you!
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    Thanks Irene! The students did such an amazing job. You really don't have to be tech-saavy to employ this in your classroom. The software is already so user-friendly. The person who taught me how to do this was an English teacher - she would use it with poetry, so that students would have to emphasize emotion in their reading. Very effective!
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    Jennifer, this is wonderful! I love how you give your students choices of which app to use and how you place the onus on them to learn it and to troubleshoot on their own. This is something that I teach in my computer classes because students have to acquire and feel comfortable with that skill. Thanks!
tecno teach

Woodland, J. (2011) Psychology for the classroom: E-Learning. Oxon: Routledge - 4 views

    • tecno teach
       
      Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment
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      Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.
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      Those against technology - Tanya Byron stating they technology is affecting children's minds.
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      Changing attitudes whilst online - different identities - different ways some converse.
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      * Motivation of learning - attention, confidence, satisfaction, appreciation and relevance
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      Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning
  • cybergogy
  • current research,
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  • s illustrative case studies
  • grounding in both theory and pedagogical application
  • behaviourism, cognitivism and constructivism in the context of e-learning.
  • social networking;
  • cybergogy and new learning domains
Dimitris Tzouris

Extracting highlights & notes from iBooks (IPad or iPhone) via online tool | Experiment... - 40 views

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    May 11, 2013 at 01:28AM
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