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ebooks in classroom forum-edweb.net

Great Web. 2.0 tools David presented at Tech Forum Web 2.0 Smackdown

"Vous l'avez certainement remarqué, en ce moment beaucoup de professionnels de l'information migrent de Delicious à Diigo. Effet de mode ou véritable révolution? Pour tenter de le savoir, je vous propose un comparatif qui, je l'espère, vous aidera à choisir entre l'une ou l'autre des plateformes. Delicious et Diigo fonctionnent sur le même principe: ils vous permettent d'enregistrer vos favoris en ligne. Jusque-là tout va bien : la manipulation se fait en quelques clics que ce soit avec l'un ou avec l'autre. Mais une fois que l'on a créé et les favoris importés, on se retrouve dans deux univers très différents. diigo Diigo: réseau social ou l'outil de travail ? Dès la page d'accueil on trouve une ressemblance très forte avec les sites de réseaux sociaux: un profil avec vos informations personnelles, vos activités récentes ainsi que celles de vos amis. Car dans Diigo, vous avez des amis, avec qui vous pouvez converser et travailler en groupe. Le plus ? Le travail en commun permet en autre de créer une liste fermée de mots-clés pour indexer vos favoris., ce qui évite les listes de tags interminables et peu pertinentes. L'organisation des mots-clés par liste thématique peut s'avérer utile notamment lorsque l'on souhaite créer une liste de signets pour le public de la bibliothèque. Le moins ? Il faut bien dire qu'on a du mal à distinguer le véritable enjeu du site, tant le coté social est présent. Par exemple il est possible d'échanger ses idées, ses favoris ou ses annotations avec des inconnus de la communauté via les forums thématiques. WindowsLiveWriter_Delintrtdegardersessignetsenligne_B21E_delicious_logo_3 Delicious: simplicité et austérité. Soyons clairs, Delicious n'est vraiment pas joli à regarder, et sur ce point Diigo le bat à plate couture. La page d'accueil est constituée de la liste des sites les plus populaires. Le message est clair: ici on sauvegarde ses favoris, on l

Thoughtful article on "social capital"

Stepping Aside: The Art of Working With Student-Teachers\n\nTeacher Leaders Network Although traditional teacher-education programs rely on veteran educators to invite student- or "practice-" teachers into their classrooms, many skilled professionals can be heard expressing some reluctance about sharing instructional responsibilities with green recruits. They may be concerned about their ability to mentor an inexperienced colleague effectively, or simply hesitant to relinquish control of instruction in an atmosphere of high-stakes accountability.\n\nIn a recent post to the Teacher Leaders Network Forum daily discussion group, veteran teacher Vicky expressed some reservations of her own about working with a student-teacher and asked for help.\n\nI may be getting the opportunity to work with a student-teacher. I was wondering about your ideas for starting the year off right, helping the student-teacher, and balancing the load of mentoring the student teacher and teaching the students myself. I'm excited about the possibility, but I'm also a pretty hands-on control freak kind of person, so I want to alternately challenge and excite the intern but not be unfair or scary. Tips?\n\nNancy, a veteran K-12 music teacher, replied:\n\nGreat questions, Vicky. My first suggestion would be adopting the perspective that you will learn as much as the novice teacher-about yourself, your beliefs, and your practice. The first step is probably building a relationship in which the novice teacher trusts you enough to share real information and opinion (and vice-versa).\n\nCreate a safe space to communicate honestly, in both directions. A student teacher who feels comfortable enough to share fears, anxieties, confusion, and frustration-and knows that he or she is not being judged, but honored as a learner by a veteran teacher who also has fears and frustrations-will be a student teacher who can grow.\n\nMy second thought is that from your students' perspective there should be two experts

A gravatar, or globally recognized avatar, is quite simply an image that follows you from site to site appearing beside your name when you do things. Avatars help identify your posts on blogs and web forums, so why not on any site?

Open-sourcing offers great potential for AT software users. However, currently there are a number of barriers that stop its wider use within the AT community. It is generally difficult to find on the Internet and, until the OATS Project, there have been no specific websites dedicated to developing or downloading AT software. Open-source software can also be unfriendly to install, often obliging the user to download many different packages before it can be set up and used. Often it is still "under-development", poorly documented or technically demanding, something that the end user finds frustrating and irritating. To see just how complicated this can be for the lay enquirer, one need only visit the most well-known source of mainstream open-source products, Source Forge (http://sourceforge.net/). Finding OATS products here is like experiencing death by a thousand cuts! The OATS Project's repository will strip away all the technical complexity and provide via its database and search engine an efficient and intuitive way to access good quality OATS. By removing these barriers to open-source AT software, users will not only have a single point of contact for obtaining open-source software but volunteer developers will also discover a forum where they can develop ideas and write software that meets the real needs of specific end users.

Five ideas to enable educators to develop and model a purposeful and professional digital footprint.
1-Model responsible footprinting with your own practices in blogging, commenting, social networking, and picture posting.
2-If you have established a professional blog, share it widely and proudly such as placing it in your email signature (if your employer will let you) and as Jeff Utecht suggests include your blog url when you comment on others blogs and in other forums. This enables others to see best practices and is a great way to get the conversation started.
3-Google yourself (aka ego surfing). If you have something posted online that you'd be uncomfortable having a current or future student, parent, colleague, or employer find, delete it (if you can) or request that it be deleted. There are ways an aggressive internet detective can still find this information, but most won't go through the trouble and the mere fact that you deleted it shows some level of responsibility.
4-If you do have online personal information and/or interests you wouldn't want discovered, use an unidentifiable screen name/avatar. This means you may need to update your screen name/avatar in your existing online presence.
5-Engage in the conversation and professionally comment, reply, and present online, onsite, and at conferences.

Sometimes, it's hard to come up with original ways to praise student work. 

lessons for students to get started using Google Sketchup, follow-up activites, classroom posters, and a forum to contact other teachers. Also mentions lessons available through Discovery Education

"A HootCourse is an online classroom. And then some. Instead of cumbersome forums or complicated lesson-plan formats, HootCourse uses a combination of the most popular social networks and blogging platforms to provide a new type of online classroom."

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