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oregonjon

What Can You Create on a Chromebook? - Google Docs - 98 views

docs.google.com/...edit

google google docs chromebook

shared by oregonjon on 20 Feb 15 - No Cached
  • oregonjon on 20 Feb 15
     
    Chart shows what tasks you can do on a Chromebook (pretty much anything) and the application that you can use to do it.
ronhustvedt

Documented Rights Exhibit - 28 views

www.archives.gov/...exhibit

rights historyday primarysources secondarysources database photos

shared by ronhustvedt on 22 Nov 10 - Cached
  • ronhustvedt on 22 Nov 10
     
    Does your topic have anything to do with rights? This is a worthwhile website to cruise through...read the information in here as well because there's GREAT historical context related to the time period of your topic even if there aren't any sources directly related.
Patience Wieland

John Tedesco» Blog Archive » Tips for shooting better video of anything - 0 views

johntedesco.net/...oting-better-video-of-anything

video edtech

shared by Patience Wieland on 17 Jun 09 - Cached
  • Patience Wieland on 17 Jun 09
     
    This was written by a journalist, but this great advice can be utilized by educators to improve their videos as well.
Nancy Henry

Wonder How To » How To Videos & How-To Articles - 79 views

www.wonderhowto.com

web2.0 tutorials education reference diy advice how-to resources video tools learning videos lifehacks information resource hacks tips

shared by Nancy Henry on 16 Feb 10 - Cached
  • Nancy Henry on 16 Feb 10
     
    A vast, well-indexed resource of how-to videos on just about anything you can imagine.
Rob Reynolds

How to Find Anything Online: Become an Internet Research Expert | Webdesigner Depot - 78 views

www.webdesignerdepot.com/...me-an-internet-research-expert

search research

shared by Rob Reynolds on 28 Dec 09 - Cached
BTerres liked it
  • Rob Reynolds on 28 Dec 09
     
    Discussion and liinks to finding research info online.
Peter Beens

Next Vista for Learning - 22 views

www.nextvista.org

education videos

shared by Peter Beens on 04 Jan 10 - Cached
  • Peter Beens on 17 Sep 10
     
    An online library of free videos for learners everywhere - our goal is to gather a set of resources to help you learn just about anything, meet people who make a difference in their communities, and even discover new parts of the world. Next Vista for Learning wants to post your educational videos online, too. Everyone has an insight to share and yours may be just what some student or teacher somewhere needs!
Steve Ransom

The Plaza Hotel providing iPads for all guests - 19 views

www.tuaw.com/...providing-ipads-for-all-guests

ipad hotel 1:1

shared by Steve Ransom on 08 Feb 11 - No Cached
  • Steve Ransom on 08 Feb 11
     
    Just like the real world. No 1:1 anything... but desks and pencils, at Super 8.
Martin Burrett

Squareleaf - 70 views

www.squareleaf.net

sticky post-it notes notes notepad

shared by Martin Burrett on 07 Aug 11 - Cached
  • Martin Burrett on 07 Aug 11
     
    A great online notepad/post it website. Never forget anything again. Assess your notes from any web connected device. http://ictmagic.wikispaces.com/page/edit/ICT+&+Web+Tools
Holly Barlaam

Nerve Impulses--biology mad - 60 views

www.biologymad.com/...nerveimpulses.htm

nervous system neurons action potential nerve impulse

shared by Holly Barlaam on 27 Apr 11 - Cached
  • Holly Barlaam on 27 Apr 11
     
    Good info to review nerve impulses, action potentials, etc. Not anything interactive to use with students, but a good overview that is easy to understand.
Javier E

Yglesias » Half Of Adults In Detroit Are Functionally Illiterate - 15 views

yglesias.thinkprogress.org/...it-are-functionally-illiterate

education testing literacy

shared by Javier E on 06 May 11 - No Cached
  • the fact that huge numbers of kids are passing through school systems and not learning basic literacy drives home the fact that districts also need to take checking to see if the kids are learning anything more seriously. That means tests, and since it’s good to be able to compare different schools to one another that means standardized tests. It’s a limited tool, it shouldn’t be the sole criterion on which the effectiveness of anything is measured, but it’s also an important one.
Martin Burrett

Google SketchUp - 48 views

sketchup.google.com

google 3d design modelling tools ict

shared by Martin Burrett on 09 Jul 11 - Cached
  • Martin Burrett on 09 Jul 11
     
    Sketchup from Google is a widely used 3D modelling program. Originally designed to design buildings in Google Earth, it can be used to model anything. There is a vast library of pre-made components to download. So many possible uses in the classroom. Make sure you are using it too! http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Dorothy Minor

commonplace book - definition and examples of commonplace books - 23 views

grammar.about.com/...commonplacebookterm.htm

writing ideas reflection

shared by Dorothy Minor on 23 Dec 13 - No Cached
  • Dorothy Minor on 23 Dec 13
     
    Commonplace books offer students a place to collect ideas, reflections, observations, and anything related to reading and writing.
  • Dorothy Minor on 23 Dec 13
     
    Having students keep a commonplace book on their reading assignments will help them think about readings and reflect upon the ideas.
Roland Gesthuizen

The Great "Respect" Deception | Edutopia - 46 views

www.edutopia.org/...spect-deception-richard-curwin

teaching learning studentwelfare rules behaviour

shared by Roland Gesthuizen on 06 Oct 13 - No Cached
  • Don Doehla on 06 Oct 13
     
    I define a rule as what you enforce every time it's broken. Platitudes cannot be enforced because there is no line to cross, there's nothing predictable for students to understand, and they're too vague to be useful. In essence, these clumps allow teachers to enforce anything whenever they want under any conditions they chose. It's a get into jail free card. Rules aren't reduced by clumping them -- they are only hidden from students. Often, the only way students can find the real lines is by crossing them. This encourages rule breaking rather than stopping it.
  • ...1 more comment...
  • Don Doehla on 06 Oct 13
     
    I define a rule as what you enforce every time it's broken. Platitudes cannot be enforced because there is no line to cross, there's nothing predictable for students to understand, and they're too vague to be useful. In essence, these clumps allow teachers to enforce anything whenever they want under any conditions they chose. It's a get into jail free card. Rules aren't reduced by clumping them -- they are only hidden from students. Often, the only way students can find the real lines is by crossing them. This encourages rule breaking rather than stopping it.
  • Amy McCorkle on 06 Oct 13
     
    I find, however, that if you inundate students with rules and consequences, especially when they are the same rules every time, students view these as your expectations of their behavior. When they believe you expect the worst from them, they will rise to that expectation. Many rules teachers make are actually procedures, as defined by Henry Wong. If we teach procedures instead, and simply reteach the procedure every time it is not followed, they eventually get tired of being retaught the procedure and just do it. I think what some in education forget is that students, no matter what age, expect and deserve respect, too. If we consistently offer respect and dignity, even when we aren't receiving it in return, the rest of the class notices and responds in return. There need to be some rules that are clearly stated with real enforceable consequences. They need to be only a few and very important. Every professional work place has a few. But we also need to send the clear message that school, as preparing them for the workplace that will not have a100 page rule book, is where we are showing them a model of behavior that is *implicitly* expected in every segment of society.
  • Roland Gesthuizen on 15 Oct 13
     
    "Because so many educators have come to believe the myth of "the fewer rules, the better" (which I was taught in my teacher training program), they have developed what I call deception clumps. They throw as many rules as possible into a respectably titled non-communicative clump: "
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Glenn Hervieux

The 5 Second Solution - 278 views

www.youtube.com/watch

pedagogy teaching video

shared by Glenn Hervieux on 10 Jan 14 - No Cached
  • Glenn Hervieux on 10 Jan 14
     
    "When I observe teachers, I see one small, specific problem more often than anything else. If they fixed it, they would notice an instant difference in how well their classes go." - check out the solution
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Deborah Baillesderr

Osmo - Award-Winning Educational Games System for iPad - 26 views

www.playosmo.com/en

ipad education tools hands-on math phonics engineering art

shared by Deborah Baillesderr on 28 Sep 15 - No Cached
  • Deborah Baillesderr on 28 Sep 15
     
    Another award winning app which just might be worth the money. "Numbers Be creative and embrace the playfulness of numbers. From counting to multiplying, become the master of numbers - big or small, even or odd. As you play, pop bubbles, unleash lightning and release tornadoes to save beautiful fishes. Discover Numbers Tangram Arrange tangible puzzle pieces into matching on-screen shapes. Play with a friend or challenge yourself to more advanced levels as your handy-work lights up with each victory. Discover Tangram Words Be the first to guess and spell out the on-screen hidden word by tossing down real-life letters faster than your friends. A related picture gives the clue. Discover Words Newton Use your creative noggin and inventive objects like a hand-drawn basket, grandma's glasses, dad's keys, or anything around you to guide falling on-screen balls into targeted zones. Discover Newton Masterpiece Supercharge your drawing skills with Masterpiece! Pick any image from the camera, curated gallery, or integrated web search and Masterpiece will transform it into easy-to-follow lines and help you draw it to perfection. You can then share a magical time-lapse video of your creation with your friends and family."
Martin Burrett

7 Plenary Activities for Newly Qualified Teachers by @RichardJARogers - 8 views

ukedchat.com/...plenary-activities

NQT new teachers teachers RQT plenary

shared by Martin Burrett on 19 Mar 18 - No Cached
  • Martin Burrett on 19 Mar 18
     
    "I loved competitions when I was a kid. Anything involving puzzles, quizzes or games really excited me. In truth: I loved being right and I hated being wrong! School can be quite a competitive environment. Some of our students can really feel the pressure when it comes to scoring highly on tests, exams and extra-curricular tournaments and events."
Martin Burrett

Designing Education - 8 views

ukedchat.com/...designing-education

design engineering create creating making

shared by Martin Burrett on 10 Jan 19 - No Cached
  • Martin Burrett on 10 Jan 19
     
    "Many of us will have fond memories of children's TV engaging us to turn our used bottles into rockets, our wooden spoons into cartoon character puppets, and attaching googly eyes to anything which keeps still for more than 3 seconds! Schools are great at turning recycling into creativity, and design is at the heart of this. Later, the skills pupils learn turning pasta into planes and tins into trains fuel are the beginning of making the engineers and artisans of the future."
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