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This is an important speech on a very important subject. But before I begin, I want to just speak briefly about Haiti, because during the last eight days, the people of Haiti and the people of the world have joined together to deal with a tragedy of staggering proportions. Our hemisphere has seen its share of hardship, but there are few precedents for the situation we’re facing in Port-au-Prince. Communication networks have played a critical role in our response. They were, of course, decimated and in many places totally destroyed. And in the hours after the quake, we worked with partners in the private sector; first, to set up the text “HAITI” campaign so that mobile phone users in the United States could donate to relief efforts via text messages. That initiative has been a showcase for the generosity of the American people, and thus far, it’s raised over $25 million for recovery efforts.

Information networks have also played a critical role on the ground. When I was with President Preval in Port-au-Prince on Saturday, one of his top priorities was to try to get communication up and going. The government couldn’t talk to each other, what was left of it, and NGOs, our civilian leadership, our military leadership were severely impacted. The technology community has set up interactive maps to help us identify needs and target resources. And on Monday, a seven-year-old girl and two women were pulled from the rubble of a collapsed supermarket by an American search-and-rescue team after they sent a text message calling for help. Now, these examples are manifestations of a much broader phenomenon.

The spread of information networks is forming a new nervous system for our planet. When something happens in Haiti or Hunan, the rest of us learn about it in real time – from real people. And we can respond in real time as well. Americans eager to help in the aftermath of a disaster and the girl trapped in the supermarket are connected in ways that were not even imagined a year ago, even a generation ago. That same principle applies to almost all of humanity today. As we sit here, any of you – or maybe more likely, any of our children – can take out the tools that many carry every day and transmit this discussion to billions across the world.

copyright

also meant to protect the rights of users in order to promote creativity, innovation, and the spread of knowledge

not on how much of a piece of copyrighted work that we use, but instead on the ways in which we use it.

By becoming more familiar with their students' online activities, teachers are better able to help them avoid the pitfalls and to deal with any problems that arise.

Webber says it is important that teachers not only recognise the potential risks but appreciate what it is their students love about the internet.

First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.

Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)

Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.

Other Gestalt psychologists emphasized the common properties of mind in all cultures

shifts

Freeman wrote in the research article

Mark Fenton expressed in the article “Battling America’s Epidemic of Physical Inactivity: Building More Walkable, Livable Communities” many different things we can do to help the obesity problem in America. Fenton states, “We must create environments in which physical activity becomes a routine part of the day for more Americans.” By creating a more pedestrian friendly atmosphere it will encourage people to walk or bicycle to their destination instead of always using their automobiles. I agree with what Fenton is trying to explain within in his research. Children learn by the examples that are being set around them. If they see everyone driving in their cars every where they go the only thing they have in their heads is, “I can’t wait until i can drive.” Instead of realizing they can go the same exact distance on their bike and be much more healthy than if they were driving a car. Fenton expresses, “We all must become role models by walking and cycling whenever possible and inviting others to do so with us.” People don’t like feeling abnormal; they want to do what other people are doing around them. Which is a very true assumption on Fentons part, we must become the role models for the youth around us. We set the standards of what is acceptable and what isn’t. We need to change the “norms” while it’s still possible and contribute to reversing the obesity problem

ADHD is most often recognized and referred for treatment in third grade. This is when elementary school kids most often hit the "academic wall."

In third grade they are expected to do more and more work on their own, and they are given more homework to do as well. We also see many referrals in seventh grade, or when the child leaves Elementary School for Junior High School, with several classes and several teachers.

I sat today using Diigo to bookmark, annotate, highlight, capture pages and pictures, and do just about anything I needed to do effortlessly.  Ya'll, this is straight from this educator's heart:  Diigo is amazing! Now look, my thinking about tech tools is that they have to serve everyone:  teachers --administrators, students, parents -- basically all stakeholders to be truly of value.  I'm into the reality of teaching which means if it is not going to improve the outcome for students academically by supporting their learning, most teachers just don't have the time to deal with it.  But, I'd like to think I'm a realist and if there's a tool that makes a teacher's life easier, then preparing for lessons, classes, professional developments and, yes, our other life is easier, and that translates to a happier educator who has more time to work on supporting those students learning

 Diigo has to be the single most valuable tool that I have on my computer.

Whenever both pronouns begin with the letter "l" change the first pronoun to "se."

Critical thinking has long been regarded as the essential skill for success, but it’s not enough, says Dr. Puccio. Creativity moves beyond mere synthesis and evaluation and is, he says, “the higher order skill.”

Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.

find some cultural norms to break,”

few are prepared for the demands of a system that can't afford free riders

few are prepared for the demands of a system that can't afford free riders

few are prepared for the demands of a system that can't afford free riders