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Glenn Hervieux

Use Google Chrome as a Free Voice Recognition Software with Dictation - 134 views

www.labnol.org/...24719

speech recognition software Chromeapp specialeducation

shared by Glenn Hervieux on 20 Sep 13 - No Cached
  • Glenn Hervieux on 20 Sep 13
     
    "Meet Dictation v2.0, a web-based speech recognition app that will transcribe your voice into digital text using the Chrome Speech API. You can also install Dictation as a Chrome App." I tried it and it works pretty well. No special software is needed, so it will run fine on a Chromebook.
Lauren Rosen

Listen and Write - Dictation - 76 views

www.listen-and-write.com

dictation typing

shared by Lauren Rosen on 17 Mar 10 - Cached
  • Lauren Rosen on 17 Mar 10
     
    Great resource for practicing dictation based on real news stories. Large library in English. Several other languages offered including Japanese, Hebrew, Polish, and many others.
  • Lauren Rosen on 17 Mar 10
     
    Great resource for practicing dictation based on real news stories. Large library in English. Several other languages offered including Japanese, Hebrew, Polish, and many others.
  • Lauren Rosen on 17 Mar 10
     
    Great resource for practicing dictation based on real news stories. Large library in English. Several other languages offered including Japanese, Hebrew, Polish, and many others.
Martin Burrett

Online Dictation - Online Speech Recognition - 84 views

ctrlq.org/dictation

dictation speech recognition voice to text speech to text to speech

shared by Martin Burrett on 28 Aug 12 - No Cached
  • Martin Burrett on 28 Aug 12
     
    An easy to use online dictation tool. Just speak and this site types the words for you. Requires Chrome. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Nigel Coutts

The purpose of education - The Learner's Way - 45 views

thelearnersway.net/...the-purpose-of-education

purpose education teaching learning

shared by Nigel Coutts on 27 Mar 16 - No Cached
  • Nigel Coutts on 27 Mar 16
     
    Behind the rhetoric and politics, education is about the outcomes it achieves for its learners. More than being about the nuances of technology, learning space design, curriculum structures and pedagogical practices schools should have effective answers to questions that focus on what they hope to achieve for their learners. How we answer this question should then dictate the measures we utilise to achieve these goals and it is to these ends that we must apply our efforts.
Steven Szalaj

Thinking for the Future - NYTimes.com - 60 views

www.nytimes.com/...s-thinking-for-the-future.html

future thinking Education skills Opinion

shared by Steven Szalaj on 10 Dec 13 - No Cached
  • Steven Szalaj on 10 Dec 13
     
    Though-provoking piece about the kinds of skills might be needed in a future dictated by mega-data analysis.  It speculates how people might be needed to keep the "human" in "humanity."
Martin Burrett

TalkTyper - 111 views

talktyper.com

speech voice voice to text speech to text mfl English French German Spanish Italian Mandarin Chinese Japanese speech recognition

shared by Martin Burrett on 02 Jul 12 - No Cached
  • Martin Burrett on 02 Jul 12
     
    A useful site that allows users to dictate and generate text. A great resource for children with writing difficulties to get their ideas written quickly. It works with a range of languages including English, French, German, Spanish, Italian, Mandarin Chinese, Japanese and more. For mistakes, the site offers alternative words with similar pronunciation. Only works with Chrome. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Steve Ransom

How to fix our schools: A manifesto by Joel Klein, Michelle Rhee and other education le... - 40 views

www.washingtonpost.com/...AR2010100705078.html

education rhee klein superman reform change

shared by Steve Ransom on 08 Oct 10 - No Cached
  • Steve Ransom on 08 Oct 10
     
    We are in trouble if folks like Klein, Rhee, and others dictated this conversation...
anonymous

Teacher Training Videos created by Russell Stannard - 101 views

www.teachertrainingvideos.com/elt.html

stannard videos tutorials

shared by anonymous on 18 Dec 09 - Cached
  • anonymous on 18 Dec 09
     
    " * About Russell Stannard * ELT/ESL Videos * Web 2.0/ICT Videos * Russell's Research Videos * 9 Great Spelling Sites for ELT * Free on-line screen capture tool * Zimmer Twins-Brilliant Cartoon/Dialogue Tool for Kids * Word Magnets-Great vocabulary/Grammar Tool * How to use Survey Monkey * My favourite Website on the Web * 5 Simple but brilliant ELT tools * Great Text Tool called WordSift * Wolfram Alpha Great Question Making Tool * Fun Viral Marketing Tools * Amazing 3D dialogue builder * 2 amazing presentation tools * Best Pronunciation Sites * Best ELT sites 2008 * Great dictation site * Wordle-Great Vocab Site * My favourite Listening Site * 10 vocab sites for kids * ELT Videos with subtitles * Brilliant Comic Site * 7 Great Fun sites for ELT * Unusual Vocabulary Site * Really Fun Dialogue Building Tool * A site for drawing&Recording * 11 great sites for teaching English * Recording & Searching Podcasts with Podamatic * Good sites for ELT Video content * Review of the best ELT podcasts * Voicethread- Presentation tool * Fun drawing tool Humanising Language Teaching The Blogs I use most for ELT * Larry Ferlazzo's blog * Nik Peachey's blog * Blog at IH Barcelona * Ozge's Blog * Carl's Blog Newsletter For extra free materials and training videos, sign up to our monthly newsletter! Email Address: Confirm Email Address: Name: Organisation/Institution: "
trisha_poole

BBC News - Language universality idea tested with biology method - 18 views

www.bbc.co.uk/...science-environment-13049700

language brain bbc EML504 EML510 language acquisition SLA research culture vygotsky news

shared by trisha_poole on 16 Apr 11 - No Cached
  • trisha_poole on 16 Apr 11
     
    A long-standing idea that human languages share universal features that are dictated by human brain structure has been cast into doubt. A study reported in Nature has borrowed methods from evolutionary biology to trace the development of grammar in several language families. The results suggest that features shared across language families evolved independently in each lineage. The authors say cultural evolution, not the brain, drives language development.
Toni Smith

10 Great Apps for a Teacher's New iPad | iPad Apps for School - 182 views

ipadapps4school.com/...t-apps-for-a-teachers-new-ipad

ipad

shared by Toni Smith on 29 Jun 13 - No Cached
  • Did you receive a gift of a new iPad this year? If so, you’re probably spending this holiday vacation week trying out all kinds of new apps. Here are ten that I recommend getting started with. Evernote is the Swiss Army knife of iPad apps. I use Evernote for
  • a little bit of everything from bookmarking websites to dictating notes to myself. The app automatically syncs with my online Evernote account so that I can access my notes, bookmarks, and saved files from any computer or device that is connected to the web. Learn more in the video below.
  • Evernote is the Swiss Army knife of iPad apps. I use Evernote for a little bit of everything from bookmarking websites to dictating notes to myself. The app automatically syncs with my online Evernote account so that I can access my notes, bookmarks, and saved files from any computer or device that is connected to the web. Learn more in the video below.
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.
Martin Burrett

5 Easy Ways to Help Exam-Level Students by @RichardJARogers - 5 views

ukedchat.com/...exam-level-students

exams exam

shared by Martin Burrett on 01 Mar 19 - No Cached
  • Martin Burrett on 01 Mar 19
     
    "Many students require years of experience to discover their preferred (and most efficient) style of revision. For me, I found that dictating my notes to myself and playing them through my earphones when I lay in bed at night was effective, but this might not work for everyone."
Martin Burrett

Book: Hairdresser or Footballer by @year6missNW with @RossMcGill via @JohnCattEd - 1 views

ukedchat.com/...hairdresser-footballer

book review book gender

shared by Martin Burrett on 21 Nov 18 - No Cached
  • Martin Burrett on 21 Nov 18
     
    "We often tend to think about gender as the biological differences between women and men - however, this is incorrect. Gender is what actually gets expressed - how we look, how we act and how we feel. While sex is determined by what is dictated by our biology or what is written into the chromosomes, known as genotype, it is the interaction between the genes and the environment that determines gender. The amazing thing about gender is that it is completely created by society. It is a social construct that has been accepted by many, and from the moment a child is born, they are faced with gender stereotypes from clothing to how boys and girls are treated and expectations of behaviour. The question is, how do we as educators eliminate gender stereotypes?"
Clint Heitz

10 Things School Leaders Do to Kill a Teacher's Enthusiasm for Technology - 115 views

www.techlearning.com/default.aspx

education learning technology leadership

shared by Clint Heitz on 05 Apr 13 - No Cached
  • 9. Fail to provide training and additional resources needed for tech implementation. Training with an expert user is always a plus, even when using someone on staff as that expert. Even more important is providing time for the teacher to explore, experiment, and "play" with the technology. As far as resources, school leaders need to make sure teachers have all they need to implement new technologies: everything from powerbars to tables. Nothing can be more frustrating than having your greatest tech plans foiled by a lack of power outlets.
    • Clint Heitz
      Clint Heitz on 05 Apr 13
       
      Very true! Research has shown that the most successful technology interests are those that have proper support and professional development.
  • 5. Fail to provide adequate hardware and/or software.  I've seen so many examples of this over the years. Teachers are encouraged to get students writing and engaging in online blogging, but they don't have access to computers. Another example is even more ludicrous; students being asked to create 21st century projects yet they aren't given anything but 20th century tools such a colored pencils and construction paper. It is the school leader's responsibility to ensure teachers have adequate hardware and software for implementing technology.             
  • ...3 more annotations...
    • Clint Heitz
      Clint Heitz on 05 Apr 13
       
      So difficult to be innovative and relevant when using outdated tools and materials that can't even support the tools we want to use.
  • While school districts are obligated under CIPA and common sense to provide some level of protection for young students, a filtering system is inadequate or faulty when it dictates what teachers can and can't do with the technology.
    • Clint Heitz
      Clint Heitz on 05 Apr 13
       
      This is especially difficult when only one person holds the key to the access. School leaders (i.e. principals) should be just as able to unblock access as the IT department.
  • Clint Heitz on 05 Apr 13
     
    "10 Things School Leaders Do to Kill a Teacher's Enthusiasm for Technology" from Tech & Learning
Marc Hamlin

Teaching fact-checking to students using social media tools - 3 views

www.pbs.org/...-pope-and-the-dictator087.html

social media Twitter Facebook fact-check news resources tools

shared by Marc Hamlin on 29 Mar 13 - No Cached
  • Marc Hamlin on 29 Mar 13
     
    I'm going to use this with my students to teach fact-checking vs. "seems legit" culture that pervades Twitter, Facebook, and other social media.
Nigel Coutts

Promoting a Growth Mindset - 60 views

thelearnersway.net/...promoting-a-growth-mindset

news resources review mindsets

shared by Nigel Coutts on 24 Jan 15 - No Cached
  • Nigel Coutts on 24 Jan 15
     
    We all want to see our students and our children grow into happy, balanced and successful adults but exactly what that means and how it is to be achieved are areas of uncertainty. Into this debate comes Carol Dweck's research into 'Mindsets' and how individual differences in our approach to the world dictate our ultimate experiences of success or disappointment.
Dan Gutierrez

Instructional Unit - Schoolnet - 42 views

aims.schoolnet.com/...MaterialDetail.aspx

shared by Dan Gutierrez on 24 Sep 13 - No Cached
    • Dan Gutierrez
      Dan Gutierrez on 24 Sep 13
       
      1. Ask/Answer Questions 2. Character/Setting/Major Events 3. Name author & Illustrator 4. Identify front/back/title
    • Dan Gutierrez
      Dan Gutierrez on 24 Sep 13
       
      Writing:  1. Opinion piece (drawing, dictating/writing): includes stating topic and opinion 2. Published piece of writing 
    • Dan Gutierrez
      Dan Gutierrez on 24 Sep 13
       
      Speaking/Listening:  1. Collaborative conversations 2. Follow rules for discussions 3. Ask and answer questions
anonymous

21 Rules for Social Media Engagement| The Committed Sardine - 30 views

www.committedsardine.com/blogpost.cfm

socialnetworking

shared by anonymous on 29 Jun 10 - Cached
  • It’s the devices we employ, the intentions that motivate engagement, and the value we offer that dictate the significance of the brand-specific social graphs we weave. It’s a simple investment in either visibility or presence. In social media, just like in the real world, presence is felt.
  • Embody the attributes you wish to portray and instill. Operate by a code of conduct.
  • Become a true participant in each community you wish to activate.
  • ...6 more annotations...
  • Introduce value, insight and direction with each engagement.
  • Consistently create, contribute, and reinforce service and value.
  • Establish and nurture beneficial relationships online and in the real world as long as doing so is important to your business.
  • keep you connected to day-to-day engagement.
  • becoming a resource to your communities.
  • Give back, reciprocate, and recognize notable contributions from participants in your communities.
  • anonymous on 29 Jun 10
     
    These "rules" are aimed at business but many are true for education too.
Richard Bradshaw

The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views

www.heritage.org/...formation-of-american-politics

progressive politics constitution

shared by Richard Bradshaw on 30 Dec 10 - No Cached
  • Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
  • In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.
  • Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
  • ...10 more annotations...
  • The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
  • The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
  • Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
  • Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
  • Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
  • That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
  • Liberal domestic policy follows the same principle. It tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
  • The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
  • The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
  • Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
  • Seth Roberts on 31 Dec 10
     
    I hope you know better than to use any resource from such a biased source in the classroom without one from the opposite side, say the Brookings Institution in this case. I found your posting of this article from this anti- free thought organization that is a puppet of big business and the far right on an education site plain wrong.
  • Richard Bradshaw on 31 Dec 10
     
    Well, the truth is I did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. I had intended it only for myself as part of research I am doing.
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