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John Lustig

Amby's Education Site -- Math Resources - 114 views

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    Last updated in 2002-I found several of the links broken.
Elizabeth Pierce-Fortin

iLearn Technology - 98 views

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    integrating technology in the classroom
Morris McRae

Avalon Project - Documents in Law, History and Diplomacy - 30 views

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    The Avalon Project is a site from Harvard University that contains thousands of documents relevant to Law, History, Economics, Politics, Diplomacy and Government. These documents also include links to supporting documents that were referred to in the text.
    The documents are sorted by date range and go all the way back to 4000BC. The documents are fully searchable and are also sorted by collections such as American Revolution, Jefferson Papers, Geneva Convention, the Middle East, and more. There are even transcripts of witness testimony in the Nuremberg Trials. Pretty amazing stuff.
    This is a priceless resource for any educator or student, teaching or learning, reading or researching these topics. These documents are primary sources and can be used for a variety of learning.
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    The Avalon Project will mount digital documents relevant to the fields of Law, History, Economics, Politics, Diplomacy and Government. We do not intend to mount only static text but rather to add value to the text by linking to supporting documents expressly referred to in the body of the text. The Avalon Project will no doubt contain controversial documents. Their inclusion does not indicate endorsement of their contents nor sympathy with the ideology, doctrines, or means employed by their authors. They are included for the sake of completeness and balance and because in many cases they are by our definition a supporting document.
Melanie Weser

Adobe Education Exchange - 65 views

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    Exchange lesson plans and projects with other educators across the U.S.  Great way to share and collaborate.  Includes peer review, rating system, and discussion areas.
Bob Rowan

Mathtrain.TV - 111 views

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    Kids teaching kids about math through short video clips
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    Student-created math training videos, showing different concepts; presented by Alan November during 2009-10 ADVIS Retreat + by Eric Marcos during ISTE 2011
jodi tompkins

Real World Math - 84 views

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    Using Google Earth in the Math Curriculum
Roland Gesthuizen

The Innovative Educator: Think you're a Digital Immigrant? Get Over It! - 103 views

  • educators hesitant to use the modern tools of today, to stop relying on others and take ownership of their learning and suggests this can be done through developing a personal learning network
  • educators must take ownership of their learning rather than waiting for/relying on others to provide it.
  • Teachers do not need to be technology experts to allow students to use it to retrieve information, collaborate, create, and communicate
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    There is less tolerance for educators who do not believe it is their responsibility to move their teaching out of the past. Those stuck in the past... those who are not developing their own personal learning networks... those not taking ownership for their learning... are doing a great disservice to our students and themselves.
Gabriella Williams

Student Bloggers | Electronic Frontier Foundation - 30 views

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    Student Bloggers: Electronic Frontier Foundation is a bloggers legal guide to student blogging. It provides information for students about legal issues when student blogging, such as freedom of speech and censorship.
Holly Barlaam

Teachers Network - 63 views

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    A wealth of resources for many subject areas
Jason Schmidt

Classics for Kids - 81 views

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    Great music education resource. Provides the opportunity to listen to classical music and gives excellent support materials.
Jason Schmidt

Wikiversity - 76 views

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    Open educational content
donnatmachado

YouTube - Learning to Change-Changing to Learn - 41 views

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    Learning to Change Changing to Learn Advancing K-12 Technology Leadership, Consortium for School Networking(COSN) Video
Don Doehla

RSA Animate - Changing Education Paradigms - YouTube - 39 views

shared by Don Doehla on 26 Oct 10 - No Cached
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    This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.
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    This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.
    For more information on Sir Ken's work visit: http://www.sirkenrobinson.com
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    "This RSA Animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.
    Watch this lecture in full here: http://www.thersa.org/events/video/archive/sir-ken-robinson
    "
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?

    • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?

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  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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    Good place to look for guidelines about use of media
Peter Beens

Part 3: Are we medicating a disorder or treating boyhood as a disease? - The Globe and ... - 18 views

  • Last year, more than two million prescriptions for Ritalin and other ADHD drugs were written specifically for children under 17, and at least 75 per cent of them were for young males. Part 3 of a 6-part series.
  • taking a drug for attention deficit disorder each morning has become as commonplace as downing a vitamin.
  • prescriptions for Ritalin and other amphetamine-like drugs for Attention Deficit Hyperactivity Disorder shot up to 2.9 million in 2009, a jump of more than 55 per cent in four years.
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  • 75 per cent of them were for young males
  • “It certainly suggests the drugs are being abused,” says Gordon Floyd, president and CEO of Children's Mental Health Ontario. “There's a desire for the quick fix … the idea that – ‘oh, we'll fix this with a pill' – rather than spend a few months in counselling, is pretty appealing.”
  • ADHD is one of the most commonly diagnosed disorders of childhood, with core features that include an inability to focus, and hyper and impulsive behaviour. Increasingly, it's seen as a chronic condition that 60 per cent of kids never outgrow and one that experts estimate affects five per cent of children worldwide.
  • Boys are four times more likely to develop autism, three times more likely to suffer dyslexia, and two to three times more likely to be diagnosed with ADHD.
  • IMS figures show ADHD prescriptions for males have increased 50 per cent since 2005.
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    Last year, more than two million prescriptions for Ritalin and other ADHD drugs were written specifically for children under 17, and at least 75 per cent of them were for young males (Canadian data). Part 3 of a 6-part series.
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