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D. S. Koelling

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Ed... - 0 views

  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
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  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
Ryan Trauman

English 102 - Bear | Blog | The review of Ideas - 14 views

shared by Ryan Trauman on 30 Apr 11 - No Cached
  • “If we want to actually reduce the number of divorces, we need to make divorce less appealing to women.”(Davidson). What Davidson is expressing is that women are attracted to divorce. Marriage was once a partnership. “A person doesn’t cling to what they do not need. Therefore a woman will not cling to a man who is not needed.”(Feldman) Feldmon forwards Davidson’s thought, but it adds to it. Marriage is hard enough. If a the partner is not needed why would either party wish to go through the difficulties. “The origins of marriage was a simple set up, the man worked, the woman did not.”(Hendrix) Hendrix continues to expand on a common thought of partnership. Hendrix shows that originally that marriage partners were dependent on each other. The woman was dependent on the man for money and the man dependent on the woman for the upkeep of the house. Was it the best system? Possibly. Couples stuck together back then. They fought tooth and nail to keep their marriage strong and did what was best for the family. However, no one disagrees with women becoming part of the work force. “We need to find a middle ground”(Cochrane). Cochrane is speaking on  the terms of interdependence. She is saying that there has to be a middle ground between the powers.
    • Ryan Trauman
       
      Excellent "conversational style" here, Daniel.
  • very article agrees on one thing.
    • Ryan Trauman
       
      Good, but where are you other sources? If everyone agrees, can you show us little pieces of text that deomonstrate how they agree?
  • Hendrix
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  • Hendrix
  • Anderson
  • Cochrane
  • Feldman
Scott Fisk

Topicmarks - summarize your text documents in minutes - 168 views

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    Is this progress?
Martin Burrett

Acapela.tv - 32 views

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    A site designed to make ecards, but you can make some great animations with dialogues using the speech synthesizer. It's easy to use and fun. http://ictmagic.wikispaces.com/Video,+animation,+film+&+Webcams
Mr Gamble

About WritingFix: Our Bibliography of Mentor Texts - 0 views

    • Mr Gamble
       
      Scroll down for the complete list of books and lesson ideas. The book links are to amazon, the "lesson" links are what you're looking for if you've got the book.
  • This page at WritingFix--we believe--is much more thorough than just about every book in print we've found. We've spent almost ten years creating the list of books below.
Erin DeBell

Indirect Object Pronouns - 1 views

    • Erin DeBell
       
      Important!  The Direct Object might be understood but not stated.   Example: "I tell him" would be "Yo le digo" since what I tell him (the direct object) is WORDS or a SECRET or SOMETHING that it is implied but not stated in the sentence.  FYI.
  • the book
  • the book
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  • Where is the book going?
  • Where is the book going?
  • The indirect object answers the question "To whom?" or "For whom?" the action of the verb is performed
  • María
  • To identify the indirect object use our two guidelines: The IO tells us where the DO is going. The IO answers the question "to whom?" or "for whom" the action of the verb is performed.
    • Erin DeBell
       
      Important!  You need to understand Direct Objects before Indirect Objects.
    • Erin DeBell
       
      PLACEMENT.  This section tells you WHERE TO PUT THE Indirect Object.
  • me (me) te (you-familiar) le (him, her, you-formal) nos (us) os (you-all-familiar) les (them, you-all-formal)
    • Erin DeBell
       
      WHAT ARE THE PRONOUNS?  Some students get confused because the I.O. pronouns look VERY SIMILIAR to the D.O. pronouns.  Notice the I.O. pronouns use LE/LES instead of LO/LA/LOS/LAS.
    • Erin DeBell
       
      Very helpful!  Does this section make sense?
  • You must learn to think in phrases, not words.
  • me compra he buys me me compran they buy me me compras you buy me
  • The IO pronouns le and les present a special problem because they are ambiguous. That is, they can stand for different things. leto (for) him to (for) herto (for) you-formal lesto (for) them to (for) you-all-formal
  • Since le and les can mean more than one thing, a prepositional phrase is often added to remove the ambiguity
Suzanne Rogers

The Life of Olaudah Equiano-text - 1 views

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    Common core mapping project
Steve Ransom

Look Both Ways Before Crossing Powerpoint - 152 views

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    Great and visual slideshare press
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    Anyone know of a presentation like this aimed at secondary education? As a teacher I think about the same issue - get a point - all the time. Power Point can, unfortunatly, become a useless and boring mess of stolen text and fancy slide transitions. I could see using this in an educational setting even though the aim feels business related.
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    Kirstie, you can find many such presentations on Slideshare... just a matter of weeding through them. Here's a lighthearted approach to the many concepts that students might relate to: http://www.microsoft.com/office/powerpoint-slidefest/do-and-dont.aspx
Alanna King

Teacher feedback with Diigo - YouTube - 194 views

    • Alanna King
       
      I can't wait to try this with an online assignment. As a teacher-librarian, I may have to convince a teacher to try it so that I can actually see it in action.  I believe Diigo is really going to help my students and staff go paperless.
  • dent feedback to online work, and supports student responses and comments to each other. Category: Education Tags: diigo groups feedback collaboration teacher License: Standard YouTube License
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    Using Diigo to provide feedback to student online work
Betiana Caprioli

Online Virtual Keyboards. Search, Translate, Print, Save, Convert and Share the typed t... - 7 views

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    Helps with special characters and accents.
Bruce Gurnick

pageOrama - one page at a time - 102 views

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    I love simple and functional sites and this is a good example. Post text, images tables and links to make an instant editable webpage with a customised url. Great for posting homework and lesson notes. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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    Make a simple web page and publish it, anytime.
Matt Renwick

What Reflects a Great School? Not Test Scores - Education Week - 79 views

  • These gains often turn out to be an achievement mirage
  • Three interconnected factors are as essential for whole-school achievement as knowing how to teach well: trust, collaboration, and authenticity.
  • professional learning is ongoing and embedded
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  • They let parents know through social media, a phone call, or an email when a child has done something well
  • observe, coach, and co-teach
    • Matt Renwick
       
      Teacher Rounds/Peer Observations
  • rich and extensive classroom libraries
  • students choice and easy access to books
  • they partner with teachers to ensure that all resources and texts used in the classroom are well written and are crafted by notable authors
  • the quality of relationships within the school and across the community
Katie Nettles

What Are You Going To Do To Inspire Students? - 73 views

  • so we focus more on the stuff we can change: curriculum, assessment, and instruction.
    • Katie Nettles
       
      Focusing on instruction is KEY!  Teachers must change the way they teach… teaching straight from a text book- plowing through each chapter- isn't going to inspire students!
  • It can be marked by creativity, innovation, or curiosity. 
  • (You’re not going to see a teacher-dominated classroom full of inspired students; the teacher’s enthusiasm is only useful as an initial catalyst.)
Michele Rosen

Presentation Software that Inspires | Haiku Deck - 76 views

shared by Michele Rosen on 25 Jan 13 - No Cached
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    This is a presentation creating app for iPads. Enter a few titles and pieces of text and the app finds stunning images for you to choose from to add to your slides. The finished creations use html and can be viewed on most web enabled computers, tablets and mobiles. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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    Free iPad app
trisha_poole

Using Reading Prompts to Encourage Critical Thinking | Faculty Focus - 118 views

  • “Students can critically read in a variety of ways: When they raise vital questions and problems from the text, When they gather and assess relevant information and then offer plausible interpretations of that information, When they test their interpretations against previous knowledge or experience …, When they examine their assumptions and the implications of those assumptions, and When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.
  • Interpretation of evidence
  • Making connections
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  • Identification of problem or issue
  • Challenging assumptions
  • Making application
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    A quick overview of using reading prompts to encourage critical thinking.
Michele Rosen

TagCrowd: make your own tag cloud from any text - 76 views

shared by Michele Rosen on 13 Feb 10 - Cached
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    simiilar to World but not designable with fonts and layouts - more for analysis use
Michele Rosen

WordSift - Visualize Text - 7 views

shared by Michele Rosen on 26 Jun 12 - Cached
Michele Rosen

Animate Your Life | Tellagami - 100 views

shared by Michele Rosen on 03 Jun 13 - No Cached
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    Create short animated films with audio, text, backgrounds and a 3D avatar on an Apple device, then share the video online. Ideal for sharing ideas, tasks or homework. Download the app at https://itunes.apple.com/us/app/gami/id572737805?ls=1&mt=8 http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
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    Great app for instruction and student projects. Here is a short tutorial on how easy it is to use, https://www.youtube.com/watch?v=UgpLpOy5V9A
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