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Jay Sanzin

Web based activity - planning template - 7 views

www.internet4classrooms.com/web_plan_template.htm

web based web based planning template resources tools

shared by Jay Sanzin on 07 Dec 12 - Cached
  • Jay Sanzin on 07 Dec 12
     
    Lesson plan generator for wed-based activity.
BTerres

How much carbon… - 64 views

www.informationisbeautiful.net/...how-much-carbon

CO2

shared by BTerres on 17 Jan 11 - No Cached
  • BTerres on 17 Jan 11
     
    How much CO2 is created by a banana? A wedding? A flight to New York? We teamed up with GE to turn 'tons of carbon' into an interactive visual landscape. Enter a CO2 value. Hit the 'random' button for serendipity. Or just click through objects like stepping stones. (There are nearly 200 objects so it may take a second to load) Designed by David McCandless
Kelly Little

img.php 306×306 pixels - 35 views

qrcode.kaywa.com/img.php

shared by Kelly Little on 09 Jan 12 - No Cached
    • Kelly Little
      Kelly Little on 09 Jan 12
       
      Going to FETC/Orlando? Remember to sign up for PLN Tweet n Greet Wed. Jan. 25, if you want to meet.
Kalin Wilburn

Comment on, edit, and fill PDF files, Word documents, images and more | Crocodoc - 75 views

crocodoc.com

collaboration documents pdf web2.0 annotation

shared by Kalin Wilburn on 20 Jul 10 - Cached
  • Kate Pok on 15 Dec 11
     
    Wouldn't a wedding between Diigo and Crocodoc be a match made in heaven? And while we're at it, maybe some kind of offline and mobile app...aaahhh....I really should've studied engineering or programming....
  • Kate Pok on 15 Dec 11
     
    Share and mark up PDFs, Word documents, and PowerPoint presentations online with crocodoc
Tracy Tuten

Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearnin... - 60 views

www.techlearning.com/31582

learning storytelling publishing sme

shared by Tracy Tuten on 20 Aug 10 - Cached
  • Mixbook (or Mixbook for Educators) is a photo-based creation platform that offers hundreds of layouts and backgrounds to choose from along with customizable frames and text to make your book beautiful. Just pick a layout, drag-and-drop your photos into the photo slots, and edit to your heart's content.
  • Though the site's examples suggest using the books to gather wedding, travel, and baby albums, this program can absolutely used to create stories around historic photographs and artifacts, original art, to produce a class yearbook, to share an oral or personal history or journey, to tell the story of a field trip.  Mixbook for Educators now offers a secure collaborative environment for sharing their ebooks, as well as discounts on printed products, should you choose to print.  (A similar option is Scrapblog.)
  • Storybird, a collaborative storybook building space designed for ages 3-13, inspires young writers to create text around the work of professional artists and the collection of art is growing. Two (or more) people create a Storybird in a round robin fashion by writing their own text and inserting pictures. They then have the option of sharing their Storybird privately or publicly on the network. The final product can be printed (soon), watched on screen, played with like a toy, or shared through a worldwide library. Storybird is also a simple publishing platform for writers and artists that allows them to experiment, publish their stories, and connect with their fans.
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  • Myth and Legend Creator 2 shares a collection of traditional stories from England and around the world to hear and read. The site offers historical context for each story, story time lines and maps, ideas for use of the story in the classroom, and student work inspired by the story.  The Story Creator--with its libraries of backgrounds, characters, props, text bubbles, sound and video recording tools, and options to upload--provides students easy opportunities to create their own versions of traditional stories.
  • The Historic Tale Construction Kit is similar in that it helps students construct stories around a theme, in this case stories set in the middle ages with movable, scalable beasts, folks, braves, buildings. and old-style text.
  • Tikatok is a platform devoted to kid book publishing at a variety of levels.  Children have the option of exploring a collection of interactive story templates called StorySparks prompts, personalizing an existing book with their own names in Books2Go, with their own names, or starting from scratch in Create Your Own Book. Tikatok’s Classroom Program allows teachers to share lesson plans, view and edit students' work online, encourage collaboration, and track writing progress.
  • Big Universe is both an online library and a publishing and sharing community for grades K through 8.  Using Big Universe Author, students may create, research, and collaborate on books using a library of more than 7000 images and interactive tools.
  • Tracy Tuten on 20 Aug 10
     
    Digital publishing tools for creating story books
maureen greenbaum

Edu-Traitor! Confessions of a Prof Who Believes Higher Ed Isn't the Only Goal | HASTAC - 52 views

hastac.org/...ieves-higher-ed-isnt-only-goal

education Higher

shared by maureen greenbaum on 09 Aug 11 - No Cached
  • many brilliant, talented young people are dropping out of high school because they see high school as implicilty "college prep" and they cannot imagine anything more dreary than spending four more years bored in a classroom when they could be out actually experiencing and perfecting their skills in the trades, the skills, and the careers that inspire them.
  • The abolishing of art, music, physical education, tech training, and shop from grade schools and high schools means that the requirement for excellence has shrunk more and more right at the time when creativity, imagination, dexterity, adaptability to change, technical know-how, and all the rest require more not less diversity. 
    • Peg Mahon
      Peg Mahon on 10 Aug 11
       
      AMEN!
  • we make education hell for so many kids, we undermine their skills and their knowledge, we underscore their resentment, we emphasize class division and hierarchy, and we shortchange their future and ours,
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  • There are so many viable and important and skilled professions that cannot be outsourced to either an exploitative Third World sweat shop or to a computer, that require face-to-face presence, and a bucketload of skills--but that  do not require a college education:  the full range of IT workers, web designers, body workers (ie deep tissue massage), yoga and pilates instructors, fitness educators, DJ's, hair dressers, retail workers, food industry professionals, entertainers,  entertainment industry professionals, construction workers, dancers, artists, musicians, entrepreneurs, landscapers, nanny's, elder-care professionals, nurses's aids, dog trainers, cosmetologists, athletes, sales people, fashion designers, novelists, poets, furniture makers, book keepers, sound engineers, inn keepers, wedding planners, stylists, photographers, auto mechanics, and on and on.  
  • maureen greenbaum on 09 Aug 11
     
    Cathy Davidson
  • Carol Ansel on 09 Aug 11
     
    In general, I agree. However, novelists and poets don't need college?? And perhaps less so to artists and musicians? Perhaps... but what better way to learn the history and analysis of their Art, in order to place their own work in context?
  • Peg Mahon on 10 Aug 11
     
    I could not agree more with you Maureen. As a long time middle school teacher in Oakland and Mpls I am thoroughly convinced that our nation and our states are nuts to have cut all of the tech and arts classes out of elementary, middle and high schools. EVERY student should learn a trade/skill set in high school. The hs drop out rate is horrifying and no surprise that the crime rate follows. We have a nation of under achieving teens because the adults have not kept up with funding the myriad of opportunities that would capture and harness their interests and creativity. I look forward to reading your book Maureen and to following you on here.
Ann Darling

NAEP Gets It One-Third Right -- THE Journal - 15 views

thejournal.com/...our-space.aspx

shared by Ann Darling on 24 Oct 09 - Cached
  • gets, the more the debate will stir and positive things can come of all this.
  • 9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
  • Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/SES differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
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  • The problem? Namely, this: With no established federal definition of technological literacy, most states have chosen to follow the National Educational Technology Standards (NETS) established by the International Society for Technology in Education (ISTE), and to create their curricula and assessments accordingly.
  • gical literacy that is very different from anything any state or No Child Left Behind (NCLB) envisioned. From the draft document: "In recent decades the meaning of technological literacy has taken on three quite different… forms in the United States. These are the science, technology, and society approach, the technology education approach, and the information and communications technology approach. In recognition of the importance, educational value, and interdependence of these three approaches, this framework includes all three under its broad definition of technological literacy."
  • Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com. Comments
Josh Flores

Jane Eyre - 50 views

www.gutenberg.org/...1260-h.htm

wedding vows

shared by Josh Flores on 07 Jul 11 - Cached
    • Josh Flores
      Josh Flores on 07 Jul 11
       
      So awesome! This is how i found my wife.
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.
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  • 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.
farrell40

https://www.nytimes.com/2019/04/17/technology/pinterest-ipo-stock.html?emc=edit_th_1904... - 17 views

www.nytimes.com/...pinterest-ipo-stock.html

investment IPO

shared by farrell40 on 19 Apr 19 - No Cached
  • The price valued the digital pin board company, which lets people save images and links from around the web, at $12.7 billion. That is a little above its last private fund-raising round, which had pegged the company at $12 billion.By selling at $19 a share, Pinterest raised $1.6 billion from big investors
  • In its I.P.O. prospectus, Pinterest emphasized its differences from some of those services. Pinterest is not a social media app for hanging out with celebrities or broadcasting one’s life, the company said. It is meant to be personal. The company’s 250 million monthly active users, called “pinners,” come to the site to plan their lives, including home projects, weddings and meals.
  • farrell40 on 19 Apr 19
     
    Pinterest
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