SongRepo - 108 views
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A great simple music search engine that streams free music from Grooveshark up an uncluttered page. Search by title, artist or album. You can get the widget to embed and then stream music from your own site. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
The Innovative Educator: Ideas for Bringing Your Own Device (BYOD) Even If You Are Poor - 107 views
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When we shift our thinking from demanding the government provides one-size-fits-some solutions and move it to let's empower families to take ownership of securing tools for their learning, change can happen.
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When the topic of bring your own device comes up, one of the first complaints we often hear, is "What about the have nots." Yes, there are have nots. However, students should not only be given the freedom to do what those who have the least can do. Students are not prisoners and they are not widgets. They are people with minds, choices, and parents or guardians who can make decisions and should be empowered to use the learning devices they choose.
Tumblr Player - 60 views
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A great Tumblr widget to attach music tracks to your blog. Great for publishing class podcasts. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
The Widget Effect - 3 views
Wolfram|Alpha Widget Builder: Sign In - 22 views
Diigo: a match made in SHEEN Sharing heaven? « SHEEN Sharing - 2 views
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Diigo is like a next generation Delicious: it’s social bookmarking with the ability to also append comments and discussions on resources to the resources links, and to highlight and comment on sections of resources you’ve linked to. Being a Web2.0 tool, you can then expose these resources, comments, discussions and highlights to other applications using feeds and widgets. This means that the ECN can use Diigo to share resources and their experiences with them in one common place, but the results of this can be picked up and exposed in any site or repository.
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instead of saving your favourites or bookmarks in your browser, you save them to your account on the website; this way, it doesn’t matter what computer you are on, you can always access them. You can import your browser bookmarks
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Diigo is a next-generation social bookmarking site. It includes features for sharing and exposing annotations of, discussions around, and highlighted portions from resources, as well as really useful group features, allowing groups with specific interests to discuss and share resources.
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Google Web Elements - 126 views
Wix - Create web & mobile sites - 65 views
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Great tool to build interesting websites/webquests. Choose from tons of templates, very user-friendly!
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This is my website builder of choice. This easy to use, drag and drop tool allows you to build beautiful flash websites in a matter of minutes. You can embed these pages into other sites and blogs. There are lots of good widgets including email forms and comment boxes. You can also build mobile sites. Build them by choosing a template and background and add the info, links and images you want. See my example at http://j.mp/ICTmob. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Sharendipity - Create Rich Internet Applications without writing a single line of code - 119 views
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A great web based apps creator. Make games and widgets. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
The Daring Librarian: Wikipedia is not wicked! - The Answer Sheet - The Washington Post - 70 views
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Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!
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4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss | 05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
Teacher Book Wizard Widget | Scholastic.com - 61 views
SmallQR - 46 views
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A quick and easy QR code maker for web links. Just enter your url and choose the shortener. Also has some nice widgets and tools for your site under the 'On your site' section at the top of the screen. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
IM CREATOR - Design your website - 94 views
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A easy to use website builder. Embed images, audio, video and widgets until its just right. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Creative Writing Widgets - 66 views
AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views
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Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
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Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
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The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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