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See Twitter activity in real time. The site's map develops into a current population map. Challenge students to make observations as the map changes.

Observations by a parent of twin girls regarding testing and true educational progress, with a reflection on measuring this progress.

This paper focuses on storytelling as a research tool for social sciences, especially for cultural anthropology. After a short review of the main methodological tools traditionally used in ethnography, with particular regard to observation and interview, we focus on collecting and crafting stories (ethnotelling) as suitable tools for conveying the relational nature of fieldwork. Drawing on the works of Orr, Chipchase, Marradi and Adwan/Bar-on, we show how stories – collected, mediated or made up – are valuable tools for representing experiences and identities. As a result, we suggest a different approach to user-experience design, based on the creation of "thick" environments enabling a whole range of possibilities, where users can imagine or live their own user-generated experiences.

"The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows: Connect: observe, experience, connect a subject to self and previous knowledge Wonder: predict, develop questions and hypotheses Investigate: find and evaluate information to answer questions, test hypotheses Construct: draw conclusions, arrive at new understandings Express: apply understandings to a new context, share learning with others Reflect: examine one's own learning and ask new questions (Stripling 2003, 8). Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."

One of the more unfortunate buzzwords to appear in online education circles and the press is "flipping the classroom". .. The students watch the videos for homework, freeing up the lesson for interactivity, project work and so on. I not impressed with this brilliant "new" idea. Why not?

Still sage on stage, but good resource for engagement...the comments section has a good listing of similar tools as well and observes the inclusion of the SAP Web 2.0 tool into Prezi as well!

Many school age children use hermit crabs in science fair projects for a biology-based exhibit. Most projects require a few weeks of research before the actual fair, since crabs move slowly and need to be observed over a period of time before significant change happens

One teachers observations on geotagging Tweets visible to your students and the world!

This article explores various iPad apps that could "transform" the classroom.  

The trial in the cyberspying case at Rutgers is now underway. There is so much here for students and teachers at all levels to consider about ethics, privacy, and the digital life sentence for the accused in the Age of the Google Search. I don't think even our most technologically adept students quite realize that what they text and tweet is there forever.

A superb science site, perfect for a nature project. View and upload geo-tagged photos of animals and plants as you find them in your surroundings. http://ictmagic.wikispaces.com/Science

Record your nature findings on an interactive map or explore others observations.  Learn some facts about nature and wildlife in the resources section. 

There must be lots of fun and interesting ways to incorporate face-to-face communications with strangers (whether teachers or students) in language learning and beyond. Some thoughts after observing others engage with "Skype, Face-time and Google video "

Tom Bigglestone, who explores the benefits of Philosophy for Children (P4C). Chris Healey, who write about homework in the digital Age. John Pearce, advocates that teachers pledge a pedagogical oath. James Abela gives us a global perspective, writing about his experience in Thailand. Andy Knill waves the flag for the SOLO Taxonomy. UKEdChat Exclusive feature asked teachers what jobs they do if quit the profession. Martin Burrett tells of various highlights observed at BETT this year. Sharon Jones debates how debating can benefit pupils. David Moody shares some Stickmen without Arms! Tina Watson explains how she supports pupils to fill the blank pages. Leon Cych gives tips on how to produce professional video and audio with pupils. We review the book "The Philosophy Shop", edited by Peter Worley.

examples of observation to scientific question

"My colleague Ken Perlman is fascinated by the employee and team dynamics within large organizations. Here he shares the type of skills and sensibilities that he has observed in the most efficient workers."

las rúbricas propuestas se presentan como tablas de triple entrada que establecen las relaciones entre los criterios de evaluación del currículo, los criterios de calificación de los aprendizajes descritos en estos y las competencias. Los calificadores establecidos en las rúbricas describen el desempeño que se espera en el alumnado, nivel de logro que está expresado en forma de comportamientos observables, y que se relacionan además con las competencias a las que contribuye cada criterio de evaluación.