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Elaine Vazquez

Solar Storm Smacks the Earth -- And We've Got Video - 3 views

mashable.com/...nasa-solar-storm-video

shared by Elaine Vazquez on 27 Jan 12 - No Cached
  • to a bow wave in front of a fast moving vessel. In the shock, electrons and protons were accelerated to nearly the speed of light and appear in the video clip as streaks of light as they hit SOHO’s detectors
    • Elaine Vazquez
      Elaine Vazquez on 27 Jan 12
       
      What is solar wind?
  • analogous
  • analogous
  • ...2 more annotations...
  • charged particles
    • Elaine Vazquez
      Elaine Vazquez on 27 Jan 12
       
      What are charged particles? I thought I knew, but I actually forgot. I think I'll call my mom later and ask her about charged particles.
  • “the most intense solar energetic particle storm since 2005.”
    • Elaine Vazquez
      Elaine Vazquez on 27 Jan 12
       
      Are things going to get worse? I will be reading to find this out.
Mr. Eason

Susan Linn: About That App Gap: Children, Technology and the Digital Divide - 53 views

www.huffingtonpost.com/...pp-gap-and-kids_b_1560784.html

technology digital divide children

shared by Mr. Eason on 19 Jul 12 - No Cached
  • children from low-income families spend more time handling technology -- across platforms -- than their wealthier counterparts, and across class, kids mainly use their "handling skills" for entertainment. They play games, watch videos, and visit social networking sites.
  • there's scant evidence that anyone but the companies who make, sell, and advertise on these new technologies benefit from the time young children spend with them, there's plenty of reason to be worried about it.
  • studies showing that the bells and whistles of electronic books actually detract from reading comprehension.
  • ...4 more annotations...
  • I'm worried that screen-based reading, with omnipresent hyperlinks, interferes with comprehension and memory, and that heavy Internet use appears to encourage distractedness and discourage deep thinking, empathy, and emotion.
  • fast-paced video games trigger dopamine squirts in our brains -- kind of like cocaine.
  • here's what worries me most: We're turning to the companies that profit from these technologies to help parents manage their kids' relationship with screens. While it's great that the Federal Communications Commission is launching a campaign to promote digital literacy, the fact that companies like Best Buy and Microsoft are funding it make it unlikely that weaning kids from their products will be a priority.
  • the skills they will always need to thrive -- deep thinking, the ability to differentiate fact from hype, creativity, self-regulation, empathy, and self-reflection -- aren't learned in front of screens. They are learned through face-to-face communication, hands-on exploration of the world, opportunities for thoughtful reflection, and dreams.
Sara Stanley

Researchers: Cyberbullying Not as Widespread, Common as Believed - 35 views

blogs.edweek.org/...do_while_parents_may_spen.html

Cyberbullying research

shared by Sara Stanley on 05 Aug 12 - No Cached
  • Sara Stanley on 05 Aug 12
     
    " ... because traditional bullying is far more common than cyberbullying and that the great majority of cyberbullied students are also bullied in more typical ways, "it is natural to recommend schools to direct most of their efforts to counteracting traditional bullying," ideally using an evidence-based approach. His research has found that levels of electronic bullying decline along with traditional bullying in these schools."
Carmen Marty

Social Studies - Transforming Units with Electronic Resources - 100 views

schools.webster.k12.mo.us/...default.php

assessment HOTS emints

shared by Carmen Marty on 24 Feb 12 - No Cached
  • Carmen Marty on 24 Feb 12
     
    Transforming Learning through assessment.  
Robert Hochberg

Dr. Helen Barrett's Electronic Portfolios - 106 views

helenbarrett.com

portfolio Education tools resources

shared by Robert Hochberg on 18 Aug 13 - Cached
  • Robert Hochberg on 18 Aug 13
     
    "electronicportfolios.org"
Roy Sovis

G-learning: 7 ways of using Google Drive with a classroom PC and projector - 134 views

glearningblog.blogspot.com/...f-using-google-drive-with.html

Google_Drive Classroom

shared by Roy Sovis on 09 Dec 13 - No Cached
  • 7 ways of using Google Drive with a classroom PC and projector
  • Electronic whiteboard Just open a new document or presentation and type along. Sometimes I create a file for a specific class and continue to use it in all subsequent  lessons as well. There is no need  save the files and you can access them from home for reference when creating a test or revision sheet.
Yozo Horiuchi

edshelf - 56 views

www.edshelf.com

websites mobile apps programs teaching learning tools news resources

shared by Yozo Horiuchi on 25 Apr 15 - No Cached
  • Yozo Horiuchi on 25 Apr 15
     
    A discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning.
Steve Kelly

What would an exceptional middle and high school computer science curriculum include? - Quora - 48 views

www.quora.com/ter-science-curriculum-include

high school school computer computer science middle school curriculum science coding code programming include

shared by Steve Kelly on 26 Mar 15 - No Cached
  • What would an exceptional middle and high school computer science curriculum include?
  • This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through  algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
  • If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand.  Best of all you don't even need a computer per student if your school doesn't have the budget,
  • ...6 more annotations...
  • For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount.  Sadly, I think this means that LOGO and BASIC aren't much use any more*.
  • So, we have a few choices.  You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics.  Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
  • It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
  • At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
  • I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
  • The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
  • Steve Kelly on 26 Mar 15
     
    Great resource for teachers (especially those of us not initially trained in Computer Science) about what should 'count' as Computer Science.  Worth the read!
Aaron Hansen

EFF Wins New Legal Protections for Video Artists, Cell Phone Jailbreakers, and Unlockers | Electronic Frontier Foundation - 7 views

www.eff.org/...26

legal copyright fairuse ripping remixing video

shared by Aaron Hansen on 11 Aug 10 - Cached
  • The new rule holds that amateur creators do not violate the DMCA when they use short excerpts from DVDs in order to create new, noncommercial works for purposes of criticism or comment if they believe that circumvention is necessary to fulfill that purpose.
  • "Noncommercial videos are a powerful art form online, and many use short clips from popular movies. Finally the creative people that make those videos won't have to worry that they are breaking the law in the process, even though their works are clearly fair uses. That benefits everyone — from the artists themselves to those of us who enjoy watching the amazing works they create," added McSherry.
Steve Ransom

Digital Age Damaging Learning | Nicholas Carr - 72 views

www.smh.com.au/...-something-20101012-16hhd.html

learning dumb google computer criticalthinking faustianbargain

shared by Steve Ransom on 13 Oct 10 - No Cached
  • excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
  • curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      The Faustian bargain that Postman so often wrote about
  • available where there is clear utility, to remove it when there is not
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      And who do we leave this decision up to? The individual? If so, we are in big trouble.
  • ...5 more annotations...
  • we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      NO ONE is striving for this. Just the opposite.
  • As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      This is a by-product of failing to address and teach good research methods in a digital world and assigning work that can simply be cut and pasted. We must move beyond "reporting" in a digital, information-rich, and connected world.
  • Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
  • A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      Exactly... and this must happen, regardless of the types of information that we have access to. To say that technology impedes this is laughable.
  • In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
LaToya Morris

Could You Give Me an Example Please? - 12 views

www.ibiblio.org/...copyright_handout.pdf

fair use copyright

shared by LaToya Morris on 30 Sep 10 - No Cached
  • LaToya Morris on 30 Sep 10
     
    Through this site you can find a definition of the term copyright as well as a list of example and four scenarios to help you to better understand the term copyright. Although it is only one page, there is a lot of valuable information about the term copyright.
Andy Whiteway

Building an Internet Culture - 0 views

polaris.gseis.ucla.edu/...internet-culture.html

shared by Andy Whiteway on 24 Mar 09 - Cached
  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
  • ...5 more annotations...
  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • Don't distribute the technology randomly. Electronic mail is useless unless the people you want to communicate with are also online, and people will not read their e-mail unless they want to. Therefore, you should focus your effort on particular communities, starting with the communities that have a strong sense of identity, a good record of sharing information, and a collective motivation to get online.
    • Andy Whiteway
      Andy Whiteway on 24 Mar 09
       
      This community could so easily be the students - but how often do schools seem to be obsessed with givgin staff lots of access to technology and email but block/restrict students' use of it?
Ed Webb

Education - Change.org: Snark Attack: UCLA Research Dissing Technology Bombs - 0 views

education.change.org/...earch_dissing_technology_bombs

shared by Ed Webb on 04 Feb 09 - Cached
  • More pointedly still: Creating an opposition between "critical thinking" and "reading and discussing," on the one hand, and electronic/social media on the other, is a logical false disjunctive (in plain talk, a false either/or). Any competent teacher can use the new literacy tools to create new possibilities in critical thinking, reading, discussing, and more, that were only dreamt of in pre-Internet philosophies.
    • Ed Webb
      Ed Webb on 04 Feb 09
       
      Absolutely the key part of the argument. It's how you use the tools that matters.
  • Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did. "Wiring classrooms for Internet access does not enhance learning," Greenfield said. Restrain me, quick, before I break something. Because there’s a missing element in this bit of sloppy science that makes me want to throw my beloved laptop through the window. It’s this: the freaking teacher. So let me correct this: “CLUELESSLY wiring classrooms for internet access does not enhance learning.”
  • It’s totally schooly, and divorced from the authentic uses we put this stuff to in that non-school place called the real world.
  • Ed Webb on 04 Feb 09
     
    I love this post so much I want to hug it
seth springer

The Big Deal Book of Technology for K-12 Educators - 0 views

www.bigdealbook.com/...view_book.aspx

technology resources k-12 curriculum edtech imported svcue EducationalSoftware e-learning tech free TeacherResources teacherinterest

shared by seth springer on 05 Mar 09 - Cached
  • seth springer on 05 Mar 09
     
    I got this catelog at a conference. Here's the electronic version. Hope it helps some.
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