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now that e-readers are cheaper and more plentiful, they have gone mass market, reaching consumers across age and demographic groups, and enticing some members of the younger generation to pick them up for the first time.

Kids are drawn to the devices, and there’s a definite desire by parents to move books into this format,” Ms. Vila said. “Now you’re finding people who are saying: ‘Let’s use the platform. Let’s use it as a way for kids to learn.’ 

I didn’t buy it until I knew that the teachers in middle school were allowing kids to read their books on their e-readers

Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help.

« Thoughts on Collaboration and Developing Higher Level Questioning Skills Twittering with a Purpose: A Starter (or Restarter) Guide » Book In An Hour: A Classroom Strategy April 30, 2009 by Ellsbeth This past winter I had the opportunity to attend a workshop with Organization of American Historians distinguished lecturer, Dr. Lendol Calder.   This is the first place where I came across the strategy called Book In An Hour.  Since then I’ve tried to find additional internet resources on this strategy, but they appear to be few and far between.  I know other people would find it useful, so I decided to write up the strategy and post it here on the blog.  If you know of additional resources or ways to adapt this strategy, I would enjoy hearing from you. What: The Book In An Hour strategy is a jigsaw activity for chapter books.  While the strategy can take more than an hour depending on the reading and presentation method you choose. Why: While many teachers view this activity as a time saver, I view it as a way to expose students to more literary and historical materials than I might have been able to do otherwise.  There are many books that I would love my students to read, but I know that being able to do so is not always my reality.  This st

y gives me an avenue to expose them to additional literature and other important historical works without taking much time away from the other aspects of my courses.  It also provides opportunities for differentiation.  This strategy can be adapted to introduce a book that students will be reading in-depth.  Instead of j

ng to divide students up into groups or jigsaw with individual students.  If you are using groups, I recommend making them heterogeneous or creating them in a way that subtly facilitates differentiation.  I also encourage you to give each student in the grou

Aren't we all emergent readers when we encounter new texts and mediums that push the boundaries of genre, form, format, and mode;on and offline? 

A PLAGIARISM CRIB SHEET To avoid trouble, follow these tips: * Always attribute words or ideas that didn't originate from you. * Use quotation marks and proper citation when you copy large sections of text. * If you're paraphrasing, use your own words to express the idea, and cite the source. * Better to err on the side of too much attribution than too little. * Don't buy or borrow an assiqnment-from the Web or elsewhere.

Carroll, Lewis – Alice in Wonderland – Free iTunes – Free MP3s – FREE from Audible

Aesop – Aesop’s Fables – Free iTunes – Free MP3 – FREE from Audible

Chopin, Kate – Selected Stories – Multiple Formats

20 slides at 20 seconds per slide, a Pecha Kucha is, as Jason writes, necessarily “SHORT, INFORMAL, and CREATIVE.”

In addition to the time constraint of the Pecha Kucha, your presentation must also follow the 1/1/5 rule. That is, you must have at least one image per slide, you can use each exact image only once, and you should add no more than five words per slide. The formal constraints of this rigid format call for discipline, focus, practice, and paradoxically, creativity.