And throughout the district, a Beyond Textbooks initiative encourages teachers to create — and share — lessons
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American Museum of Natural History - 74 views
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The children's section of the American Museum of Natural History site is packed with fun, games, images and information about the natural world. Explore animals from the distant past right up to how humans read expressions. There is something for anyone. http://ictmagic.wikispaces.com/Science
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shared by Michael Sheehan on 15 Feb 13
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Learning Never Stops: Trek Earth - Learn about our world through amazing photography. - 71 views
seekoutlearning.blogspot.com/...rth-learn-about-our-world.html
learning trek earth world photography science geography foreign language social studies
shared by Michael Sheehan on 15 Feb 13
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Amazing photography from around the world. This site is useful for foreign language, geography, science and history teachers.
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shared by Michael Sheehan on 11 Feb 13
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Learning Never Stops: Maps of World - A Great Learning Tool (and maps too) - 8 views
seekoutlearning.blogspot.com/...d-great-learning-tool-and.html
learning maps world tool resource geography history
shared by Michael Sheehan on 11 Feb 13
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This site contains a huge variety of maps plus useful facts including demographics, economic data, and the history behind the subject of each map. Great tool for teachers and students.
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As Classrooms Go Digital, Textbooks May Become History - NYTimes.com - 1 views
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digitally nimble
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And they think of knowledge as infinite
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This is a powerful quote. Thinking back to my schooling, it could probably be said that I thought of knowledge as finite, only limited to what my teacher and textbook said.
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- ...3 more annotations...
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With California in dire straits, the governor hopes free textbooks could save hundreds of millions of dollars a year.
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“I don’t believe that charters and vouchers are the threat to schools in Orange County,” he said. “What’s a threat is the digital world — that someone’s going to put together brilliant $200 courses in French, in geometry by the best teachers in the world.”
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Wow! He is absolutely right on. Why take a course with based on a rigid time and place when one can learn at a place and pace that makes sense to them?
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“We believe that the world is going digital, but the jury’s still out on how this will evolve,” said Wendy Spiegel, a Pearson spokeswoman. “We’re agnostic, so we’ll provide digital, we’ll provide print, and we’ll see what our customers want.”
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This is where I think textbooks companies need to lead. Customers typically only want more of the same, more of what has worked in the past, more of what has a track record. They dont' necessarily think beyond and/or have the luxury of being visionaries.
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At Empire High School in Vail, Ariz., students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers' science lectures. Down the road, at Cienega High School, students who own laptops can register for "digital sections" of several English, history and science classes. And throughout the district, a Beyond Textbooks initiative encourages teachers to create - and share - lessons that incorporate their own PowerPoint presentations, along with videos and research materials they find by sifting through reliable Internet sites.
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What a global food crisis looks like: Oxfam's food prices map | Oxfam International - 4 views
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25 Awesome Virtual Learning Experiences Online - Virtual Education Websites | Ace Onlin... - 164 views
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Just because you’re online doesn’t mean that you can’t experience the world first-hand — or as close to first-hand as possible. Here are websites that feature virtual learning experiences, exposing online visitors to everything from history to geography, astronomy to anatomy, literature to government.
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Just because you're online doesn't mean that you can't experience the world first-hand - or as close to first-hand as possible. Here are websites that feature virtual learning experiences, exposing online visitors to everything from history to geography, astronomy to anatomy, literature to government. -
Virtual field trips are something I am wanting to explore this year. Thanks for posting this.
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historyteachers - YouTube - 93 views
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These two teachers are wonderful. They have put history to current day music. A great way to start a lesson.
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Kidipede - History for Kids - Homework Help for Middle School Social Studies - 133 views
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A good general history site covering ancient civilisations from across the world. http://ictmagic.wikispaces.com/History
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Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views
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This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
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"bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
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According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
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The evidence to date is mixed
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A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
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It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
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combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
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By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
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loosely structured by open-ended narratives
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They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
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from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
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the conclusions of both studies were remarkably aligned.
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the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
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demonstrate the "effects" of game play vs. no game play.
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first project was a traditional effects study
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second project, a qualitative study of cognition and learning in MMOs (
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ethnography
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sociocultural perspective
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as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
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a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
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but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
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brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
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the exaggerated self-consciousness of individuals.
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In what ways might MMOs function as new third places for informal sociability?
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virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
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in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
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eight defining characteristics of third places
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there is no default obligation
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To oblige any one person to play requires that explicit agreements be entered into by parties
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the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
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Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
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and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
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Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
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the relationships that play-partners have with one another offline are often "leveled" within the online world
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an individual's rank and status in the home, workplace, or society are of no importance
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appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
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conversation plays an analogous role
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"In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
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third places must also be easy to access
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such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
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accessible directly from one's home, making them even more accommodating to individual schedules and preferences
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barriers to initial access.
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"What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
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"It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
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affective sense
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As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
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engendering a sense of reliable mentorship and community stability.
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Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
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In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
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Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
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Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
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The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
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the home-like quality of third places in rooting people
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Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
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create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
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Are virtual communities really communities, or is physical proximity necessary?
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Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
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Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
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operates cyclically within social networks because of their associated norms of reciprocity
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bridging social capital is inclusive.
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This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
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On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
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bonding social capital is exclusive.
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social superglue.
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it can also result in insularity.
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shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
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Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
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One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
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While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
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Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
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It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
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It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
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In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
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However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
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Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
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Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
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Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
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is to what extent such environments shift the existing balance between bridging and bonding
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In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
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Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
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it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
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Home - British Pathé - 43 views
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Watch news footage and other films dating from 1896-1976 from British Pathé. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
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Witness history unfold around the world. Each video is sorted by subject, or you can search by topic. British Pathé has accumulated more than 3,500 hours of newsreel footage. There are more than 90,000 individual items in this massive historical trove.
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shared by Glenn Hervieux on 08 May 15
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The Chromebook is Mightier Than the Sword: History Students Become Heroes - 70 views
blog.puhsd.org/...ok-is-mightier-than-sword.html
socialstudies DigitalLiteracy DigitalCitizenship CCSS
shared by Glenn Hervieux on 08 May 15
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"History students in the Perris Union High School District can do more than adorn their classroom walls with cool projects and posters. PUHSD students join larger communities of activists, historians, and journalists to make the world a better place." And they did it with Chromebooks!
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shared by Martin Burrett on 16 Jul 11
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Ancient civilizations - British Museum - 63 views
www.ancientcivilizations.co.uk/logo.html
history British museum egypt egyptians Maya Romans Ancient Greece Ancient China Indus
shared by Martin Burrett on 16 Jul 11
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A good resource from the British museum. Explore ancient civilizations from across time and across the world. http://ictmagic.wikispaces.com/History
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shared by Michael Sheehan on 09 Jan 13
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Learning Never Stops: World War II Posters and the Statue of Liberty - 4 views
seekoutlearning.blogspot.com/...-ii-posters-and-statue-of.html
World War II Statue of liberty posters history photographs
shared by Michael Sheehan on 09 Jan 13
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Digital copies of World War II poster that can be downloaded and printed! Plus, an excellent photo blog about the Statue of Liberty.
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Vídeos tutoriales de Khanacademy - 49 views
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Watch. Practice. Learn almost anything for free. With a library of over 2,400 videos covering everything from arithmetic to physics, finance, and history and 125 practice exercises, we're on a mission to help you learn whatever you want, whenever you want, at your own pace.
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feet wet, you may want to try some of the videos in the "Algebra I Worked Examples" playlist. Simple Equations Equations 2 Equations 3 Algebra: Linear Equations 4 Algebra: Solving Inequalities Algebra: graphing lines 1
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Hundreds of videos on high school math/science. They also have a YouTube channel. - ...13 more comments...
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The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. They are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. -
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We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. -
"We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. " -
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We've got to latch onto this idea and more like it so we don't lose our audience, who IS learning very differently now whether we like it or not!
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Khan Academy is a widely know and used cross-curricular educational video site. While there is some content for younger students, most videos are for older students and adults. http://ictmagic.wikispaces.com/Cross+Curricular
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The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. Despite being the work of one man, Salman Khan, this 2100+ video library is the most-used educational video resource as measured by YouTube video views per day and unique users per month. -
This site has videos and interactive lessons in Math and many other topics, all free -
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Google Museum of the World - 86 views
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A superb site from Google and the British museum. An interactive timeline of interconnected historical objects from all over the world. Click on them to view details.