“At its best, the fascination with ICT as a solution distracts from the real issues. At its worst, ICT is suggested as substitute to solving the real problems, for example, ‘why bother about teachers, when ICT can be the teacher’. This perspective is lethal.”
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One Ocean - 115 views
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An amazing set of resources to explore the world's oceans in a 3D virtual environment. Swim with killer whales or drift along and watch sea turtles cruise by. You can even complete missions, including exploring the deepest place in the oceans. http://ictmagic.wikispaces.com/Science
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shared by Roland Gesthuizen on 21 Nov 11
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There Are No Technology Shortcuts to Good Education « Educational Technology ... - 73 views
edutechdebate.org/...gy-shortcuts-to-good-education
technology education edutech hardware funding schools edutechdebate
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some uses of computers in education can be justified, although with the ever-applicable caution that while technology can augment good schools, it hurts poor schools.
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Though children are naturally curious, they nevertheless require ongoing guidance and encouragement to persevere in the ascent. Caring supervision from human teachers, parents, and mentors is the only known way of generating motivation for the hours of a school day
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There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
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Online Teaching and Learning: Makin' Whuffie - 1 views
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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Members of an online community gain social capital by making thoughtful or helpful contributions. This can be made tangible by a rating system - some forums have thumbs up or down or voting systems for forum posts.
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Social capital is a natural and logical consequence/reward of a student's (or anyone's) online behavior and contributions, and as such, it is a powerful tool for educators to include in their online courses to ensure student engagement and retention.
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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If you want to truly learn something, there is nothing like teaching it, so allowing, in fact encouraging, students to help one another solve problems, to teach each other, increases learning for both the helper and the helped.
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A group can gain social capital by being proud of what it creates and getting positive feedback from other groups. A chance for students, whether working as individuals or in collaborative groups, to give feedback to each other is a valuable tool for creating a greater sense of community and engagement toward common goals.
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Bookmarking, Sharing, Highlighting, and Annotating Online Resources:Diigo is a great tool for Educators, because you can form a group, and share bookmarks, which each member can highlight and comment on. Diigo is a fantastic tool for sharing resources and collaborating. Now, they have come out with Diigo for Educators, to make it even better!
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100 Free Online Lectures that Will Make You a Better Teacher | Best Universities - 7 views
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Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
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Arts From film to music to the nature of creativity, watch these videos to learn about teaching the arts.
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The following videos demonstrate ways to use technology in the classroom and offer tips, lessons, and information.
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Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
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Active Science - Humans & Animals - 47 views
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A nicely designed quiz based activity about lots of different aspects of animals and humans, including habitat, senses and movement. Find DOC and PDF worksheets to go with this resource at http://www.abpischools.org.uk/page/modules/humansandanimals/teachers.cfm http://ictmagic.wikispaces.com/science
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shared by Michele Brown on 19 Nov 15
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The First Thanksgiving Student Activities for Grades PreK-12 | Scholastic.com - 21 views
www.scholastic.com/scholastic_thanksgiving
thanksgiving Pilgrims Mayflower holidays science nature animals interactive
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shared by Kelly Riley on 06 Mar 16
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SLNSW: Sydney Harbour Bridge - S1 History - 6 views
www.sl.nsw.gov.au/...sydney-harbour-bridge
sydney harbour bridge; state library nsw; history; place; built environment
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Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.
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Examine Sources 2 and 3 which are designs for Sydney Harbour Bridge that did not win the competition.
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Students: identify an historical site or sites in the local community. Discuss their significance, why these sites have survived and the importance of preserving them identify a significant person, building, site or part of the natural environment in the local community and discuss what they reveal about the past and why they are considered important
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Reintroducing students to Research - 144 views
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First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
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we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
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research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
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learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
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the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
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Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
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In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
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she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
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For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
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shared by Jennie Snyder on 27 Jan 13
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How 21st Century Thinking Is Just Different - 2 views
www.teachthought.com/...-century-thinking-is-different
thinking 21stcenturylearning 21stcentury 21stcenturyskills learning
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nstead, we might consider constant reflection guided by important questions as a new way to learn in the presence of information abundance.
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There is more information available to any student with a smartphone than an entire empire would have had access to three thousand years ago.
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Truth may not change, but information does. And in the age of social media, it divides and duplicates in a frenzied kind of digital mitosis.
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It is one thing to remind little Johnny to persist in the face of adversity. It is another to create consistent reasons and opportunities for him to do so, and nurturing it all with modeling, resources, and visible relevance.
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The tone of thinking in the 21st century should not be hushed nor gushing, defiant nor assimilating, but simply interdependent, conjured to function on a relevant scale within a much larger human and intellectual ecology
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The shift towards the fluid, formless nature of information—thinking of information as a kind of perpetually oozing honey that holds variable value rather than static silhouettes and typesets that is right or wrong—is a not a small one.
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On Academic Labor » CounterPunch: Tells the Facts, Names the Names - 24 views
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we should put aside any idea that there was once a “golden age.” Things were different and in some ways better in the past, but far from perfect
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And I think those are the kinds of things we should be moving towards: a democratic institution, in which the people involved in the institution, whoever they may be (faculty, students, staff), participate in determining the nature of the institution and how it runs; and the same should go for a factory
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There are more and more professional administrators, layer after layer of them, with more and more positions being taken remote from the faculty controls
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In a reasonably functioning university, you find people working all the time because they love it; that’s what they want to do; they’re given the opportunity, they have the resources, they’re encouraged to be free and independent and creative—what’s better?
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Random Thoughts on History: Why does history keep changing? - 43 views
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Secondly, but along the same lines as the above explanation, is that the people writing history change as well
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The social changes of the 1960s and 1970s brought many women historians into what had largely been a male dominated field and introduced new perspectives and told new stories that had previously been undiscovered (unfortunately, due to lack a of male interest) or ignored (unfortunately, due to a lack of male interest).
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History was once written largely only through limited primary sources; letters, journals, diaries, and newspapers, and of course, secondary sources-what others had already written. But historians not so long ago began to "think outside the box," and by using sources such as estate
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inventories, court documents, and even oral histories, these historians opened up a world of new information.
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Locating new information of course changed how we saw events of the past, and only naturally new interpretations developed...and in this way one could say history changed.
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Lastly, and related to the third, is that the availability of research sources have changed...largely through technology
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All of this makes researching much easier and much less frustrating for the historian, and it allows him or her more time to make critical decisions, and to explore avenues that would not otherwise be considered.
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Learning and Cognitive Load - Part Two - 31 views
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There are three cognitive loads that impact the efficient formation of schemas. Extraneous cognitive load are those not directly required to master a task and have a negative impact on schema formation, reducing these is desirable and can be achieved through efficient design. Intrinsic cognitive load is that which is inherent in the task and for the most part cannot be reduced. Tasks with high intrinsic cognitive load are by nature more complex for an individual and in the long term are managed through equally complex schema. Germane cognitive load refers to the mental resources devoted to the efficient formation of schemas and is seen to have a positive effect on learning. Understanding these things will allow us to more effectively target our efforts as learners and teachers ensuring the cognitive load theory has a valuable role to play.
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How Do We Transform Our Schools? - Education Next : Education Next - 26 views
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And yet the machines have made hardly any impact.
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An organization’s natural instinct is to cram the innovation into its existing operating model to sustain what it already does. This is the predictable course, the logical course—and the wrong course.
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The way to implement an innovation so that it will transform an organization is to implement it disruptively—not by using it to compete against the existing paradigm and serve existing customers, but to let it compete against “non-consumption,” where the alternative is nothing at all.
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At first glance there appears to be little non-consumption of education in the United States since students are required to receive schooling. Looking deeper, however, reveals many pockets of non-consumption where students would be delighted with computer-based learning rather than the alternative, nothing at all. Take Advanced Placement (AP) courses for starters. According to a 2005 report by the National Center for Education Statistics (NCES), 33 percent of schools nationwide offered no AP classes in 2002–03. Those that do provide AP courses today only offer a fraction of the 34 courses for which AP exams are available, because they lack the resources to hire more AP teachers or there is not enough student demand to justify a dedicated course and teacher.
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shared by Brenda Harrold on 28 Jan 10
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Janine Benyus - - 7 views
www.bioneers.org/...janine-benyus
web2.0 education biomimicry nature science biology benyus resources
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Variation, Selection, and Time - 38 views
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lots of information, lesson plans, and resources related to genetics. Check out the "Things You May Not Have Known About Evolution" slide show.
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a variety of activities related to evolution from the amazing Learn.Genetics site. Addresses misconceptions, geologic time, fossil and DNA evidence, eye evolution, and more.
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Learning on the Move: Mobile Learning Devices « The Power of Us - 36 views
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Whyville , What does it take to build a sustainable, green energy community? 8th Graders are showing us how using WhyPower, an interactive learning game within the largest interactive learning world, WhyVille. Here is an interactive game. http://www.poweracrosstexas.org/projects/whypower-interactive-game Energy Game: WHYPOWER Whyville is a thriving community with its own economy, newspaper, government and much more. It now has its own power grid! As part of the WhyCareers program, we are “electrifying” Whyville with a power grid that uses traditional and renewable energy sources. Students will manage the power grid to select the right mix of coal, natural gas, nuclear, hydroelectric, solar and wind energy. They will build homes in Whyville! They will observe and measure power use in Whyville, and form good energy behaviors and habits. Finally, they will explore the math, science and career topics related to energy. Just like in real life, success in Whyville is not pre-programmed! Students skill, initiative, creativity and teamwork determines the rewards they receive and the “virtual money” they earn in WhyPower. Whyville. Run a city using energy reources.
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2.2 The Third Estate as the voice of the nation - French Revolution - OpenLearn - The O... - 24 views
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He argued that sovereignty, or ultimate political power in a state, derives not from the monarch but from the ‘people’ or ‘nation’, that it must be exercised in their interest and for their benefit, that it should be controlled and circumscribed by laws, and that the ruler's tenure of office is in the nature of a trust exercised for the people's benefit and with their consent, underpinned by an implicit agreement or ‘social contract’
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additional boost, first from the success of the American Revolution and the summoning of a constitutional convention by the United States in 1787, and now in France by the summoning of the Estates-General.
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Sieyès's purpose is to isolate and marginalise the nobility in his readers’ eyes, and to expose it to their critical censure. In the circumstances of 1789, his message took on startling implications about the respective roles of the nobility and the Third Estate in the Estates-General.
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Powerup - Game to power up a city - 91 views
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A game looking at energy choices and the impact they have on quality of life and government funds. http://ictmagic.wikispaces.com/PSHE,+RE,+Citizenship,+Geography+&+Environmental