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Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenges Ahead - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Randy Schultz

The 4 Properties of Powerful Teachers - Advice - The Chronicle of Higher Education - 63 views

chronicle.com/...228483

teachers higher education

shared by Randy Schultz on 16 Mar 15 - No Cached
  • Great teachers tend to be good-natured and approachable, as opposed to sour or foreboding; professional without being aloof; funny (even if they’re not stand-up comedians), perhaps because they don’t take themselves or their subject matter too seriously; demanding without being unkind; comfortable in their own skin (without being in love with the sound of their own voices); natural (they make teaching look easy even though we all know it isn’t); and tremendously creative, and always willing to entertain new ideas or try new things, sometimes even on the fly.
  • Passion. Of all the qualities that characterize great teachers, this is the most important, by far.
  • Don’t think, by the way, that students don’t pick up on the disdain. They absolutely do. And my experience with evaluating faculty members over the years suggests that the teachers who are most widely disliked are the ones who most dislike students.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Rachel Hinton

Music Memos (iOS) Release Date, Price and Specs - 14 views

www.cnet.com/...music-memos-ios

music ios release cnet apps garageband update

shared by Rachel Hinton on 20 Jan 16 - No Cached
  • Rachel Hinton on 20 Jan 16
     
    "When a bolt of musical inspiration hits, many musicians will reach for their smart phones, pop open the built-in voice-recorder app, and make a quick recording of some combination of guitar, voice or piano, hoping to capture the essence of the idea before it fades. But a voice memo is a blunt tool for capturing a song idea, and the artist is left on their own to figure out how to translate a rough recording into something more substantial -- or even to remember what chords were played."
  • Rachel Hinton on 20 Jan 16
     
    "When a bolt of musical inspiration hits, many musicians will reach for their smart phones, pop open the built-in voice-recorder app, and make a quick recording of some combination of guitar, voice or piano, hoping to capture the essence of the idea before it fades. But a voice memo is a blunt tool for capturing a song idea, and the artist is left on their own to figure out how to translate a rough recording into something more substantial -- or even to remember what chords were played."
paul lowe

Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE CONNECT - 3 views

connect.educause.edu/...47444

educause web2.0 webtools storytelling stories microcontent social_media social_networks

shared by paul lowe on 01 Nov 08 - Cached
  • A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
  • paul lowe on 01 Nov 08
     
    A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid-perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that's what a story used to be, and that's how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
Martin Burrett

Non-Examples - 17 views

ukedchat.com/...non-examples

angles odds and evens fractions primes shapes shape

shared by Martin Burrett on 15 Oct 18 - No Cached
  • Martin Burrett on 15 Oct 18
     
    "An online maths resource where you choose a topic than choose the old one out from the three options. Topic include angles, odds and evens, fractions, primes, shapes and more."
Kari Beery

Tech Savvy Kids - 86 views

www.usatoday.com/...0-02-10-igeneration10_CV_N.htm

shared by Kari Beery on 03 Mar 11 - No Cached
  • To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
  •  PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close  X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
  • The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
Tara Heath

Hate Speech and Hate Crime | Advocacy, Legislation & Issues - 3 views

www.ala.org/...hate

civil civil rights

shared by Tara Heath on 28 Feb 23 - No Cached
  • There is no legal definition of "hate speech" under U.S. law, just as there is no legal definition for evil ideas, rudeness, unpatriotic speech, or any other kind of speech that people might condemn. Generally, however, hate speech is any form of expression through which speakers intend to vilify, humiliate, or incite hatred against a group or a class of persons on the basis of race, religion, skin color sexual identity, gender identity, ethnicity, disability, or national origin. 1 In the United States, hate speech is protected by the First Amendment. Courts extend this protection on the grounds that the First Amendment requires the government to strictly protect robust debate on matters of public concern even when such debate devolves into distasteful, offensive, or hateful speech that causes others to feel grief, anger, or fear. (The Supreme Court's decision in Snyder v. Phelps provides an example of this legal reasoning.) Under current First Amendment jurisprudence, hate speech can only be criminalized when it directly incites imminent criminal activity or consists of specific threats of violence targeted against a person or group. Hate Crime For the purposes of collecting statistics, the FBI has defined a hate crime as a “criminal offense against a person or property motivated in whole or in part by an offender’s bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity,” including skin color and national origin.  Hate crimes are overt acts that can include acts of violence against persons or property, violation or deprivation of civil rights, certain "true threats," or acts of intimidation, or conspiracy to commit these crimes. The Supreme Court has upheld laws that either criminalize these acts or impose a harsher punishment when it can be proven that the defendant targeted the victim because of the victim's race, ethnicity, identity, or beliefs.  A hate crime is more than than offensive speech or conduct; it is specific criminal behavior that ranges from property crimes like vandalism and arson to acts of intimidation, assault, and murder.  Victims of hate crimes can include institutions, religious organizations and government entities as well as individuals.
  • Tara Heath on 28 Feb 23
     
    "Hate Speech There is no legal definition of "hate speech" under U.S. law, just as there is no legal definition for evil ideas, rudeness, unpatriotic speech, or any other kind of speech that people might condemn. Generally, however, hate speech is any form of expression through which speakers intend to vilify, humiliate, or incite hatred against a group or a class of persons on the basis of race, religion, skin color sexual identity, gender identity, ethnicity, disability, or national origin. 1 In the United States, hate speech is protected by the First Amendment. Courts extend this protection on the grounds that the First Amendment requires the government to strictly protect robust debate on matters of public concern even when such debate devolves into distasteful, offensive, or hateful speech that causes others to feel grief, anger, or fear. (The Supreme Court's decision in Snyder v. Phelps provides an example of this legal reasoning.) Under current First Amendment jurisprudence, hate speech can only be criminalized when it directly incites imminent criminal activity or consists of specific threats of violence targeted against a person or group. Hate Crime For the purposes of collecting statistics, the FBI has defined a hate crime as a "criminal offense against a person or property motivated in whole or in part by an offender's bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity," including skin color and national origin.  Hate crimes are overt acts that can include acts of violence against persons or property, violation or deprivation of civil rights, certain "true threats," or acts of intimidation, or conspiracy to commit these crimes. The Supreme Court has upheld laws that either criminalize these acts or impose a harsher punishment when it can be proven that the defendant targeted the victim because of the victim's race, ethnicity, identity, or beliefs.  A hate crime is more than than offensive speech
BalancEd Tech

Will · Let's Make it an Even 300, OK? - 46 views

willrichardson.com/...lets-make-it-an-even-300-ok

ScaleFail

shared by BalancEd Tech on 24 Sep 12 - No Cached
  • BalancEd Tech on 24 Sep 12
     
    Now count all the other tests they take. How much stress does that cause? How much learning time is lost?
Marc Patton

Create and Publish Amazing Multi-touch Books for iPad using iBooks Author - mLearnCon 2012 Presentation | Kinetic Media | Software Tutorials and Software Reviews - 74 views

kinetic-media.com/or-mlearncon-2012-presentation

Teacher_Resources Apple_Education iPad_iPod_iTouch

shared by Marc Patton on 21 Nov 12 - No Cached
  • Marc Patton on 21 Nov 12
     
    Participants in this session will learn the basics of iBooks Author - from Apple's pre-built templates, to creating chapters, pages, and glossaries. You will learn to turn textbooks into interactive training materials through Apple's interactive widgets like Photo Galleries, Videos, Review Interactions, Keynote Presentations, Interactive Images, 3-D material, and even custom HTML5 interactions and animations.
Martin Burrett

My Favourite Scientist - 105 views

www.favscientist.com

science scientists videos video clips history

shared by Martin Burrett on 16 Nov 12 - No Cached
  • Martin Burrett on 16 Nov 12
     
    This is a great video site showing the life and careers of famous scientists. Find out about Richard Feynman, Rosalind Franklin, Gregor Mendel and even Mister Spock in interviews with scientists in their field today. http://ictmagic.wikispaces.com/Science
Michael Sheehan

Learning Never Stops: Calorie Gallery - Showing you what 200 calories looks like - 4 views

seekoutlearning.blogspot.com/...lery-showing-you-what-200.html

learning calorie gallery calories nutrition health education

shared by Michael Sheehan on 27 Feb 13 - No Cached
  • Michael Sheehan on 27 Feb 13
     
    Pictures, nutrition information, and even meal planners to assist kids with making healthy food choices.
Roland Gesthuizen

What are the 4 R's Essential to 21st Century Learning? | HASTAC - 79 views

hastac.org/...ssential-21st-century-learning

algorithm education literacy ComputationalThinking

shared by Roland Gesthuizen on 01 Mar 13 - No Cached
  • Interestingly, unlike math, which can often be difficult to teach in all of its abstraction, algorithms do stuff.   Algorithms are operational.  You show kids how to use a program like Scratch or Hackasaurus and, very soon, they can actually manipulate, create, and do, in their very own and special way.   
  • the beauty of teaching even the youngest kids algorithms and algorithmic or procedural thinking is that it gives them the same tool of agency and production that writing and even reading gave to industrial age learners who, for the first time in history, had access to cheap books and other forms of print.
  • Andrew McCluskey on 01 Mar 13
     
    Cathy Davidson discusses the need for a fourth "R" -pertaining to "algoRithim" - It is important, she argues, because, "in the 21st century, we need [an]...expanded push towards the literacy that defines our era, computational literacy.   Algorithms are as basic to the way the 21st century digital age works as reading, writing, and arithmetic were to the late 18th century Industrial era." 
  • Roland Gesthuizen on 09 Mar 13
     
    "The classic "3 R's" of learning are, of course, Reading, 'Riting, and 'Rithmetic.  For the 21st century, we need to add a fourth R--and it will help inspire the other three:  Algorithm. "
Mark Gleeson

Getting to know the child behind the test score - 1 views

mgleeson.edublogs.org/...he-child-behind-the-test-score

test

shared by Mark Gleeson on 09 Mar 13 - No Cached
  • Mark Gleeson on 09 Mar 13
     
    Standardised testing and the resultant scores are good indicators for potential learning difficulties or strengths. But they're no substitute for face to face interactions. And sometimes that one on one interaction needs an experienced hand to really pinpoint the need. I'm committed to working with Gloria as much as I can this year. If our chance meeting didn't occur, she could have spent the year only working with a teacher aide group with students with learning difficulties. We can't let the push for standardised testing, even at the diagnostic rather than school comparison level, blind us form the fact we need to get to know our students more intimately. We owe it to the Glorias in our classrooms.
kecurry

Every Lined Paper Under the Sun! | Paging Supermom - 117 views

www.supermommoments.com/...primary-lined-paper-roundup

CREATIVECOMMONS public domain stock paper tools review

shared by kecurry on 09 Apr 13 - No Cached
  • kecurry on 09 Apr 13
     
    Website to get free lined paper that students can use in the classroom or even at home.
Mark Gleeson

iTeach: The best 1:1 device is good teaching - 11 views

www.andrewmarcinek.com/...1-device-is-good-teaching.html

CTL educational technology PD

shared by Mark Gleeson on 24 May 13 - No Cached
  • Devices come and go, but progressive teachers who adapt will sustain longer than any device
  • Usually this conversation is focused on what hardware works best for teaching and learning. While this is an important decision to make, it should not be the focus. In fact, the best devices a school can employ are great teachers.
  • We have reached a point in education technology where devices are, for the most part, adaptable.
  • ...1 more annotation...
  • the best device a school can roll out is a teacher who can adapt to new and emerging technologies, does not always require formal training for learning and staying current, and is not tethered to a product (PowerPoint) in order to teach.
  • Mark Gleeson on 05 Jul 13
     
    As I mentioned earlier, the best device a school can roll out is a teacher who can adapt to new and emerging technologies, does not always require formal training for learning and staying current, and is not tethered to a product (PowerPoint) in order to teach. Education technology will continue to progress and part of this evolution will be for students and teachers to stay current with both curriculum and digital literacy. Even in the absence of technology, a great teacher will continually seek out ways to engage his or her students in great lessons, simulations or challenges.  
Martin Burrett

Autodesk 123D -- creature - 33 views

www.123dapp.com/creature

art 3D creature design

shared by Martin Burrett on 23 May 13 - No Cached
  • Martin Burrett on 23 May 13
     
    This is a 'must try' iPad app where you can design a 3D creature. Tap, drag and pinch your creation until it is just right and then 'paint' it with the patterns you want. It's a great resource to use alongside creative writing or science work. If you have access to a 3D printer you can even fabricate your design. Download the app at https://itunes.apple.com/us/app/123d-creature/id594014056. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Cindy Edwards

simCEO - Create your business. Manage your investments. Outperform the market. - 3 views

www.simceo.org/welcome

gaming

shared by Cindy Edwards on 13 May 13 - Cached
  • Cindy Edwards on 13 May 13
     
    Even though this is classified as gaming, it is a business simulation that n was voted the Most Innovative Ed Tech Product in 2013 by the SIIA. Enjoy exploring!
Don Doehla

Small Byte #2-Scrible | Fluency21 - Committed Sardine Blog - 21 views

fluency21.com/...small-byte-2-scrible

web3.0 semanticweb linkeddata internetofthings computer edtech education technology

shared by Don Doehla on 11 Jun 13 - No Cached
  • Don Doehla on 11 Jun 13
     
    Scribble is a great tool for preparing web-based readings for engaging students more attentively in their inquiry. Great tool to support close reading and CCSS. Scrible is a free online tool for saving, organizing, annotating, and sharing websites for online research projects and web quests. It saves a copy of each page you annotate in your personal Scrible library, so that even if the original web pages you've made notes on go down, your saved pages and your notes still exist. You can post your work on Facebook or Twitter, and you can also share your Scrible pages with short links that you generate with the click of a button. Check it out for yourself at www.scrible.com.
Martin Burrett

Instinct - 107 views

getinstinct.com

music learning guitar

shared by Martin Burrett on 06 Jan 13 - No Cached
  • Martin Burrett on 06 Jan 13
     
    Learn to play guitar with this beautifully designed site. Work through the lessons using your own guitar along with your computer's microphone so the site can interact with you as you play in real time. The site will even help you tune it. If you haven't got a guitar to hand, you can use the on-screen virtual guitar. The course is designed for beginners, but lessons progress quickly. The site seems to work best on Google Chrome. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
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