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James O'Hagan

film music | mobygratis.com - 0 views

mobygratis.com/film-music.html

music filmmaking media

shared by James O'Hagan on 22 Mar 11 - Cached
  • James O'Hagan on 22 Mar 11
     
    Excellent music for a student or teacher or presenter to add to their NON-PROFIT presentation. Learn about licensing. Does require a lot of information to register.
daniel rezac

Moving at the Speed of Creativity - 0 views

www.speedofcreativity.org

writing blog edtech web2.0

shared by daniel rezac on 22 Dec 10 - Cached
  • Scratch, a free iconic programming language and active learning community provided by MIT, is a learning platform EVERYONE involved in education should know how to use. This is a bold claim, but I'm ready to defend it more than ever after spending four weeks working with Scratch this past semester with my UNT pre-service education students. Together, we learned about the primary Scratch project types (Animations, Games, Simulations, Music, Art, and Stories) as well as other possibilities. Teaching about Scratch and with Scratch enabled me to model project-based learning for my students, and enabled them to learn first-hand the power (as well as challenges) of discovery learning. Scratch challenged all of us, since it took everyone outside our comfort zones. When you ask students to create a word processing document, a spreadsheet, or a presentation, there's a VERY high likelihood they have past experiences with those activities. None of my students had ever used Scratch prior to our class, and many had never tried any kind of computer programming previously. Scratch is a very open environment, so it is ripe for creativity and creative expression. Our schools are too often devoid of opportunities for creative expression, and the invitation for students to demonstrate their learning with Scratch can change this. Few things made me happier this semester than my students discovering how THEY could be successful using Scratch to communicate with others, and resolving to share it with their own students when they begin teaching. This is one example from a student's blog reflection about Scratch and Chris Betcher's 2010 K-12 Online Conference presentation, "Teaching Kids To Think Using Scratch."
    • daniel rezac
      daniel rezac on 22 Dec 10
       
      a VERY Bold claim.
  • daniel rezac on 22 Dec 10
     
    Scratch, a free iconic programming language and active learning community provided by MIT, is a learning platform EVERYONE involved in education should know how to use. This is a bold claim, but I'm ready to defend it more than ever after spending four weeks working with Scratch this past semester with my UNT pre-service education students.
  • James O'Hagan on 08 Jan 11
     
    I will be attempting to use Scratch with my high school sped class. I think I can scaffold this appropriately.
daniel rezac

Rival Philosophies, Both Compelling - Room for Debate - NYTimes.com - 0 views

www.nytimes.com/...l-philosophies-both-compelling

edreach14 philosophies bill jobs

shared by daniel rezac on 22 Mar 11 - No Cached
  • Is there an app for improving America’s educational system? Will watching a PowerPoint presentation about the nation’s educational challenge help to understand the opportunities and difficulties facing the country?
  • Two college dropouts, Steve Jobs (Reed College) and Bill Gates (Harvard University) have articulated theories about education. And their viewpoints are as different as are their companies (Apple and Microsoft, respectively), presenting a contrast in style and philosophy.
  • Gates hopes to analyze and adjust the education system in order to produce a more efficient and effective learning environment.
  • ...4 more annotations...
  • Jobs is focused more on individual learning and less on systemic education. Technology is his way to get a well-integrated mind flowing in multiple directions. His learning philosophy gives each person the ability to chart his own course.
  • Gates’ recent speech to the nation’s governors stressed assessment, measuring outcomes and tracking students’ progress. Technology and benchmarking are joined at the hip
  • Jobs’ approach allows for individual experimentation to find a unique solution to each person’s quest. It is the symbol of intellectual multi-tasking. This is a more experimental, integrated search for a holistic view of the universe, one that has multiple access points. Each student becomes his or her own teacher.
  • Gates is studying the science of education. Jobs is creating the art of learning. I’m sure there is an app for teaching arithmetic by watching the heavens and counting the stars
daniel rezac

EdTechTrek - 0 views

ransomtech.edublogs.org

educon education_policy technology_integration edreach8

shared by daniel rezac on 01 Feb 11 - Cached
  • Educon is described as “both a conversation and a conference”. Although I don’t want to romanticize Educon as a learning event, one of the things I appreciate the most is the nature of the presentations. They are indeed conversations. Dialog and open thinking are essential to the “structure” of the sessions. And, often, the conversations spill over to the hallways, the stairways, the meals, and of course, in virtual spaces. Back to the quotation above, it resonates greatly on a number of dimensions. The essence of its message to me is that innovation happens as a result of continued open exchange of ideas in conjunction with intentional and serendipitous expansion of one’s learning network. It is this open and networked exchange of ideas that leads to the creation of new ideas.
James O'Hagan

Can Mobile Devices Transform Education? - 1 views

www.ascd.org/...Transform-Education%C2%A2.aspx

education mobile ascd

shared by James O'Hagan on 18 Mar 11 - No Cached
  • February 2011 | Volume 53 | Number 2 Make Parents Your Partners    Can Mobile Devices Transform Education? Rick Allen The popularity of smartphones, including Droids, iPhones, and BlackBerries, that now have GPS, texting, voice, and multimedia capabilities has prompted industry and education reformers to shine the light on these mobile devices as vehicles suitable for transforming K–12 learning for the 21st century. Although they present challenges as well as potential benefits, education experts reason that these powerful small computers motivate students; provide constant access to the wealth of knowledge, tools, and experts on the web; and are cheaper and more plentiful than laptops or desktop workstations. "A big c
  • "cognitive audit trail"
  • Students also said they used their wireless devices to look up information on the Internet and consult with other students to share tips for solving problems or clarify their understanding of concepts with the teacher.
    • James O'Hagan
      James O'Hagan on 18 Mar 11
       
      What was their digital learning space?
  • ...2 more annotations...
  • Dunleavy hopes his research will determine whether using mobile devices can enhance learning
    • James O'Hagan
      James O'Hagan on 18 Mar 11
       
      HOPES! There is HOPE! I like "it does" rather than HOPES!
  • The greatest strength of mobile devices could be for outside-the-classroom learning. It's a cheaper way of doing one-to-one learning, and students would have a shorter learning curve because they're used to these devices
J B

Explain Everything - 0 views

www.explaineverything.com

apps edapp screencasting tutorials create presentation tools

shared by J B on 20 Aug 11 - No Cached
  • J B on 20 Aug 11
     
    iPad, $2.99
James O'Hagan

The Feeling of Power - 0 views

www.themathlab.com/writings/short stories/feeling.htm

shared by James O'Hagan on 18 Apr 11 - No Cached
  • "Well," said the President, considering, "it's an interesting parlor game, but what is the use of it?" "What is the use of a newborn baby, Mr. President? At the moment there is not use, but don't you see that this points the way toward liberation from the machine? Consider, Mr. President," the congressman rose and his deep voice automatically took on some of the cadences he used in public debate, "that the Denebian war is a war of computer against computer. Their computers forge an impenetrable shield of counter-missiles against our missiles, and ours forge one against theirs. If we advance the efficiency of our computers, so do they theirs, and for five years a precarious balance has existed.
  • "Yes. Well, Dr. Shuman tells me that in theory there is nothing the computer can do that the human mind cannot do. The computer merely takes a finite amount of data and performs a finite number of operations upon them. Then human mind can duplicate the process."
  • "Well, Mr. President, I asked the same question. It seems that at one time computers were designed directly by human beings. Those were simple computers, of course, this being before the time of the rational use of computers to design more advanced computers had been established.
  • ...6 more annotations...
  • The congressman coughed gently. "If I may make another point, Mr. President - the further we can develop this thing, the more we can divert our federal effort from computer production and computer maintenance. As the human brain takes over, more of our energy can be directed into peacetime pursuits and the impingement of war on the ordinary man will be less. This will be most advantageous for the party in power, of course."
  • I've gone over your ingenious demonstration that the mind can duplicate the computer
    • James O'Hagan
      James O'Hagan on 18 Apr 11
       
      We are wowed by the opposite today.
  • The general was saying, "Our goal is a simple one, gentlemen: the replacement of the computer. A ship that can navigate space without a computer on board can be constructed in one-fifth the time and at one-tenth the expense of a computer-laden ship. We could build fleets five times, ten times, as great as Deneb could if we could but eliminate the computer."
  • "And I see something even beyond this. It may be fantastic now, a mere dream, but in the future I see the manned missile!" There was an instant murmur from the audience. The general drove on. "At the present time, our chief bottleneck is the fact that missiles are limited in intelligence. The computer controlling them can only be so large, and for that reason they can meet the changing nature of antimissile defenses in an unsatisfactory way. Few missiles, if any, accomplish their goal, and missile warfare is coming to a dead end; for the enemy , fortunately as well as for ourselves.
  • "On the other hand, a missile with a man or two within, controlling flight by graphitics, would be lighter, more mobile, more intelligent. It would give us a lead that might well mean the margin of victory. Besides which, gentlemen, the exigencies of war compel us to remember one thing. A man is much more dispensable than a computer. Manned missiles could be launched in numbers and under circumstances that no good general would care to undertake as far as computer-directed missiles are concerned-"
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