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Steve J. Moore

InformIT: The Business of Understanding > Ode to Ignorance - 1 views

www.informit.com/...article.aspx

shared by Steve J. Moore on 10 Aug 11 - No Cached
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      This is what all of public education is struggling with right now. How do we legitimize the asking of questions and the pursuit of understanding rather than the bubbling in of "answers" we don't really get?
  • I'm a success when I do something that I myself can truly understand
  • the most essential prerequisite to understanding is to be able to admit when you don't understand something
  • ...29 more annotations...
  • Giving yourself permission not to know everything will make you relax
  • preconceptions
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      In technical writing, we must sort out all prior knowledge and place it before us and then step away from it so we can recreate it anew.
  • binary choice: I could teach about what I already knew, or I could teach about what I would like to learn
  • My expertise has always been my ignorance, my admission and acceptance of not knowing. My work comes from questions, not from answers.
  • The focus on bravado and competition in our society has helped breed into us the idea that it is impolitic, or at least impolite, to say, "I don't understand."
  • Understanding should be thought of as a continuum from data to wisdom
  • at this end of the spectrum, understanding gets increasingly personal until it is so intimate that it cannot truly be shared with others
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      So, is "technical writing" about creating information out of data (a set message) or structuring data so that others can interpret their own information from it (a personalizable message)?
  • "One of the best ways of communicating knowledge is through stories, because good stories are richly textured with details, allowing the narrative to convey a stable ground on which to build the experience."
  • Without context, information cannot exist, and the context in question must relate not only to the data's environment (where it came from, why it's being communicated, how it's arranged, etc.), but also from the context and intent of the person interpreting it.
  • rganization creates, or at least, shapes meaning
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      How do we tell "data" from "info" in our teaching practice? What does this paragraph tell you about assessing student learning and work?
  • Technology forms a near-disastrous distraction from real information and knowledge issues.
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      What is it about technology or tools that distract us from teaching kids how to learn skills in a "technical" setting?
  • complexity
  • education is so notoriously difficult: because one cannot count on one person's knowledge to transfer to another
  • This is what education should be about, but too often it is only focused on information—and worse, data—simply because those are the only forms that are easy to measure.
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      THIS.
  • Knowledge
  • experience design
  • discover processes for creating these experiences
  • Without the opportunity, willingness, or openness to interact on a personal level, much of the power of these experiences are not made available to us.
  • Wisdom is as personal as understanding gets—intimate, in fact—and it is a difficult level for many people to reach
  • sharing of wisdom is next to impossible.
  • What can only be shared is the experiences that form the building blocks for wisdom, but these need to be communicated with even more understanding of the personal contexts of our audience than with information or knowledge.
  • We cannot trick ourselves into becoming wise, and we cannot allow someone else to do it.
    • Steve J. Moore
      Steve J. Moore on 10 Aug 11
       
      What is one piece of wisdom you have learned about yourself in your own learning?
  • we need to expose people to the processes of introspection, pattern-matching, contemplation, retrospection, and interpretation so that they will have the beginnings of the tools to create wisdom
Vicki Davis

"Unprecedented Force for Change"-Dan Tapscott's Keynote - Horizon Project 2008 - 0 views

horizonproject2008.ning.com/...show

edu_trends education technology

shared by Vicki Davis on 15 Apr 08 - Cached
  • Dan Tapscott, Horizon Project 2008’s keynote speaker, gave me insight and inspiration for the project. His knowledgeable comments on the baby boom generation were incredible and it amazed me that he decided to make his entire living on the study of the digital generation, the generation that I am a part of.
  • I am a part of the generation that is an “unprecedented force for change,” and we are actively inducing and creating change that will be beneficial and relevant to the world today and tomorrow.
  • I agree that technology must be at the center of this change in order for it to be effective.
  • ...6 more annotations...
  • Enter technology; students can learn from each other by collaboration through technological advances such as wikis, blogs, You Tube, Facebook, and projects such as Flat Classroom and Horizon.
  • I really agree with both of what you two are saying, but my question remains, (in an attempt not to sound too cynical): how is this going to happen? I know that Dan Tapscott seeks to view change in the education system, but my question is, how is this going to happen?
  • with our advanced, technological world, we must not only acknowledge the new technologies emerging but we must gain knowledge on how to use them.
  • f school became an interactive place where both students and teachers put their two cents in: teachers teaching students, students teaching students, teachers sharing ideas and students executing these ideas-school would be great. If we all focus on change and ways to make interactive learning better we could reach so many people! Not only can we interact with each other but we can raise awareness and pose solutions on the many issues regarding education.
  • Teachers are no longer “transmitters of data,” but active participants in the student’s learning process.
  • but the real issue is, in so many places education is rigid and all about regurgitation of information. How do we look past that? Is it a mindset that we need to learn how to transgress, or is it a gradually changing aspect?
  • Vicki Davis on 15 Apr 08
     
    Students talking about trends on the Horizon report are amazing me!
Ben Rimes

A Call for Technology Leadership - 16 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 10 Jan 11 - No Cached
  • (1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Asking any leader to model effective strategies makes sense, but shouldn't the imperative of offering professional development in newer communications tools come first? Some district leader's I can see jupming into new tools and ways to communicate, but you can't expect all veteran leaders to adopt new tools without the development and support they'll need.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      I'm curious to know in how many districts does the Superintendent serve as the curriculum leader capable of making the sweeping changes to move a district towards project-based learning. I have an inkling that many superintendents find niches that make them valubale, whether it's focusing on assessment, community relations, curriculum, or something else.
  • The revised edition also includes a self-assessment for superintendents to evaluate how far their districts have come along the technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and the new document opens with a letter:
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Not surprising at all...
  • e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “The real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Love the pragmatism in this quote. Good acknowledgement that district superintendents are engufed in far too much at times, and thus tech-integration may not realistically happen. Good to know that the framework provided by CoSn also includes some directions for district tech teams.
Vicki Davis

Knight Time Technology 3 June 13, 2013 Keynote - 2 views

ktt3.weebly.com

education news speaking

shared by Vicki Davis on 13 Apr 13 - No Cached
  • Vicki Davis on 13 Apr 13
     
    Excited to be heading to Kendallville, Indiana this summer on June 13 to keynote the second day of the Knight-Time Technology Conference about how to influence change in the 21st century, how to flatten your classroom, how writing is being reinvented and how you can use it in your classroom and differentiating instruction with technology. It will be exciting. If you're interested, this it the link to find out more information.
Vicki Davis

Secondary: ICT: Post 16 ICT projects teaching resources - TES - 4 views

www.tes.co.uk/TaxonomySearchResults.aspx

education news technology ict

shared by Vicki Davis on 05 Jun 12 - No Cached
  • Vicki Davis on 05 Jun 12
     
    During the summer, I like to look at projects in technology courses to get ideas and make improvements. This list of ICT (information computing & technology) projects by teachers is one that I'm reviewing.
Vicki Davis

What Teachers Need to Know about SAMR Model ~ Educational Technology and Mobile Learning - 0 views

www.educatorstechnology.com/...s-need-to-know-about-samr.html

education news edtech

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    This very useful post is one you can share with educators about the SAMR model for technology integration into the classroom. This excellent blog post from Educators Technology is one that will inform you (with great videos embedded) and help you understand what it is intended to do. With teacher evaluation systems everywhere adapting this model, every teacher should read this post.
Thomas Ho

Immune to Reform by Marcus A. Winters - City Journal - 5 views

www.city-journal.org/...bc0610mw.html

edtech edreform

shared by Thomas Ho on 11 Jun 11 - No Cached
  • It is a factor outside of education that Moe believes is the real game-changer: the rapid expansion of information technology. Moe believes, as he and John Chubb argued recently in their 2009 book, Liberating Learning, that technology has the power to weaken the unions by fundamentally changing the way that schools operate. Schools are heavily dependent on human capital—that is, teachers. Technology is beginning to enter classrooms and perform some, though not all, of the tasks for which teachers have always been required. Interactive software can not only supplement, but eventually replace, a portion of teacher-based instruction. Over time, technology could make it so that schools require fewer teachers and thus fewer union members. Moe makes a bold prediction that someday soon, this is going to happen.
    • Thomas Ho
      Thomas Ho on 11 Jun 11
       
      Another reformer who believes in information technology as a means to education reform!
Claude Almansi

Bisharat! (EN) - 1 views

www.bisharat.net/introen.htm

Bisharat language technology development Africa

shared by Claude Almansi on 11 Oct 11 - No Cached
  • Claude Almansi on 11 Oct 11
     
    "Welcome to the website of Bisharat! A language, technology, and development initiative. Bisharat* is an evolving idea based on the importance of maternal languages in sustainable development and the enormous potential of new information and communication technologies (ICTs) to benefit efforts in the area of language and development. Anticipating the gradual introduction of computers and the internet to rural communities in Africa, the current focus of Bisharat is on research, advocacy, and networking relating to use of African languages in software and web content. This website is always in development... Your comments and suggestions are welcome. To contact Bisharat, e-mail to: bisharat @ bisharat . net"
Michael Stevenson

ITFORUM Paper 1 - 0 views

itech1.coe.uga.edu/...paper1.html

shared by Michael Stevenson on 21 Sep 08 - Cached
  • In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.
  • Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use.
  • ...6 more annotations...
  • Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
  • Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
  • Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
  • In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
  • Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
  • what to do with all of the instructional designers...
Adrienne Michetti

Universal Design in Education: Principles and Applications - 11 views

www.washington.edu/...ud_edu.html

design universaldesign architecture environment principles pedagogy bestpractices techintegrator curriculum

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • to make all aspects of the educational experience more inclusive
  • philosophical framework
  • include
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      I love that this is not just being restricted to technology, but is including spaces and texts.
  • ...39 more annotations...
  • Equitable use
  • Ronald Mace,
  • the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
  • diversity and inclusiveness
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This is very reminiscent of MYP.
  • seven principles for the universal design of products and environments
  • a design foundation for more accessible and usable products and environments
  • Flexibility in use
  • applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      ALL educators should be participating in UD.
  • Perceptible information
  • Tolerance for error
  • Low physical effort
  • Size and space for approach and use.
  • benefits all students
  • Simple and intuitive use
  • UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
  • Output and Displays.
  • Input and Controls.
  • Manipulations.
  • Documentation.
  • Safety.
  • it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
  • institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
  • UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
  • curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
  • Multiple means of representation
  • Multiple means of action and expression
  • Multiple means of engagement
  • the following first steps for curriculum developers and teachers:
  • Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
  • Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
  • Class Climate.
  • Interaction.
  • Physical Environments and Products.
  • Delivery Methods.
  • Information Resources and Technology.
  • Feedback
  • Assessment.
  • Accommodation.
  • When universal design is applied, everyone feels welcome,
Vicki Davis

Pest Control Information for School Kids and Teachers - PestWorldforKids.org - 0 views

www.pestworldforkids.org/index.html

education science

shared by Vicki Davis on 01 Oct 08 - Cached
  • Dean Mantz on 01 Oct 08
     
    This site provides resources and games explaining to elementary students what we consider to be "pests".
  • Vicki Davis on 05 Oct 09
     
    Just got this in my email. I could see some really fun, funny public service announcements -- cross curricular project for science and technology. This is what they sent me: "The contest challenges students in grades 4 through 8 to use their biology and entomology knowledge, as well as their creativity, to create educational public service announcements (PSAs) that discuss the health and property risks posed by household pests. The grand prize winning entry will receive $3,000 for their school's science department! We know that this award could mean a lot to one of the many schools in the country that are being forced to cut budgets and programs in this difficult economy. As a non-profit organization, NPMA is committed to science education, and never promotes specific products or services. I know that Cool Cat Teachers covers a wide range of topics, but we are hoping that the many science teachers who read your content would be interested in the contest for their schools. We would deeply appreciate your help in spreading the word about this fun and educational contest. The press release below has more information on the contest rules and details. Additional information, including sample PSAs and lesson plans for creating PSAs, are available at www.PestWorldForKids.org."
  • Vicki Davis on 05 Oct 09
     
    Science contest on this website for creating a PSA.
David Wetzel

How to Use Twitter to Stay Informed in Science and Math - 7 views

www.teachscienceandmath.com/...y-informed-in-science-and-math

science teach math and education technology web2.0 resources tips ideas

shared by David Wetzel on 29 Aug 10 - Cached
  • David Wetzel on 29 Aug 10
     
    The value of Twitter for helping you and your colleagues stay informed of the latest trends, ideas, resources, and Web 2.0 integration tools has increased tremendously in the past year. A Web 2.0 tool is available for exploiting the every growing information on Twitter to remove barriers and allow you to collaborate with other science and math teachers. This new online tool is paper.li - a source of daily Twitter newsletters in education.
Jackie Gerstein

Information Literacy Resources | November Learning - 29 views

novemberlearning.com/...information-literacy-resources

information_literacy technology

shared by Jackie Gerstein on 26 Nov 10 - Cached
  • Dave Truss on 26 Nov 10
     
    In a world of information overload, it is vital for students to not only find information but also determine its validity and appropriateness. Our information literacy material demystifies the process of finding and validating online information. These vital skills are needed as students prepare for our global economy.
Fred Delventhal

TRAILS: Tool for Real-time Assessment of Information Literacy Skills - 0 views

www.trails-9.org

assessment information_literacy informationliteracy literacy library tools information technology

shared by Fred Delventhal on 14 Dec 08 - Cached
  • Fred Delventhal on 14 Dec 08
     
    TRAILS is a knowledge assessment with multiple-choice questions targeting a variety of information literacy skills based on sixth and ninth grade standards. This Web-based system was developed to provide an easily accessible and flexible tool for library media specialists and teachers to identify strengths and weaknesses in the information-seeking skills of their students.
Dave Truss

The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views

www.edutopia.org/new-face-learning

future learningconversations pedagogy techintegrator technology web 2.0

shared by Dave Truss on 15 May 08 - Cached
  • I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
  • In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
  • I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
  • Dave Truss on 15 May 08
     
    I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
Dave Truss

ELT notes: IWBs and the Fallacy of Integration - 7 views

eltnotes.blogspot.com/...nd-fallacy-of-integration.html

learning technologyintegration leadership mycomments

shared by Dave Truss on 20 Apr 10 - Cached
  • motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
  • We need autonomous, self-motivated students in love with the process of how humanity has learnt.
  • There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
  • ...9 more annotations...
  • We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.
  • Tech is tech no matter what it does. It's innovative in its nature.
  • We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".
  • What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".
  • I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.
  • students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.
  • First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.
  • Ideally, we should envision a future where authorities engage teachers in conversations before buying.
  • Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.
  • Dave Truss on 20 Apr 10
     
    We need autonomous, self-motivated students in love with the process of how humanity has learnt.
Jason Finley

Articles | What Makes Them Click - 13 views

www.whatmakesthemclick.net/articles

brain-based technology integration bestpractices

shared by Jason Finley on 14 Nov 11 - Cached
  • Jason Finley on 14 Nov 11
     
    What if we applied the psychology of what makes technology attractive to students...to our face-2-face practices in the classroom? Using this idea, instead of using more technology in the classroom, why not design the traditional human / face-to-face classroom experience to be more like what makes technology so engrossing to modern students? Do these principles sound familiar... Deliver information in bite sized chunks, Create mental models, Use short stories to help process information, Learning happens and is remembered through repetition, People are motivated by Progress and Mastery, Sustained attention lasts 10 minutes, and the use of Progressive Disclosure. Progressive Disclosure an interaction design technique often used in human computer interaction to help maintain the focus of a user's attention by reducing clutter, confusion, and cognitive workload. This improves usability by presenting only the minimum data required for the task at hand. Here are 100 little articles that could have big implications in the classroom.
Dave Truss

Your Brain on Computers - Attached to Technology and Paying a Price - NYTimes.com - 9 views

www.nytimes.com/...07brain.html

multitasking attention

shared by Dave Truss on 07 Jun 10 - Cached
  • Dave Truss on 07 Jun 10
     
    While many people say multitasking makes them more productive, research shows otherwise. Heavy multitaskers actually have more trouble focusing and shutting out irrelevant information, scientists say, and they experience more stress. And scientists are discovering that even after the multitasking ends, fractured thinking and lack of focus persist. In other words, this is also your brain off computers. "The technology is rewiring our brains,"
Vicki Davis

Ancient Civilizations - 0 views

ancientcivilizations.co.uk/home_set.html

history literature technology

shared by Vicki Davis on 05 Apr 08 - Cached
  • Vicki Davis on 05 Apr 08
     
    This is a fascinating site to explore ancient civilizations while looking at: cities, religion, technology, trade, writing, or buildings.
  • Vicki Davis on 05 Apr 08
     
    This is a fascinating site to explore ancient civilizations while looking at: cities, religion, technology, trade, writing, or buildings. I could see many fascinating ways to use this tool, however, I keep wishing that having ways for students to add information and thoughts would begin to be a part of the focus of museums -- for indeed preserving how people think and reflect on things such as history is an amazing archival opportunity in itself!
Vicki Davis

We heard the President's ConnectED call-to-action, and here is our billion-dollar respo... - 1 views

blogs.technet.com/...f-u-s-students-nationwide.aspx

education news microsoft connected

shared by Vicki Davis on 04 Feb 14 - No Cached
  • Vicki Davis on 04 Feb 14
     
    Microsoft has announced an initiative as part of the ConnectED movement in the US. Here are the details: "Windows 8.1 Pro Operating System: One of the most powerful and flexible operating systems for education, it provides the ability for students and teachers to use education apps and Microsoft Office, search for information across their device and the web, and is optimized for touch, education apps, research, productivity and digital inking, critical keys to better learning outcomes. Office 365 Education Communication and Collaboration Tool: Email, sites, online and offline document editing and storage, IM, and web conferencing capabilities for all you students for free. Plus 5 copies of Office for free for more than 12 million students at qualified institutions. Partners in Learning Network Teacher Training and Resources: Partners in Learning provides educators with a network of nearly 1 million educators from 136 countries. It offers them a forum where they can share ideas, find free lesson plans to inspire classroom learning and develop professionally. Bing for Schools Ad-free search: An ad-free digital literacy platform aimed at helping students learn important digital skills based on access to a connected computing device, daily common-core aligned lesson plans, and a safe, private environment where search history will not be mined for data. Student training and resources: Microsoft IT Academy: For roughly 2,000 high-needs schools, Microsoft is providing academic institutions and their educators, students, and staff with digital curriculum and certification for fundamental technology skills. Affordable Broadband from EveryoneOn: A critical component to connected learning, Microsoft's non-profit partner EveryoneOn is offering home Internet service for as low $10 to the 36 million Americans living in low-income communities."
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