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2008 Edublog awards are open - nominate your favorites. I've had the honor of being nominated for these awards since I started blogging, but have never won a coveted "Eddie." This is one of the few awards I do think means something, although no one should blog motivated by receiving one. We blog because we believe in the nobility of what we do (teach tomorrow's future) and in sharing with others around the world of a like mind.

Estie Cuellar from Texas has a dream to take nine of her students to the conference. While many of us have raised our money from private donors, Estie is located at a school with many underserved children from families in poverty. I have pledged to do what I can to help her spread the word about her situation. She has scholarships for four of her students to pay their conference fees, however, all schools must raise money for their own airfare. This is a great cause and I hope that there are some people out there who believe in the vision of representing ALL of our society here in America at a conference which plans to turn conferences upside down -- working hard to give students a meaningful place alongside the educators who will be attending the leadership strand of the conference. Julie and I dream of writing a book to fund this conference in the future, but for now, we have to do it all the hard way ( a lot of pavement pounding and hard work.)

I don't really give details about the sites I'm listing here because they're all very similar - the music and sounds here are royalty-free and it's just an easy matter of searching and downloading them. Of course, credit should be given to the source when they're used in online projects. I've also tried avoiding sites that have obvious content not appropriate for classroom use, but something might have slipped by me. I also don't believe that any of the sites here require any software download or registration. Here are my choices for The Best Places To Get Royalty-Free Music & Sound Effects:

This is precisely why more of us should be implementing the "23 things" pd program with our teachers. Estie Cuellar from Houston Texas did an amazing job discussing her learning journey and did an amazing job blogging it as well. This is very impressive and displays the transformational nature of becoming immersed in these tools. I look forward to seeing what happens in her classroom! Again, I believe that embedded PD (professional development that is in pieces as part of our day) rather than binge PD is much more transformational! This is proof!

summary of Estie Cullear's learning from the 23 things project -- an excellent professional development method for EMBEDDING PD.

Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.

Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.

Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.

Student created wiki. Thomas Cooper is the teacher behind this project. He teachers at the Walker School in Marietta, GA. Many people believe that child labor and abuse is something of the past, but there could not be more of a false statement. Around the world children are being marginalized, and abused, and forced into labor. Children in Africa are being forced to join the military and kill children and adults alike. Other children are living on the streets because their parents' lives were taken by the AIDS virus. And due to India's class system, young children will live in poverty with no possible way of hope in the future. Children are even forced into prostitution and labor. Childhood deformities and disabilities cause affected children to live in isolation and cause pain and suffering for both them and their families. Be sure to check out the teacher resources in the table of contents.

Teens write a lot, but they do not think of their emails, instant and text messages as writing. This disconnect matters because teens believe good writing is an essential skill for success and that more writing instruction at school would help them.

I love this article which talks about the most common problems when people call customer service. I believe that as I teach my students I should help them become technically fluent to minimize these problems and maximize their potential in this increasingly technical world. The most common problems are: * Users don't know the terminology to describe the problem they have or to know what to look for. * Users haven't studied the problem long enough. * Users don't recognize details or signs which might aid in understanding the problem. * Users might not have easy access to the documentation, may not be qualified to understand it (because of language barriers or technical level), or they may simply not have the time or energy to use it. * Users might be unaware of the status of their computer/account/browser and/or they might be limited in their ability to obtain this information. * Users might have received incorrect or misleading information from someone else, or they might have made incorrect assumptions about the product. * Users may be familiar with one kind of product and lack the appropriate mental model for knowing how the product is supposed to work. * Users might have previous problems in the past and found it easier just to call technical support than to risk aggravating the problem when trying to fix it.

Information on how to help users become more proficient at being helped.

Teens write a lot, but they do not think of their emails, instant and text messages as writing. This disconnect matters because teens believe good writing is an essential skill for success and that more writing instruction at school would help them.

We believe in doing one thing, and doing it very, very well We find the best photo shiz anywhere

A recent "practice guide" from the federal National Center for >> Education Research >> distills what its panel of scholarly authors believe are seven of the >> best research-based instructional strategies teachers can use to >> improve student learning

I choose to sign this declaration because: I wish to take responsibility for upholding the goals of the Universal Declaration of Human Rights in my daily life and in my community. I will do my best to speak out to protect the freedom and rights of others in my community. I affirm the following principle: "Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status." I believe Every Human Has Rights.

Great post by Ben Grey on his participation in Constructing Modern knowledge - he hits several things including the fact that many at the conference said that computer programming should be mandatory for all students and a presenter who said that the problem with today is that too many people have a voice. My comments from Ben's blog are below. Great conversations happening here! Programming - OK, on the programming thing, here are my thoughts. In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL - what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do? We spend about a week - two weeks but I require they know how to handcode hyperlinks and images - they are just too important. But to take 12 weeks or 6 weeks to learn a whole language - yes maybe some value - but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either "I never want to do that" or "this is really cool, I love coding." They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don't have a full course nor time in our curriculum, I do see this as an essential part of what I teach. I'm not teaching it for the language sake but for the sake of understanding the whole body of how languages work - we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience. To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I

Geolocation overview from Marshall Kirkpatrick at the Read Write Web. Marshall says: "The era of location-as-platform for software development is just beginning. No longer of interest only to uber-geeks, everyday people are now reporting their physical locations online, often through their phones. Geolocation services are hot and ever more prominent ones (like Facebook) are believed to be right around the corner. This is a very exciting development for lovers of innovation. Today we asked some of our favorite web-heads why they are excited about geolocation and below you'll find their answers. We hope you'll share with us what you too, dear readers, think of this hot new trend online."

"Advocates for Youth champions efforts to help young people make informed and responsible decisions about their reproductive and sexual health. Advocates believes it can best serve the field by boldly advocating for a more positive and realistic approach to adolescent sexual health. "

*Need a free NYT account. For much of the last century, educators and many scientists believed that children could not learn math at all before the age of five, that their brains simply were not ready. But recent research has turned that assumption on its head - that, and a host of other conventional wisdom about geometry, reading, language and self-control in class.

we all should now be cognizant of the critical importance of innovation across all spectrums of our society -- this includes teaching and learning. We need change agents, we need out-of-the-box thinkers, we need creative minds. We need to foster a generation of risk takers and I believe we, as educators, need to be weaving risk-taking into our pedagogy to model it to our students. Risk-taking is teaching creativity.

We believe that a child who graduates from high school without an understanding of culture, the arts, history, literature, civics, and language has in fact been left behind. So to improve education in America, we're promoting programs, policies, and initiatives at the local, state, and federal levels that provide students with challenging, rigorous instruction in the full range of liberal arts and sciences.

Very heartening to see a growing movement advocating a knowledge-rich, intellectually rigorous curriculum for schools. They've got the funds to hire good photographers and models with nice skin, too.