At its best, Twitter is a place to share a resource, a link to a new blog post, or an insight, and even a place to have a little fun. It’s a place that could be about learning. At its very worst, Twitter is a self-indulgent exercise in self-promotion and pettiness.
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BlueBonkers - Free Activity Sheets - dot-to-dot sheets - 0 views
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Our Follow the Dot Sheets are categorized and feature various degrees of difficulty! Each Dot-to-Dot sheet is unique and can be colored after the design is complete. These Dot-to-Dot pages contain NUMBERS ONLY, they are all designed to help teach counting and drawing. In the future we plan add a series that includes A-B-C characters to aid in teaching the alphabet when these can be developed.
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Innovate: Rhizomatic Education: Community as Curriculum - 0 views
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The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
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Maggie, no it's not. Learning is a change in long-term memory. These unsubstantiated ideas have led to a disastrous watering-down of standards in Western education. Evidence, not theories, must be the basis of educational practice.
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ABCya! The Leader in Kids Educational Computer Games & Activities - 12 views
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ABCya! Kindergarten computer activities and games have large and easy-to-use navigation buttons as well as voice instructions. The first activity is an interactive tutorial demonstrating how to use navigation buttons. The following activities include: learn the alphabet, uppercase to lowercase letters, categorizing, mouse manipulation, drawing, counting numbers and much more. These activities are great to use in the computer lab!
Gary's Social Media Count - 4 views
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shared by Martin Burrett on 18 Feb 12
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ThinkCentral Maths Tools - 17 views
www-k6.thinkcentral.com/...launch.html
maths counting number line graphs fractions geometry measurement algebra probability
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This is a great set of flash maths resources for your whiteboard. Topics include an interactive number square, fraction bars and a set of algebra scales. http://ictmagic.wikispaces.com/Maths
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BaseTen - 8 views
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This is a useful maths site for teaching place value to young children with virtual hundreds, tens and ones blocks. http://ictmagic.wikispaces.com/Maths
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This is a wonderful site, like http://www.learningbox.com/Base10/CatchTen.html which we've used for a while in my lab. The problem we've encountered is that sometimes the counting goes off, especially with http://www.learningbox.com/Base10/BaseTen.html. Not sure if it's a Flash bug or what but you really get quizzical looks from the students at times. When it's working, it's fabulous!
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Whither censorship? « What Counts! - 0 views
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EXcellent reading on digital citizenship and why some parents want to block use at school.
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Very interesting ponderings from an elementary teacher in Saskatoon, Saskatchewan, Canada about the balance and issues that have caused some parents to want to block all "social" tools in school. I think she has very balanced ponderings on this and it is excellent reading.
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The Strength of Weak Ties » Tragedy of the Commons - 0 views
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Those people that have lived off twitter at the expense of their aggregator, have in my opinion, traded in full meals for snack food.
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We can decide what we want to read or what we do not want to read. We are big kids, right?
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Seriously, twitter is not OURS. If people want twitter to act and be used a certain way, it’s time to step up and create/find a service that allows this. For the record, I feel the same about blogging. Prescriptions for use bog us down and stifle creativity and innovation. But what do I know, I’m just a part-time teacher
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I really enjoy my Twitter relationships
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The difference is you do have twitter RELATIONSHIPS and that is key. These are easy to develop with manageble followings ...when there are thousands of people "following you" like in the case of jakes, richardson...they don't need to follow back all the folks...because they do a good job of engaging in the conversation. without having to develop "relationships" with thousands. It would be impossible and would leave them as Shareski said, only constantly snacking
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his post was about what I considered to be the abuse of Twitter by certain individuals, and the second grade playground mentality of who follows who, and who is in this group, who is in that group, etc. Because you know what, its there. It is, and its not pretty.
Counting the Origins of Failure | Education | Change.org - 5 views
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shared by Anne Bubnic on 12 Apr 10
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Digital Citizenship Topics & Resources --Master List - 13 views
www.diigo.com/...abubnic
ad4dcss digital citizenship social networking video cybersafety cyberbullying lesson plans teachable moments copyright
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For a wide range of topics/resources on Digital Citizenship, check out this Diigo List. All resources have been tagged and cataloged from the entries found in the Ad4dcss Diigo Group on Digital Citizenship. This just makes them easier to find when educators are preparing a workshop or focusing on a specific topic area.
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InformIT: The Business of Understanding > Ode to Ignorance - 1 views
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the most essential prerequisite to understanding is to be able to admit when you don't understand something
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binary choice: I could teach about what I already knew, or I could teach about what I would like to learn
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My expertise has always been my ignorance, my admission and acceptance of not knowing. My work comes from questions, not from answers.
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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."
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at this end of the spectrum, understanding gets increasingly personal until it is so intimate that it cannot truly be shared with others
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"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."
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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.
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education is so notoriously difficult: because one cannot count on one person's knowledge to transfer to another
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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.
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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.
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Wisdom is as personal as understanding gets—intimate, in fact—and it is a difficult level for many people to reach
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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.
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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
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shared by Steve Ransom on 04 Sep 11
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Technology in Schools Faces Questions on Value - NYTimes.com - 11 views
www.nytimes.com/...-faces-questions-on-value.html
technology schools change critique measurement effectiveness integration
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Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
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there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
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“We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
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$46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
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“Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
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Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
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creating an impetus to rethink education entirely
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“There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
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The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
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rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
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But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
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The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
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Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
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“Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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Progressive Education - 0 views
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As Jim Nehring at the University of Massachusetts at Lowell observed, “Progressive schools are the legacy of a long and proud tradition of thoughtful school practice stretching back for centuries” — including hands-on learning, multiage classrooms, and mentor-apprentice relationships — while what we generally refer to as traditional schooling “is largely the result of outdated policy changes that have calcified into conventions.”
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Progressive educators are concerned with helping children become not only good learners but also good people
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Learning isn’t something that happens to individual children — separate selves at separate desks. Children learn with and from one another in a caring community, and that’s true of moral as well as academic learning. Interdependence counts at least as much as independence
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Progressive schools are characterized by what I like to call a “working with” rather than a “doing to” model.
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A sense of community and responsibility for others isn’t confined to the classroom; indeed, students are helped to locate themselves in widening circles of care that extend beyond self, beyond friends, beyond their own ethnic group, and beyond their own coun
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“What’s the effect on students’ interest in learning, their desire to continue reading, thinking, and questioning?”
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Alfred North Whitehead declared long ago, “A merely well-informed man is the most useless bore on God’s earth.” Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions — rather than around lists of facts, skills, and separate disciplines
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students play a vital role in helping to design the curriculum, formulate the questions, seek out (and create) answers, think through possibilities, and evaluate how successful they — and their teachers — have been
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Each student is unique, so a single set of policies, expectations, or assignments would be as counterproductive as it was disrespectful.)
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what distinguishes progressive education is that students must construct their own understanding of ideas.
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A school that is culturally progressive is not necessarily educationally progressive. An institution can be steeped in lefty politics and multi-grain values; it can be committed to diversity, peace, and saving the planet — but remain strikingly traditional in its pedagogy
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A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better.
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Regardless of one’s values, in other words, this approach can be recommended purely on the basis of its effectiveness. And if your criteria are more ambitious — long-term retention of what’s been taught, the capacity to understand ideas and apply them to new kinds of problems, a desire to continue learning — the relative benefits of progressive education are even greater.[5]
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Students in elementary and middle school did better in science when their teaching was “centered on projects in which they took a high degree of initiative.
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For starters, they tell me, progressive education is not only less familiar but also much harder to do, and especially to do well. It asks a lot more of the students and at first can seem a burden to those who have figured out how to play the game in traditional classrooms — often succeeding by conventional standards without doing much real thinking. It’s also much more demanding of teachers, who have to know their subject matter inside and out if they want their students to “make sense of biology or literature” as opposed to “simply memoriz[ing] the frog’s anatomy or the sentence’s structure.”[12] But progressive teachers also have to know a lot about pedagogy because no amount of content knowledge (say, expertise in science or English) can tell you how to facilitate learning. The belief that anyone who knows enough math can teach it is a corollary of the belief that learning is a process of passive absorption —a view that cognitive science has decisively debunked.