essential learning tools that every 21st century learner should have.
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Under Eleven? - Flat Classrooms - 0 views
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Another group of teachers is forming to talk about flattening the classrooms w/ their students who are under age 11. This discussion is open to anyone who joins in. Feel free to join and discuss here. Grassroots movements to connect such as these are cropping up everywhere in many places, not just here. But this is a model example of how it is happening. These are "teacherpreneurs" in action!
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Education World ® Technology Center: Miguel Guhlin: The CTO Challenge: Buildi... - 0 views
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Miguel Guhlin
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Messaging Shakespeare | Classroom Examples | - 0 views
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Brown's class was discussing some of the whaling calculations in Moby Dick. When one student asked a question involving a complex computation, three students quickly pulled out their cell phones and did the math. Brown was surprised to learn that most cell phones have a built-in calculator. She was even more surprised at how literate her students were with the many functions included in their phones. She took a quick poll and found that all her students either had a cell phone or easy access to one. In fact, students became genuinely engaged in a class discussion about phone features. This got Brown thinking about how she might incorporate this technology into learning activities.
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Brown noticed that many students used text messaging to communicate, and considered how she might use cell phones in summarizing and analyzing text to help her students better understand Richard III. Effective summarizing is one of the most powerful skills students can cultivate. It provides students with tools for identifying the most important aspects of what they are learning, especially when teachers use a frame of reference (Marzano, Pickering, & Pollock, 2001). Summarizing helps students identify critical information. Research shows gains in reading comprehension when students learn how to incorporate isummary framesi (series of questions designed to highlight critical passages) as a tool for summarizing (Meyer & Freedle, 1984). When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information (Armbruster, Anderson, & Ostertag, 1987).
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To manage the learning project, Brown asked a tech-savvy colleague to help her build a simple weblog. Once it was set up, it took Brown and her students 10 minutes in the school's computer lab to learn how to post entries. The weblog was intentionally basic. The only entries were selected passages from text of Richard III and Brown's six narrative-framing questions. Her questions deliberately focused students' attention on key passages. If students could understand these passages well enough to summarize them, Brown knew that their comprehension of the play would increase.
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Text messaging is a real-world example of summarizing—to communicate information in a few words the user must identify key ideas. Brown saw that she could use a technique students had already mastered, within the context of literature study.
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Brown told students to use their phones or e-mail to send text messages to fellow group members of their responses to the first six questions of the narrative frame. Once this was completed, groups met to discuss the seventh question, regarding the resolution for each section of the text. Brown told them to post this group answer on the weblog.
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Conference 2.0 » necc2008 - 0 views
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NECC 2.0:" The Conference within a Conference. A "Fringe" Festival for NECC. Three days collaboratively created and scheduled by the participants, held in the open "lounge" areas.
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The NECC fringe festival is going to be fun! This is an example of collaborative meet ups and the new sort of "unconference" that is popping up around many of the innovative conferences.
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Let's all remember to tag everything (bookmarks, posts, photos, videos, etc.) with "necc2008".
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The NECC fringe festival is going to be fun! This is an example of collaborative meet ups and the new sort of "unconference" that is popping up around many of the innovative conferences.
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shared by Brendan Murphy on 21 Aug 08
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educationalwikis - Examples of educational wikis - 1 views
educationalwikis.wikispaces.com/Examples+of+educational+wikis
classroom projects wiki wikis education web2.0 teaching wikispaces all_teachers bestpractices
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Shift to the Future: Learning with a class set of ipod touches - 11 views
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I would like to provide good classroom examples to school principals in our District such as the two I mentioned earlier that are considering a 1:1 "project" with ipod touches. In particular, I'm interested in classroom activities, assessments, methods, etc. that use ipod touches to support student learning connected to curriculum (embedded). I am also interested in things teachers have tried that didn't work.
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AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views
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a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
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learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
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This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
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The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
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independently of the other (
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The learning object should, as far as possible, be free standing.
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YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
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We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
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n the Java language
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The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
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The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
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A key challenge for the project is to resolve the tensions in a creative and productive way.
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A compound object consists of two or more independent learning objects that are linked to create the compound.
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They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
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they should be able to reconfigure this to shape their own compound object.
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main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
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learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
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the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
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the syllabus navigation structure operates at a different layer of organisation for the learning object resources
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painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
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Technology Integration Matrix | Arizona K12 Center - 29 views
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Arizona's answer to Florida's outstanding tool of the same name. If you are interested in seeing what technology infused teaching looks like at a variety of integration and curricular levels, you will love this resource. Highly recommended.
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Arizona K12 Technology Integration matrix along with classroom videos mapped to certain parts of the matrix.
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Matrix of technology integration levels indexed with different skills. Includes example lesson plans, and provides a nice rubric like self assessment tool for where your teaching falls. Might be nice for PD leaders of small groups working with tech integration focus.
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shared by Vicki Davis on 27 May 11
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Free Technology for Teachers: A Technology Integration Matrix with Video Examples - 35 views
www.freetech4teachers.com/...y-integration-matrix-with.html
education technologyintegrator blogging bestpractices all_teachers
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Excellent write up on the uses of technology integration information from the Florida Center for Instructional Technology. This is an incredible example of how a good blogger (like Richard Byrne) can take what looks very complex and help his readers understand what they will get out of it. Of course, I could have written my own take, but since Richard does such a good job, why should I. Which brings us to another point about blogging - we give credit and don't "snarf" blogposts from others as many of the trolls out there are doing.
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shared by Nelly Cardinale on 13 Jun 09
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Linux Crontab: 15 Awesome Cron Job Examples - 0 views
www.thegeekstuff.com/...15-practical-crontab-examples
crontab linux Unix examples How_to geek technology all_teachers
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shared by Roland O'Daniel on 06 Oct 09
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copyrightconfusion - Reasoning - 9 views
copyrightconfusion.wikispaces.com/Reasoning
fair use copyrightconfusion copyright administration instruction
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How do I know if my use is a fair use? This tool has been developed to help teachers and students reason through the fair use process. You can see an example of how this tool is being used HERE
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Use the form online The data from this form feeds into a google spreadsheet so you can compare how individuals or groups reason the fair use of copyrighted material in a work. If you would like to use this form in your work you can click here. If you have a google account, you can sign in and copy into your google account.
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Here's a breakthrough tool to help all teachers better understand copyright and fair use.
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How do I know if my use is a fair use? This tool has been developed to help teachers and students reason through the fair use process. You can see an example of how this tool is being used HERE Use the form online. The data from this form feeds into a google spreadsheet so you can compare how individuals or groups reason the fair use of copyrighted material in a work. If you would like to use this form in your work you can click here. If you have a google account, you can sign in and copy into your google account.
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shared by Caroline Bucky-Beaver on 12 Nov 08
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Code of Best Practices in Fair Use for Media Literacy Education - 1 views
wwwdev.ncte.org/...fairusemedialiteracy
medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship
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Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
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guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
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code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
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Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
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Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
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Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
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In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
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Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
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Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
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Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
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The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired.
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where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
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fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
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In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
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Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
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If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
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Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
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Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
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This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
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MYTH: Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth: Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
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So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
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Jim Kwik shows how memory can be trained to make learning quick and efficient | Wizard ... - 4 views
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While I don't know anything about this "Kwik" method of learning, I do totally agree with one thing he says. IF we're going to require kids to remember, "there's no class called 'remembering.'" We teach kids what to learn but not how to learn. As I listen to this video and read Timothy Ferris' book "the 4 hour chef" I realize that we've not honed in on the art of learning as much as we need to. I'm not sure that memorizing numbers is hugely important but if we can apply this to learning other things, that would be great -- learning the 100 most used words in a new language, for example, how could we benefit if kids could quickly learn that in the first week to get started.
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PediatricVideos's channel - YouTube - 1 views
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This is an excellent example of a passion based or personal interest project. Riya is the daughter of a prominent pediatrician and wants to be one herself. She's been making videos since Fall of 2011 for her Pediatric Video channel on Youtube. Her CAT Scan machine video has received over 40,000 views. Wow!
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wireWAX - interactive video tool - 18 views
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Interesting new tool that lets you overlay and tag people, etc. in a video. There are interesting (and some scary) applications for this. This is one of those sites you'll want to play with. The neat thing is that you can add tags to objects as well. This could have some fascinating applications for flipping the classroom. "The tool is free to use, so everything you saw in the video example I sent would be possible when you sign in to wireWAX studio. The only limitation for a free user is the size of the overlay is limited to 200px by 200px, but apart from that we hope there is plenty of scope to do as much creative stuff as you like, from using the overlay boxes or the inbuilt widgets (Flickr, Instagram, Youtube, Facebok, Twitter etc).
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Psst Parents And YA Authors, This Post is For You - An Interview With a 10th Grade YA e... - 5 views
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Another one of my students has been writing and sharing on the Kindle Kids Corner. Here's an interview she did about trends in Young Adult fiction and I agree with so much of what she's written. This is another example of how authentic projects can transform a student. This happened to come out of one of my favorite kindle book sites - Kindle Nation Daily and an email conversation I had with the author Steven Windwalker (penname.)
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www.medtechfortots.com - Home - 4 views
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I love this project created by one of my students to help children be unafraid to go to the doctor. She has a youtube channel called Pediatric Videos with one video having more than 50,000 views (the one on CT scanning.) Her dad is a pediatrician and filmed everything while supervising her and helping her write the script. Her little brother was the patient. This is a fantastic example of a passion based project.
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The Best iOS Apps To Watch On Apple TV | TechCrunch - 6 views
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An excellent list of airplay enabled apps - although this was out a bit before the current Apple TV, I'm finding that these are some of the highest rated apps on the store with some very cool video capabilities. For example, the free ShowMe app combs your networks and serves up video that your friends are watching -- not to your ipad (although that is possible) but to your TV that is enabled with the Apple TV. I'm finding the Apple TV higher quality than my Roku box, although I'm keeping my Roku box because it has Amazon and my Apple TV does not. If you get an Apple TV, make sure you set up Remote and download some of these apps.
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shared by Vicki Davis on 22 Apr 13
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21st Century Learning. 21st Century Leadership. - Integrating Technology: My ... - 7 views
www.gallitzvi.com/...g-21st-century-leadership.html
education passion google20% geniushour news bestpractices
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I'm interviewing Gallit Zvi from British Columbia, Canada today on Every Classroom matters (should post in about a week) about genius hour and I was intrigued by this post on her blog about how her school "looks." While some of these points have inspired questions (they can cook for their family in lieu of copying spelling sentences, for example) others have me wishing we could do the same thing (entrepreneur fair where students have a sales idea, craft a business plan and make and sell products.) It is worth a peek inside this fascinating classroom and school which uses genius hour among other things.