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David Hilton

Unit 1 (AP World History) - 5 views

sites.google.com/...unit-1

ancient medieval modern courses classes lms's lms websites world history ap resources curriculum edu_trends techintegrator bestpractices highschool

shared by David Hilton on 19 Dec 09 - Cached
  • David Hilton on 19 Dec 09
     
    Interesting example of using a class LMS.
yc c

jQuery FAQ - 3 views

css-tricks.com/jQueryFAQ

jquery Q&A snippets

shared by yc c on 15 Dec 09 - Cached
Darren Kuropatwa

NASSP - Shifting Ground - 14 views

www.principals.org/...sec.asp

filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy

shared by Darren Kuropatwa on 06 Dec 09 - Cached
  • Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
    • Dave Truss
      Dave Truss on 06 Dec 09
       
      I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
    • Darren Kuropatwa
      Darren Kuropatwa on 07 Dec 09
       
      I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
  • The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
  • ...5 more annotations...
  • Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
  • The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
  • Once students have worked together, the question must become, What can they create?
  • But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
  • Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
  • Dave Truss on 06 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Darren Kuropatwa on 07 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
Adrienne Michetti

Comparing ICT use in education across countries | A World Bank Blog on ICT use in Educa... - 7 views

blogs.worldbank.org/...UIS-indicators

data technology development ICT Edtech techintegrator

shared by Adrienne Michetti on 26 Jan 10 - Cached
  • we still do not have reliable, globally comparable data in this area
  • basic answers to many basic questions about the use of technology in schools around the world remain largely unanswered
  • Recent World Bank technical assistance related to ICT use in education has highlighted the fact that internationally comparable data related to ICT use in education do not exist -- and that this absence is a problem
  • ...11 more annotations...
  • "It is a mistake to separate out technology infrastructure from pedagogical practices."
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      Yes, this is true, but very difficult to measure
  • will begun to be collected in late 2010 as part of the general statistical gathering that UIS coordinates with all countries in the world.
  • At first glance, it might appear to some that, generally speaking, the more hours of recommended hours per use of computers might correlate well with how 'advanced' a country is in its use of ICTs in schools.  In fact, the opposite is often the case. 
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      another reason why pedagogy can not be separated from the IT use. It's not enough to simply put a computer in front of a child.
  • In countries considered 'advanced' in ICT use, especially in 1-to-1 computing environments (like Uruguay, for example), laptops are (essentially) always available, but use is not officially prescribed/recommended for a specific period of time.
  • that less developed countries where ICT use in relatively new may well report that ICT use is recommended more than in more 'advanced' countries where ICTs are more mainstreamed in education.
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      American educators, are you reading this???
  • it highlights the fact that that simple conclusions drawn from such data can be quite dangerous. 
  • That said, the building of a universal  index related to ICT use in education is especially problemmatic, given the the number of assumptions and value judgements that would need to be made about the importance or weight of individual indicators -- and that cross-national data collection in this area is still in its infancy
  • the fast changing nature of technology requires regular adaptation and change.
  • As we do so, the fact that the UIS will be collecting basic data on where things stand today in all countries in the world will greatly contribute to our collective ability to track developments and changes in this increasingly vital and strategic area of investment for governments and societies around the world. 
    • Adrienne Michetti
      Adrienne Michetti on 26 Jan 10
       
      I'm thinking the data collectors should talk to Hans Rosling.. I bet he has some ideas about how to go about this properly!
  • Adrienne Michetti on 26 Jan 10
     
    Fascinating article about upcoming data to be collected on international ICT use in education. So many challenges.
Julie Shy

Sweet Search - 11 views

www.sweetsearch.com

search_engines

shared by Julie Shy on 26 Jan 10 - Cached
  • Mark Moran on 26 Jan 10
     
    SweetSearch (http://www.sweetsearch.com/), A Search Engine for Students, is a free custom search engine that searches only 35,000 Web sites that have been evaluated and approved by our team of Web research experts. It excludes unreliable sites that often rank high in other search engines and waste students' time. With only credible results to evaluate, students can focus their energy on determining which results are most relevant to their research. Here are but two examples where SweetSearch's results are far superior to those of Google or Bing: "Shakespeare" http://bit.ly/7Reg7p vs. http://bit.ly/6lUphg vs. http://bit.ly/6ycRcZ "War of 1812" http://bit.ly/87HMYn vs. http://bit.ly/57hoOO vs. http://bit.ly/5L7xiz It's not just that we exclude obvious spam sites; we also usually exclude marginal sites that read well and authoritatively, but lack academic or journalistic rigor, and thus are not citable. As importantly, many of the best academic resources on the Web, such as university or other .edu web sites, make little effort to optimize their search rankings and thus often don't appear till the 3rd or 4th page of Google results. Because SweetSearch searches a smaller, more qualified pool of sites, these academic sites often appear on the 1st page of SweetSearch results. And to most students, the 1st page is the only one that exists. To place a SweetSearch search box on your own Web site, copy the code for our widget onto your site: http://www.sweetsearch.com/widget.html
  • ...3 more comments...
  • Ken Stanton on 26 Jan 10
     
    this search engine is quite biased, at least in its "sponsored" results at the top of the page. It appears that a separate search engine is providing these, based on the note in the corner of the search that reads "More results from findingDulcinea".
  • Mark Moran on 26 Jan 10
     
    Ken, findingDulcinea is owned by the same company as SweetSearch. Most search engines put paid advertising links, which are never helpful to students, in the sponsored ads box. SweetSearch puts the most relevant content from findingDulcinea, and clearly labels it as such.
  • yc c on 26 Aug 10
     
       Every Web site in SweetSearch has been evaluated by our research experts. School Librarians, organized by subject and academic level, Biographies for profiles of 1,000+ significant people...
  • Clif Mims on 18 Jun 11
     
    "SweetSearch is a Search Engine for Students. It searches only the 35,000 Web sites that our staff of research experts and librarians and teachers have evaluated and approved."
  • Julie Shy on 06 Jun 12
     
        Every Web site in SweetSearch has been evaluated by our research experts.         SweetSearch Web Research Tutorial Teaches Web Research Skills to Educators and Students.  SweetSearch4Me is our search engine for emerging learners.      
Sandy Kendell

17 Interesting Ways to use Wallwisher in the Classroom - 41 views

docs.google.com/...view

wallwisher collaboration

shared by Sandy Kendell on 05 Feb 10 - Cached
  • Vicki Davis on 05 Feb 10
     
    Presentation covering 16 cool ways to use Wallwisher in the classroom.
  • Jeff Richardson on 09 Feb 10
     
    great ideas here w lots of examples 
Ed Webb

Office of Educational Technology (OET) - 2 views

www2.ed.gov/...index.html

education technology edtech DOE government Duncan

shared by Ed Webb on 12 Mar 10 - Cached
  • Secretary Arne Duncan invites comments on the draft National Educational Technology Plan.
  • This plan is a draft. "We are open to your comments," Secretary Duncan said. "Tell us about how technology has changed your school or classroom." Read the plan. Share your comments, videos and examples of how technology is changing and improving education.
Dave Truss

The Tell-All Generation Learns When Not To, at Least Online - NYTimes.com - 10 views

www.nytimes.com/...09privacy.html

facebook socialmedia socialnetworking socialresponsibility presentation parents

shared by Dave Truss on 10 May 10 - Cached
  • Younger teenagers were not included in these studies, and they may not have the same privacy concerns. But anecdotal evidence suggests that many of them have not had enough experience to understand the downside to oversharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      This is why we need to have social networking sites at school, so that we can help teach about safety/security/privacy!
  • But in many cases, young adults are teaching one another about privacy.
  • Ms. Liu is not just policing her own behavior, but her sister’s, too. Ms. Liu sent a text message to her 17-year-old sibling warning her to take down a photo of a guy sitting on her sister’s lap. Why? Her sister wants to audition for “Glee” and Ms. Liu didn’t want the show’s producers to see it. Besides, what if her sister became a celebrity? “It conjures up an image where if you became famous anyone could pull up a picture and send it to TMZ,” Ms. Liu said. Andrew Klemperer, a 20-year-old at Georgetown University, said it was a classmate who warned him about the implications of the recent Facebook change — through a status update on (where else?) Facebook. Now he is more diligent in monitoring privacy settings and apt to warn others, too.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Great examples of peers leading peers, but not the kind we usually read about when media describes social networking sites.
  • ...4 more annotations...
  • He has learned to live out loud mostly by trial and error and has come up with his own theory: concentric layers of sharing.
    • Dave Truss
      Dave Truss on 10 May 10
       
      Like my "Worlds Collide" post: http://pairadimes.davidtruss.com/google-buzz-and-george-costanza-worlds-collide/ but I still think there is too much of a perception that you can have 'private' or 'hidden' digital lives (which you can't) rather than thinking about it as being appropriate to your audience, and always "appropriate" and thoughtful about your image.
  • The conventional wisdom suggests that everyone under 30 is comfortable revealing every facet of their lives online, from their favorite pizza to most frequent sexual partners. But many members of the tell-all generation are rethinking what it means to live out loud.
  • more than half the young adults questioned had become more concerned about privacy than they were five years ago — mirroring the number of people their parent’s age or older with that worry. They are more diligent than older adults, however, in trying to protect themselves.
  • In a new study to be released this month, the Pew Internet Project has found that people in their 20s exert more control over their digital reputations than older adults, more vigorously deleting unwanted posts and limiting information about themselves.
Ted Sakshaug

VocabSushi: The better way to build your vocabulary | Contextual Examples From the Dail... - 21 views

www.vocabsushi.com

vocabulary English education Games vocab sat act ELA all_teachers literature language middleschool

shared by Ted Sakshaug on 29 Apr 10 - Cached
  • Ted Sakshaug on 29 Apr 10
     
    Build your vocabulary through never-ending games powered with real-world usage and tailored to your skill level.
Ben Rimes

A Call for Technology Leadership - 3 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 12 Jan 11 - No Cached
  • Once a leader in a smaller district knows where he or she wants to go, change can happen more quickly than in a mid- or large-size district.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      I wonder what would denote a small or mid-size district. Obviously the number of enrolled students, but there's some flexibility there.
  • Freeman, who uses a blog to communicate with students and parents, points out that her own active use of technology in the 4,200-student district has helped create a norm for others to follow.
    • Ben Rimes
      Ben Rimes on 12 Jan 11
       
      Lead by example, nice.
  • “The kind of learning we expect 21st-century teachers to achieve is the intersection of content pedagogy and technology,” Moran insists.
  • ...2 more annotations...
  • “You can no longer take on a professional development agenda without a technology component,” Kimball argues. “We know that professional learning communities are not effective without everything—from access to student data to the tools to analyze it.”
  • Freeman says. “We’re still trying to find ways to assess what we know we morally should. We know that students need to be competitive in a global environment.”
Ruth Howard

A Textbook Example of What's Wrong with Education | Edutopia - 0 views

www.edutopia.org/extbook-publishing-controversy

textbooks edutopia textbook education digital literacy hackedu

shared by Ruth Howard on 23 Apr 09 - Cached
  • Who writes these things?" people ask me. I have to tell them, without a hint of irony, "No one." It's symptomatic of the whole muddled mess that is the $4.3 billion textbook business. Textbooks are a core part of the curriculum, as crucial to the teacher as a blueprint is to a carpenter, so one might assume they are conceived, researched, written, and published as unique contributions to advancing knowledge. In fact, most of these books fall far short of their important role in the educational scheme of things. They are processed into existence using the pulp of what already exists, rising like swamp things from the compost of the past. The mulch is turned and tended by many layers of editors who scrub it of anything possibly objectionable before it is fed into a government-run "adoption" system that provides mediocre material to students of all ages.
  • There's no quick, simple fix for the blanding of American textbooks, but several steps are key to reform:
anonymous

Add Gadget to Your Webpage - 0 views

www.gmodules.com/...creator

gadget googleearth

shared by anonymous on 25 Aug 09 - Cached
  • anonymous on 25 Aug 09
     
    Embed this Google Earth player on your webpage. Point it to a kmz tour file. This is great! Check out this example: http://www.gearthblog.com/blog/archives/2009/07/best_google_earth_tour_to_date_apol.html
  • anonymous on 25 Aug 09
     
    Embed this Google Earth player on your webpage. Point it to a kmz tour file. This is great!
David Hilton

Constructivism - 0 views

carbon.cudenver.edu/...constructivism.html

constructivism education theory pedagogy teaching

shared by David Hilton on 25 Mar 09 - Cached
  • Heath Sawyer on 25 Mar 09
     
    Links, research and readings on constructivism
  • ...1 more comment...
  • David Hilton on 04 May 09
     
    Constructivist theories grew out of the work of a couple of Russians around the time of the Russian Revolution. It is radical subjectivism dressed up as science, and has no scientific credibility whatsoever. It is used by radical educators to push their barrow that nothing the teacher knows is worth the student learning and that all knowledge is innate. It's bullsh*t. Theories like this rot are part of the reason that the bottom has dropped out of Western education and we have a generation who can't write. This should be resisted by any educator with an interest in educational excellence.
  • Ken Stanton on 04 May 09
     
    David, back up your argument. If you think this is junk science, then be a real scientist and substantiate your claim. I'm a very objective thinker and will listen and gladly debate this with you, but having studied this and used it, I'm skeptical of your dissent. It is the only thing that has gotten me through our failed education system, not the reason the system has failed (unless your argument is that our system is failing due to lack of use of constructivist approaches).
  • David Hilton on 13 Jun 09
     
    Constructivism is a prime example of the dangers of deductive reasoning. Instead of starting with evidence from observed reality which the scientific method dictates (inductive reasoning) constructivism starts with theories and then makes the evidence fit the theory or else dismisses it and rationalises it away. It's the same type of thinking that has gotten all ideologues into trouble throughout history, whether it's the Spanish Inquisition, the Nazis, the hippies or the recent Wall Street bankers who drove our economy off a cliff. Any true system of thought must start with the real world as its beginning, or else it's just a bunch of people making stuff up and then defending it despite all evidence to the contrary until the weight of truth destroys them and usually the institutions they've taken over.
Fabian Aguilar

What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...what-do-school-tests-measure

nytimes all_teachers math science

shared by Fabian Aguilar on 12 Aug 09 - Cached
  • According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.
  • Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?
  • Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.
  • ...18 more annotations...
  • More serious questions arise about “teaching to the test.” If the test requires students to do something academically valuable — to demonstrate comprehension of high quality reading passages at an appropriate level of complexity and difficulty for the students’ grade, for example — then, of course, “teaching to the test” is appropriate.
  • Reading is the crucial subject in the curriculum, affecting all the others, as we know.
  • An almost exclusive focus on raising test scores usually leads to teaching to the test, denies rich academic content and fails to promote the pleasure in learning, and to motivate students to take responsibility for their own learning, behavior, discipline and perseverance to succeed in school and in life.
  • Test driven, or force-fed, learning can not enrich and promote the traits necessary for life success. Indeed, it is dangerous to focus on raising test scores without reducing school drop out, crime and dependency rates, or improving the quality of the workforce and community life.
  • Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
  • lein. Mayor Bloomberg claims that more than two-thirds of the city’s students are now proficient readers. But, according to federal education officials, only 25 percent cleared the proficient-achievement hurdle after taking the National Assessment of Education Progress, a more reliable and secure test in 2007.
  • The major lesson is that officials in all states — from New York to Mississippi — have succumbed to heavy political pressure to somehow show progress. They lower the proficiency bar, dumb down tests and distribute curricular guides to teachers filled with study questions that mirror state exams.
  • This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
  • Test score gains among New York City students are important because research finds that how well one performs on cognitive tests matters more to one’s life chances than ever before. Mastery of reading and math, in particular, are significant because they provide the gateway to higher learning and critical thinking.
  • First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
  • Second, whatever the test score results, children in high poverty schools like the Promise Academy are still cut off from networks of students, and students’ parents, who can ease access to employment.
  • Reliable and valid standardized tests can be one way to measure what some students have learned. Although they may be indicators of future academic success, they don’t “prepare” students for future success.
  • Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
  • Many teachers at high-performing, high-poverty schools have said they use student test scores as diagnostic tools to address student weaknesses and raise achievement.
  • The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
  • While it is imperative that even the least accomplished students have sufficient reading and calculating skills to become self-supporting, these are nonetheless the students with, overall, the fewest opportunities in the working world.
  • Regardless of how high or low we choose to set the proficiency bar, standardized test scores are the most objective and best way of measuring it.
  • The gap between proficiency and true comprehension would be especially wide in the case of the brightest students. These would be the ones least well-served by high-stakes testing.
David Hilton

Course: Mrs. Daniels' Enriched World History - 0 views

moodle.reyn.org/...view.php

moodle learning management systems blackboard lms resources teaching curriculum history courses lessons lesson plans

shared by David Hilton on 22 Sep 09 - Cached
  • David Hilton on 22 Sep 09
     
    A very good example of how Learning Management Systems such as Moodle can be used to enable teachers to create their own online 'textbooks'. How cool!
Dave Truss

Diigo in Writing Class « What Else? 1DR - 0 views

askwhatelse.wordpress.com/...diigo-in-writing-class

Diigo

shared by Dave Truss on 30 Jun 09 - Cached
  • Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs.
  • By gathering the information needed, the student is able to synthesize the ideas into his/her own connections
    • Dave Truss
      Dave Truss on 30 Jun 09
       
      Check out the link.
  • By saving the information to a Diigo group, students can connect with each other and share the important ideas for discussion or writing later:
  • ...2 more annotations...
  • In addition, after students write online (Google Docs, Wikis), the teacher can “Diigo” feedback. What was well done in the writing? What still needs improvement? This fifth grade student read the first annotation about the need to add examples.
  • Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding.  Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
  • Dave Truss on 30 Jun 09
     
    Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs. ...Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
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