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Vicki Davis

NFTE | The Teacher's Entrepreneurship Center - 3 views

www.nfteconnect.org

Education teaching entrepreneurship

shared by Vicki Davis on 03 Jan 12 - No Cached
  • Vicki Davis on 03 Jan 12
     
    new, free website from Pearson Foundation to support the free entrepreneurship education program from the US. "Connect is your online resource for entrepreneurship education, a fast-growing approach that helps young people place their educational goals in the context of real-world success. Entrepreneurship education helps students learn by exploring the principles of business development and creating functioning, profitable enterprises.
Ed Webb

The threat to our universities | Books | The Guardian - 0 views

www.guardian.co.uk/...threat-to-our-univerisities

universities university academia opinion analysis education

shared by Ed Webb on 27 Feb 12 - No Cached
  • It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
  • Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
  • Mass education, vocational training and big science are among the dominant realities, and are here to stay.
  • ...7 more annotations...
  • it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.
  • talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.
  • the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. And I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.
  • If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.
  • University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.
  • I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.
  • Individual lecturers may be great but the system is against the few whose primary interest is education and students.
Vicki Davis

Teaching our children to code: a quiet revolution - Telegraph - 7 views

www.telegraph.co.uk/...o-code-a-quiet-revolution.html

education news computer science

shared by Vicki Davis on 02 Dec 13 - No Cached
  • Vicki Davis on 02 Dec 13
     
    Yes, every school in the UK is going to teach programming next year. Pushing schools into the 21st century needs to happen and yet the US is tolerating that 90% of schools here teach NO computer science.
Vicki Davis

2nd MOOC for English Language Teaching on WizIQ; Celebrity... -- RALEIGH, North Carolin... - 1 views

www.prnewswire.co.uk/...achers-featured-229581631.html

education news mooc

shared by Vicki Davis on 30 Oct 13 - No Cached
  • Vicki Davis on 30 Oct 13
     
    Another MOOC for English Language teaching. "After its enormously successful first massive open online course (MOOC) for English language teaching (ELT) entitled ELT Techniques: Vocabulary, WizIQ has announced that it will host the second in the series, ELT Techniques: Listening and Pronunciation. Created and overseen by Jason R Levine (also known as Fluency MC), the MOOC will begin on November 18, 2013 and feature numerous leaders and innovators in the field, including Sean Banville, Jennifer Lebedev, Paul Maglione, Chuck Sandy, Rachel Smith and Shelley Terell."
anonymous

Horizon Report 2010 K-12 Edition - 8 views

www.nmc.org/...2010-Horizon-Report-K12.pdf

horizonproject horizonreport horizonreport2010 pdf document

shared by anonymous on 14 Apr 10 - No Cached
  • anonymous on 14 Apr 10
     
    The Horizon Report series is the most visible outcome of the New Media Consortium's Horizon Project, an ongoing research effort established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe. This volume, the 2010 Horizon Report: K-12 Edition, examines emerging technologies for their potential impact on and use in teaching, learning, and creative expression within the environment of pre-college education.
Dennis OConnor

The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy - 6 views

www.hackeducation.com/...s-are-questioning-khan-academy

Khan Academy pedagogy elearning flipped classroom

shared by Dennis OConnor on 28 Mar 12 - No Cached
  • While "technology will replace teachers" seems like a silly argument to make, one need only look at the state of most school budgets and know that something's got to give. And lately, that something looks like teachers' jobs, particularly to those on the receiving end of pink slips. Granted, we haven't implemented a robot army of teachers to replace those expensive human salaries yet (South Korea is working on the robot teacher technology. I'll keep you posted.). But we are laying off teachers in mass numbers. Teachers know their jobs are on the line, something that's incredibly demoralizing for a profession already struggles mightily to retain qualified people.
  • it's hard not to see that wealth as having political not just economic impact. Indeed, the same week that Bill Gates spoke to the Council of Chief State School Officers about ending pay increases for graduate degrees in teaching, Secretary of Education Arne Duncan issued almost the very same statement. What does all of this have to do with Sal Khan? Well, nothing... and everything.
  • One of education historian Diane Ravitch's oft-uttered complaints is that we now have a bunch of billionaires like Gates dictating education policy and education reform, without ever having been classroom teachers themselves (or without having attended public school). But the skepticism about Khan Academy isn't just a matter of wealth or credentials of Khan or his backers. It's a matter of pedagogy.
  • ...2 more annotations...
  • No doubt, Khan has done something incredible by creating thousands of videos, distributing them online for free, and now designing an analytics dashboard for people to monitor and guide students' movements through the Khan Academy material. And no doubt, lots of people say they've learned a lot by watching the videos. The ability pause, rewind, and replay is often cited as the difference between "getting" the subject matter through classroom instruction and "getting it" via Khan Academy's lecture-demonstrations.
  • Although there's a tech component here that makes this appear innovative, that's really a matter of form, not content, that's new. There's actually very little in the videos that distinguishes Khan from "traditional" teaching. A teacher talks. Students listen. And that's "learning." Repeat over and over again (Pause, rewind, replay in this case). And that's "drilling."
Victor Hugo Rojas B.

GTZ. Peru: Reforming financial policy in the education sector - 0 views

www.gtz.de/23177.htm

shared by Victor Hugo Rojas B. on 02 Sep 09 - No Cached
  • Victor Hugo Rojas B. on 02 Sep 09
     
    Money alone is not enough to improve a country's education system. But without adequate funding for school buildings, technical equipment, teaching materials and teacher training, education reform is doomed to failure from the very outset. The Peruvian Government is well aware of this: for its planned reform of the education system, it has put a new distribution key for budgetary funds at the top of the agenda.
Martin Burrett

The state of Religious Education needs to be improved - 2 views

ukedchat.com/...re-improved-uk

RE religion

shared by Martin Burrett on 22 Sep 17 - No Cached
  • Martin Burrett on 22 Sep 17
     
    "A new report by the National Association of Teachers of RE (NATRE) and Religious Education Council for England and Wales, based on Freedom of Information Data gathered by the Department for Education in 2015, has found that more than a quarter of secondary schools in the UK are not teaching their pupils any religious education (RE)."
Claude Almansi

Network theories for technology-enabled learning and social change: Connectivism and ac... - 1 views

usir.salford.ac.uk/9270

connectivism learning Salford Bell Aalborg Denmark UK

shared by Claude Almansi on 29 Sep 11 - Cached
  • Claude Almansi on 29 Sep 11
     
    "Bell, F 2010, Network theories for technology-enabled learning and social change: Connectivism and actor network theory , in: Networked Learning Conference 2010: Seventh International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark. PDF - Published Version Download (236Kb) http://usir.salford.ac.uk/9270/1/Bell.pdf Official URL: http://www.networkedlearningconference.org.uk/ Abstract Learning never was confined to classrooms. We all learn in, out of, before, during and after episodes of formal education. The changing sociotechnical context offers a promise of new opportunities, and the sense that somehow things may be different. Use of the Internet and other emerging technologies is spreading in frequency, time and space. People and organizations wish to use technology to support learning seek theories to frame their understanding and their innovations. In this article we explore Connectivism, that is positioned as a theory for the digital age, in use on a Massive Open Online Course (MOOC), Connectivism and Connective Knowledge, in 2008. We then compare Connectivism with another network theory, Actor Network Theory, to explore possible synergies. We found that Connectivism enables educators and learners to legitimise their use of technology to support teaching and learning. Connectivism, a relatively new theory, can benefit from a richer empirical base as it develops. Since the scope of educational change can vary from a specific learning setting through organisational and societal settings, we can develop theories through empirical exploration of cases across the range of settings to support our understanding and actions."
Vicki Davis

Mrs. Pickrell's Technology Adventure | I'm going on a technology adventure! Let's get g... - 6 views

tpickrell.wordpress.com

education news tlap innovation best practices creativity

shared by Vicki Davis on 20 Feb 14 - No Cached
  • Vicki Davis on 20 Feb 14
     
    "While I did enjoy David Burgess' Teach Like a Pirate, and the hangout that she shared with us, I'll admit… it made me kind of sad.  Not because of the content itself!  But because of the hard memories it brought up.  I used to teach creatively and encourage innovation in my classroom like that.  When I graduated college, I was chock full of ideas and adored hands-on learning.  But my communication skills was parents was very weak and my administrator was a frustrated man who decided his best way of control was micromanaging.  It's a bit of a long story, but the end result is I was knocked down to stop being creative; to just follow the curriculum and to push worksheets. " Wow. As I read this teacher from Dr. Lee Graham's class (they are in gamifi-ed with my students) I'm so touched by how the teacher helps us feel what is happening to TOO MANY TEACHERS. Too many teachers are being pushed down to teach the wrong way. Worksheet wonders and we wonder why no one loves to learn. This is sad and must change. I hope you'll comment.
Vicki Davis

ELT Techniques: LISTENING and PRONUNCIATION: Online Course - 4 views

www.wiziq.com/...es-listening-and-pronunciation

education news ell elt

shared by Vicki Davis on 30 Oct 13 - No Cached
  • Vicki Davis on 30 Oct 13
     
    Here's the page where you sign up for the MOOC. There are already 83 enrolled in the class. "ELT-T consists of virtual classes, collaborative work by participants, and social engagement around content. It is designed for anyone teaching children or adults, in large or small groups, and in public or private schools. It is also appropriate for teachers-in-training. Whether you are working part-time, full-time, or not at all, you'll find that ELT-T easily suits your schedule. You do NOT need to have special knowledge of technology to participate in this course. ELT-T is overseen by Jason R Levine (Fluency MC) with the help of Sylvia Guinan, Dr. Nellie Deutsch, and a team of passionate English teacher facilitators from around the world.   Course Presenters: Jack Askew of Teaching ESL Online Drew Badger of EnglishAnyone Sean Banville of Breaking News English Kip Boahn of Virtlantis Dr. Christel Broady of Georgetown College Mau Buchler of Tripppin Dr. Nellie Deutsch of IT4ALL and WizIQ Adir Ferreira of Transparent Language Charles Goodger of English FunSongs Sylvia Guinan of ESLbrain and WizIQ Tony Gurr of Momentum Learning Solutions Vicki Hollett of Simple English Videos Jennifer Lebedev of English with Jennifer Jason R. Levine of ColloLearn and WizIQ Paul Maglione of English Attack! Stephen Mayeux of ESLhiphop Justin Murray of Real Life English Carissa Peck of mELTing Activities Chuck Sandy of iTDi Rachel Smith of Rachel's English Shelly Sanchez Terrell of The 30 Goals Challenge for Educators Teresa Hecht Valais of University of Dayton Center for Intl. Programs Andrew Weiler of Strategies in Language Learning Jason West of English Out There"
Vicki Davis

Secret Teacher: low morale and high pressure leaves no time for inspiration | Teacher N... - 0 views

www.theguardian.com/...acher-low-morale-high-pressure

education news edreform UK all_teachers

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    These heartbreaking words from a teacher in the UK. As the world tries to improve education by the numbers, the world has forgotten kids aren't numbers. They are precious, individual and unique and deserve education systems that celebrate and encourage that. OK, teachers, it is time to man the media - you are the media now! Are you fed up yet? It might not be you right now, but if you don't speak, it will be, wherever you teach, such stories impact us all and the profession we care for so much. "As a teacher, I vowed that I would work hard to nurture my students, to make each and every student feel valued and for them to know that they have a voice, and a place in the world. However the last two years have made me feel like that insecure 14-year-old again: I have lost my confidence because of the overly-rigid current education system. We are constantly being told we are not good enough and that we are not doing enough: enough intervention, enough rigorous marking, enough sustained and rapid progress. What excited me the most about becoming a teacher was discovering the hidden talents and sparks of genius in my students. However, it breaks my heart to say this, but I feel that I no longer have time, nor am I encouraged to make these discoveries. We are so caught up with data and so many progress checks that we don't give our students the time to shine. I wonder what would happen if the greats of the world like Einstein, Gaudi, Picasso and Martin Luther King were to attend school in 2013, would they be able to cultivate their talents and thrive?"
Caroline Bucky-Beaver

Footprints in the Digital Age - 0 views

www.ascd.org/...JnWmcWLY1mVcyLJ7JtJ!-633203459

PLN students engagement socialnetworking digitalcitizenship

shared by Caroline Bucky-Beaver on 31 Oct 08 - No Cached
  • It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.
  • A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics.
  • By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008).
  • ...7 more annotations...
  • This may be the first large technological shift in history that's being driven by children.
  • The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
  • Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
  • Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.
  • These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
  • More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.
  • Get Started! Here are five ideas that will help you begin building your own personal learning network. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same. Start a Facebook page. Educators need to understand the potential of social networking for themselves. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.
  • Caroline Bucky-Beaver on 31 Oct 08
     
    Very interesting article regarding our need as educators to teach students how to build their own PLNs. Teachers need to lead by example. He gives quick tips in the end on how to establish a PLN.
Vicki Davis

Blogger: Cool Cat Teacher Blog - Post a Comment - 0 views

www.blogger.com/comment.g

shared by Vicki Davis on 12 Apr 08 - No Cached
  • I don't feel that any of the names mentioned act or feel like they are better than me and have even included me on many conversations
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This blogger is a good example of someone who has jumped in with all 10 fingers and gotten to know a lot of neat people. As a relative newcomer, loonyhiker knows a lot of people. Newcomers just need to "jump in!"
  • I do love when you say, "if one person reads our blog and get something out of it.. it is important." I try to keep that in mind all the time. Numbers don't matter..people do.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Remembering each reader as an invidual is a vital thing about blogging.
  • Lisa Parisi
  • ...66 more annotations...
  • As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I love Charlie's perspective on this.
  • Charlie A. Roy said.
  • I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.
  • Tennessee
  • Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I find tennessee's comment interesting. What is the "burning" question? Do we matter? Is anyone else really out there? Is Internet realilty -- REAL reality. We are grappling with this and just now realizing that there is an emotional thing going on with it all!
  • Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      He has an important point -- if you're only reading the uber-popular bloggers -- you're missing the point of the blogosphere. I make it a point to find some newcomers. To me, it is like a game, I want to find new people doing great things and encourage them like so many greats like David Warlick, Darren Kuropatwa, Ewan McIntosh, and more did for me when I started.
  • agree that developing a readership takes time.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Many educators don't know the number of readers they have b/c they don't use the right tools -- I recommend consolidating to ONE feedburner feed. It just makes sense.
  • Carolyn Foote
  • Scott McLeod
  • Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one
  • I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      It could be encouraging for some -- for me it made me feel like I had another thing to count! Although, I see Scott's point -- his article wasn't written for me!
  • tom said...
  • Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Tom is right -- we all feel this way! I think the feeling of looking in on the blogosphere is one of feeling "out" looking in -- for all of us!
  • But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.
  • I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.
  • Christopher D. Sessums
  • For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.
  • MIke Sansone
  • I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)
  • Sometimes we don't see the comments -- because the talk happens offline.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This is a very important point and one to remember -- the "quiet" audience online may be a very vocal audience offline.
  • Britt
  • I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      This is why having a statcounter or clustrmap is SO very important -- it helps you understand traffic and audience!
  • atruger
  • I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      But you should share ANYWAY! -- we're not people breaking news -- we're talking about what we USE. So, talk and share!
  • I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      These comments mean so much to me!
  • Bego said...
  • the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I was always picked last there -- whew this analogy hits me close to home. I was always picked last b/c I was the worst. Even the worst kickball player needs to feel encouraged and not destroyed for getting up and kicking the ball. Even the "worst" blogger - if there is such a thing -- needs to feel encouraged sometimes too just for blogging.
  • In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.
  • How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Remember this -- I've been blogging just over 2 years. Strange things can happen -- consistent creation of meaningful content is important.
  • I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I did the Web 2.0 workshop for atomic learning and many have found my blog -- actually I had to use a source that I had permission to use!!! ;-)
  • jeanette tranberg
  • 2005 - you were the only ones out there to follow
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      lol -- I started blogging in December of 2005 and had about 7 followers until mid 2006 -- but there are many who think I've been around forever!
  • Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in
  • Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.
  • So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)
  • Paul Hamilton
  • For most of us, blogging is very much a personal venture.
  • I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation
  • At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.
  • Jim Dornberg said.
  • I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.
  • I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Many people feel this way -- just happy to be a part of the occasional conversation.
  • Alfred Thompson
  • When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Knowing your audience is very important.
  • There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Alfred thompson is right on the money!
  • Jason Bengs
  • I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.
  • prof v said
  • I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before
  • would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      If you go to my blog and search for feedburner -- that is what I use -- I've written several posts on that. I'll have to update the original 10 habits. perhaps I'll do that soon!
  • I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I don't know -- I've seen some newcomers like Darren Draper jump into the blogosphere pretty quickly -- it is about getting involved in the conversation, which is easier now with twitter and webcasts at edtechtalk. Good conversationalists rise to the top.
  • Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      I always let my readers defend me. I'm not perfect, none of us. We also don't have unlimited time... so I have to do the best I can.
  • Dean Shareski
  • Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      Dean has got it right here.
  • We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.
  • Anonymous said.
  • I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      A 4 day old newcomer to the edublogosphere comments.. what an amazing linkage of conversation! Wow! Older, newer, very new. Wow!
  • Mrs. V.
  • thanks for coaxing me out of my blogger drought!
    • Vicki Davis
      Vicki Davis on 12 Apr 08
       
      She wrote a great post!
  • Vicki A. Davis
  • I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.
  • All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.
  • And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously
  • @tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!
  • @scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.
  • @christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.
Shari Sheppard

Teching to the Test? - 3 views

www.hertzfurniture.com/...toilets-shuttle

testing standardized educators Obama

shared by Shari Sheppard on 13 Sep 12 - No Cached
  • Shari Sheppard on 13 Sep 12
     
    Toilets on the Shuttle! Should we be "teaching to the test"? U.S. Secretary of Education Arne Duncan says that "no teacher should have to teach to the test." Then why is Obama spending $360 million to developing new assessments to go along with standards adopted by almost all states? Read more: http://www.hertzfurniture.com/school-matters/toilets-shuttle
Vicki Davis

Mobile Study: Tablets Make a Difference in Teaching and Learning -- THE Journal - 1 views

thejournal.com/...-in-Teaching-and-Learning.aspx

education news mlearning mobile devices bestpractices research

shared by Vicki Davis on 01 Dec 13 - No Cached
  • Vicki Davis on 01 Dec 13
     
    Two studies were released in an attempt to "quantify the benefits of mobile technology in education and the infrastructure needed..." In these students students had tablets and Internet access at home and at school. Of course, I'm not sure that it is tablet computers that give benefits, Internet access, cloud computing, or a combination, but I'm sure these studies will be touted by many far and wide. Of course, remember if they had strapped the tablets to the kid''s back and hadn't used them - they would have had lower scores. All improvement is all in how technology is being USED to teach. "The studies put Android tablets in the hands of students and their teachers in two schools - eighth-graders at Stone Middle School in Fairfax County Public Schools and fifth-graders at Falconer Elementary School in Chicago Public Schools - and provided wireless access to the students both in school and away from school. (The devices were HTC Evo tablets.) Researchers then followed the students' activities over the course of a year, with the aim of evaluating "how access to these devices for communication with teachers and classmates increases comfort with technology, extends the learning day, and allows students to develop digital citizenship skills within a safe and secure learning environment.""
Vicki Davis

This morning I came here before I went to twitter. This seems to be the place to be rig... - 1 views

message.diigo.com/...24360

@education_trends collectiveintelligence collectiveknowledge connectingpeople diigo education hz08 hzmeta twitter virtualcollab

shared by Vicki Davis on 29 Mar 08 - Cached
  • Lisa Parisi This morning I came here before I went to twitter. This seems to be the place to be right now. Still not sure of all the groupings, taggings, etc. Reading what everyone writes and hoping to get it soon
  • Will play on Sunday with Karen McMillan and Alice Barr. Anyone else want to join? Anyone want to teach?
  • Ryan Bretag I'll join in the fun if you'll have me. Let me know time when you know.
  • ...24 more annotations...
  • I was going to present 20 minutes on Del.icio.us, but I may show Diigo instead - or both - or 20 minutes is not enough....
  • This new version "appears" to have fixed that issue, plus I've been impressed with the new features.
  • Caroline Obannon I'm second guessing teaching only del.icio.us myself, too.
  • Liz Davis I'm wondering if Diigo is too much for the newbie. Delicious is so simple and obviously useful. I'm afraid Diigo would scare some people away. I'm still inclined to start with delicious and save Diigo for my more advanced users (of which I have very few).
  • Maybe overwhelming would describe my feelings.
  • However, I can defely think of quite a few people who would balk at it, too and favor the simplicity of Del.icio.us.
  • but most likely wouldn't participate in the social/sharing aspects they offer.
  • The nice thing about the Diigo toolbar is that you can select which buttons to see, so for those who might find the extra choices of tools overwhelming, it can at least be customized.
  • I'm feeling a Diigo obsession building. As soon as Explorer comes up I check to see if there are any messages in Diigo. How nice of them to put that number right on my toolbar!
  • I created my very first List last night,
  • Kristin Hokanson Liz I think it may be too much ially for the newbie and I will continue to send to delicious.
  • There is one feature that I REALLY like and that is that you can EMAIL something you are tagging so for folks who LIKE to get those sites emailed, you can still meet their needs without an extra step yourself
  • I second that. I like Diigo, but del.icio.us simplicity is so inviting.
  • The value of Diigo is that it brings a number of tools together allowing for multiple entry points. The old training model is show them a tool from start to finish that goes over every single detail. With Diigo, why show everything to those new to all this? It is rather easy to click into your bookmarks. From there, teachers have a space they can grow. It also provides a wonderful opportunity to differentiate with your teachers -- the whole multiple points of entry.
  • still I will have fun, exploring it and making effective use of it.
  • it is the ease of integration with blogging and twitter -- I annotated a page yesterday and pulled it directly into my blog. I can twitter bookmark that is important quickly -- AND I can use the tagging standards for the horizon project without having to remember the darn tags -- tag dictionaries are the most useful things to have been invented in a LONG time -- we need to set them up within one of our educational groups!
  • I don' t think I would not teach delicious. But perhaps starting with delicious and saving Diigo for later is a good idea.
  • I do find this site to be much more powerful and useful than delicious. I never really used delicious to its full potential. The fact that I am here just chatting with folks makes me want to stay and contribute to the collective knowledge.
  • We are conversing about the usefulness of diigo and I thought you might like to be included.
  • Maggie Tsai has invited Wade Ren to this conversation
  • Are you guys planning a Sunday get-together? If so, please advise the time - I'd love to join you and help answering any question.
  • Howdy! Wow, what can I say? Diigo is a lot more than delicious. If CoolCat Vicki hadn't written about Diigo again, I probably would have stuck with Delicious...and,if I hadn't been using Twitter, blogs, played around with Facebook, the social networking side of Diigo would have been just so much MORE to learn.
  • my concern would be to NOT limit learners in workshop sessions to the path I followed in learning these tools. Simply, folks, here is a tool that will grow as you grow and learn more about living and contributing in an interconnected world. The ability to have conversations like this, to annotate web pages, to share relevant quotes and tweet as needed...makes me wonder at the need for blogs at all.
  • A few folks are considering exploring Diigo on Sunday morning and having a conversation about it now...join in and learn with us!
  • Vicki Davis on 29 Mar 08
     
    This is a very honest, open discussion between educators about why diigo or delicious -- I think the fact we can have this conversation within diigo at all says a lot for the usefulness of the tool. Diigo is an emerging tool for social bookmarking and collective intelligence.
  • Vicki Davis on 29 Mar 08
     
    This%20is%20an%20annotated%20discussion%20of%20our%20discussion%20here%20on%20Diigo.%20%20Look%20how%20deep%20the%20conversation%20can%20go%20now!%20%20WE%20can%20analyze%20ourselves%20and%20extract%20meaning.
Megan Black

Cyberkidz educational games - free PK5 resources for elementary schools math topography... - 19 views

www.cyberkidzgames.com

math interactive resources education literacy educational kids science

shared by Megan Black on 23 May 11 - Cached
  • Megan Black on 23 May 11
     
    New educational games for ages 4-11 with cool visuals
Vicki Davis

Floe animation for Open Education Week | Open Education Week - 3 views

www.openeducationweek.org/mation-for-open-education-week

education opened news teaching specialed spedchat technology

shared by Vicki Davis on 12 Apr 12 - No Cached
  • Vicki Davis on 12 Apr 12
     
    If you want to understand what FLOE does and how it can help you use free resources to help all learners, then you can watch this video. This is for everyone in special education and especially those developing curriculum for those in special education. The first year it is free and after that they do charge for the service, I believe.
Vicki Davis

Education Is My Life | Join the 20% Time MOOC Today! - 8 views

educationismylife.com/join-the-20-time-mooc-today

education news teaching geniushour google20% tumblr

shared by Vicki Davis on 09 Jul 13 - No Cached
  • Vicki Davis on 09 Jul 13
     
    From my friend AJ Juliani - if you want to do 20% time - perhaps you should join in this MOOC right now - it isn't too late. "In the past year we have seen a boom in 20% projects and Genius Hour projects happening in the K-12 classroom. Amazing educators have pushed this movement forward, and Angela Maiers Choose2Matter campaign is another way for students to find their passions and learn with purpose. This July we are running a "20% Time MOOC". The course offers two outcomes. Teachers will learn about the research behind Google's 20% policy and how it can be applied in K-12 education; and, learners will also participate in their own 20% project throughout the course and present as a final product. I want to encourage you to join this MOOC and connect with so many teachers who are giving their students the power to choose (Access Code for the course is ZXQ2B-8CWMV). We'll be using the #20timeacademy hashtag throughout the course to share with each other!"
  • Walter Antoniotti on 18 Jul 13
     
    Retired teacher looking for advise on a model to change primary and secondary education. E-MAIL ME THROUGH THE SITE WITH SUGGESTIONS http://www.textbooksfree.org/Educating%20the%20Class%20of%202030.htm
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