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David Wetzel

Official Google Docs Blog: A New Google Docs - 11 views

googledocs.blogspot.com/...new-google-docs.html

google docs technology word processing

shared by David Wetzel on 12 Apr 10 - Cached
  • David Wetzel on 12 Apr 10
     
    Google announces preview versions of the new Google document and spreadsheet editors and a new standalone drawings editor, all built with an even greater focus on speed and collaboration.
Carl Bogardu

Splashup - 15 views

www.splashup.com

tools photoshop editor web2.0 editing photos image graphics all_teachers edublogger technology techintegrator

shared by Carl Bogardu on 12 Jul 10 - Cached
  • Carl Bogardu on 12 Jul 10
     
    Online photo editor.
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Vicki Davis

Embrace Adaptive Testing - Room for Debate - NYTimes.com - 7 views

www.nytimes.com/...embrace-adaptive-testing

education news adaptivelearning learninganalytics

shared by Vicki Davis on 04 Jan 12 - No Cached
  • Vicki Davis on 04 Jan 12
     
    I have to admit that it was very hard to put into a few short words my thoughts on adaptive learning. I didn't really intend for it to center on the testing piece but I guess that is what the editors thought hadn't already been covered, although I do agree with everything I said on it. Of course, many will say we need much more than testing but I think the big point is that pencil and paper don't cut it. We are wasting time with how we test now and can be much more targeted in terms of what students know and how we can teach. Your thoughts? The biggest thing that bothers me about all these apps is that we have no learning analytics - no feedback loop at all to parents or teachers. I literally have to watch my son play his ipad learning games to really understand where he is and what I need to do to fill things in. 
Terry Elliott

What We Use: The Lifehacker Editors' Favorite Software and Hardware - 0 views

lifehacker.com/...favorite-software-and-hardware

edu_newapp edu_trends technology web 2.0

shared by Terry Elliott on 28 Jul 08 - Cached
  • Terry Elliott on 28 Jul 08
     
    Lots of practical
Said Kassem Hamideh

Text editor with built-in real-time writing support - 20 views

www.mindbounce.com

all_teachers edublogger technology language edu_trends techintegrator web2

shared by Said Kassem Hamideh on 25 Dec 09 - Cached
Newman Lanier liked it
  • Said Kassem Hamideh on 25 Dec 09
     
    A micropayments model allows students to solicit feedback from a wide net of scholars and experts, one piece of feedback at a time: the first-ever knowledge market place to be superimposed over a text editor.
Vicki Davis

Technology Review: Blogs: TR Editors' blog: Will the Nook Eat the Kindle's Lunch? - 4 views

www.technologyreview.com/...24281

education ebook library librarian wireless_connectivity web2.0 www_world edu_news edu_trends

shared by Vicki Davis on 22 Oct 09 - Cached
  • Vicki Davis on 22 Oct 09
     
    Barnes and Noble's response to the Kindle: The Nook. It uses the Android operating system (Google's mobile OS) and can install 3rd party Android Apps. It also has an MP3 player but does not have built in text to speech (so no UDL here) - If you use the free wifi at Barnes and Noble you can read any ebook for free - otherwise it is something that you need to buy.
Brendan Murphy

This is Not a Paper - 8 views

faculty.ed.uiuc.edu/...paper.1.html

paper early Internet writing revising arpanet authorship history edu_trends technology professionaldevelopment

shared by Brendan Murphy on 05 Jun 10 - Cached
  • November 1995
  • survey of journal editors in education, little enthusiasm for the idea of creating electronic versions
  • changing ideas about what constitutes a publication
  • ...7 more annotations...
  • Questions immediately arise: When was this project published? When was it finished? Who deserves credit as author? Who were the reviewers and who were the audience?
  • In our view, it is not that electronic publication is a panacea or an obviously superior form of scholarly communication across the board; it is that these technologies are already upon us, they are for better or worse in increasing use, and they confront us with issues and choices we need to reflect upon.
  • On the other hand, when certain publications are only available digitally, lacking technological resources or skills will exclude certain audiences
  • Electronic publishing has provided an opportunity
  • Is it useful to have access to tens of thousands of documents, with no reliable way of culling the few dozen that one could actually have time to read?
  • As a result, current conventional notions of copyright would need to be profoundly rethought.
  • This fourth model undoes the very idea of a journal as a unidirectional avenue for dissemination of textual information
Carl Bogardu

eXe - 6 views

exelearning.org/wiki

authoring editor scorm elearning exe administrator all_teachers technology curriculum techintegrator

shared by Carl Bogardu on 07 Jul 10 - Cached
  • Carl Bogardu on 07 Jul 10
     
    Publishing web content for educators
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