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Vicki Davis

Take Action - The Extraordinaries (gogrid) - 1 views

app.beextra.org/browse

netgened education learning volunteer

shared by Vicki Davis on 01 Feb 10 - Cached
  • Vicki Davis on 01 Feb 10
     
    Using GPS and technologically empowered volunteerism to locate and participate in activities, needs, and volunteerism in your area.
Adrienne Michetti

Universal Design in Education: Principles and Applications - 11 views

www.washington.edu/...ud_edu.html

design universaldesign architecture environment principles pedagogy bestpractices techintegrator curriculum

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • to make all aspects of the educational experience more inclusive
  • philosophical framework
  • include
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      I love that this is not just being restricted to technology, but is including spaces and texts.
  • ...39 more annotations...
  • Equitable use
  • Ronald Mace,
  • the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
  • diversity and inclusiveness
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This is very reminiscent of MYP.
  • seven principles for the universal design of products and environments
  • a design foundation for more accessible and usable products and environments
  • Flexibility in use
  • applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      ALL educators should be participating in UD.
  • Perceptible information
  • Tolerance for error
  • Low physical effort
  • Size and space for approach and use.
  • benefits all students
  • Simple and intuitive use
  • UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
  • Output and Displays.
  • Input and Controls.
  • Manipulations.
  • Documentation.
  • Safety.
  • it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
  • institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
  • UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
  • curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
  • Multiple means of representation
  • Multiple means of action and expression
  • Multiple means of engagement
  • the following first steps for curriculum developers and teachers:
  • Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
  • Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
  • Class Climate.
  • Interaction.
  • Physical Environments and Products.
  • Delivery Methods.
  • Information Resources and Technology.
  • Feedback
  • Assessment.
  • Accommodation.
  • When universal design is applied, everyone feels welcome,
Adrienne Michetti

OLPC Human Interface Guidelines/Design Fundamentals/Key Design Principles - OLPC - 0 views

wiki.laptop.org/...Key_Design_Principles

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • n which provides a low floor to the inexperienced, but doesn't impose a ceiling upon those who are.
  • tailored to the needs of children in the context of their learning
  • n activity ring that contains icons representing each instance of an open activity
  • ...15 more annotations...
  • limitations
  • mphasis on discoverability and usability
  • the actual behavior of the activities, the layout of the buttons and tools, and the feedback that the interface provides to the children when they interact with it
  • there is no substitute for user testing
  • imple doesn't necessarily mean limited
  • simple—even minimal—controls can have great expressive power.
  • a "fail-soft" approach to their designs
  • five categories of "bad things" software can do: damaging the laptop; compromising privacy; damaging the children's data; doing bad things to other people; and impersonating the child.
  • without the use of menus, pop-up boxes, passwords, etc., as these approaches are meaningless to most people.
  • no noticeable side-effects
  • When children know they have a fallback plan—a way back to the current state of things—they will much more frequently go beyond their comfortable boundaries and experiment with new tools and new creative means of expression
  • the ability to undo one's actions.
  • Interoperability
  • Towards this end, a view source key has been added to the laptop keyboards, providing them with instant access to the code that enables the activities that they use from day to day. This key will allow those interested to peel away layers of abstraction, digging deeper into the codebase as they learn.
  • (without a mouse or trackpad)
Andrew Barras

Is 'The School of One' the future of schooling? - Dangerously Irrelevant - 13 views

www.dangerouslyirrelevant.org/...e-the-future-of-schooling.html

edu_trends

shared by Andrew Barras on 29 Mar 10 - Cached
  • Andrew Barras on 29 Mar 10
     
    Completely awesome new model for schooling. customization!
  • Andrew Barras on 29 Mar 10
     
    Completely awesome new model for schooling. Customization!
Henny Chen

web convert to PDF - 33 views

www.web2pdfconvert.com

shared by Henny Chen on 25 Apr 10 - Cached
  • Web to PDF Browser Tools PDF Button PDF by E-mail Forum Membership Convert Web Page to PDF
karenban

Love your Teachers? Want your Kids to Learn More? Fund Education Technology - 7 views

blog.volunteerspot.com/...fund-education-technology.html

administrator all_teachers technology

shared by karenban on 06 May 10 - Cached
  • karenban on 06 May 10
     
    Easy actions to engage parents in supporting and funding education technology.
Ben Rimes

A Call for Technology Leadership - 16 views

www.districtadministration.com/viewarticle.aspx

shared by Ben Rimes on 10 Jan 11 - No Cached
  • (1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical thinking and problem solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including project-based learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Asking any leader to model effective strategies makes sense, but shouldn't the imperative of offering professional development in newer communications tools come first? Some district leader's I can see jupming into new tools and ways to communicate, but you can't expect all veteran leaders to adopt new tools without the development and support they'll need.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      I'm curious to know in how many districts does the Superintendent serve as the curriculum leader capable of making the sweeping changes to move a district towards project-based learning. I have an inkling that many superintendents find niches that make them valubale, whether it's focusing on assessment, community relations, curriculum, or something else.
  • The revised edition also includes a self-assessment for superintendents to evaluate how far their districts have come along the technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and the new document opens with a letter:
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Not surprising at all...
  • e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “The real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.
    • Ben Rimes
      Ben Rimes on 10 Jan 11
       
      Love the pragmatism in this quote. Good acknowledgement that district superintendents are engufed in far too much at times, and thus tech-integration may not realistically happen. Good to know that the framework provided by CoSn also includes some directions for district tech teams.
Ruth Howard

YoYo Games | Game Maker - 1 views

www.yoyogames.com/gamemaker

programming game gamemaker education gaming Software development tools

shared by Ruth Howard on 12 Aug 09 - Cached
  • Do you want to develop computer games without spending countless hours learning how to become a programmer? Then you've come to the right place. Game Maker allows you to make exciting computer games, without the need to write a single line of code. Making games with Game Maker is a lot of fun.
  • Using easy to learn drag-and-drop actions, you can create professional looking games within very little time. You can make games with backgrounds, animated graphics, music and sound effects, and even 3D games! And when you've become more experienced, there is a built-in programming language, which gives you the full flexibility of creating games with Game Maker. What is best, is the fact that Game Maker can be used free of charge. You can do anything you want with the games you produce, you can even sell them! Also, if you register your copy of Game Maker, you can unlock extra functions, which extend the capabilities of the program. Game Maker comes preloaded with a collection of freeware images and sounds to get you started.
  • Ruth Howard on 12 Aug 09
     
    students create their own games and review others- no coding programing needed
Ruth Howard

Half an Hour: An Operating System for the Mind - 0 views

halfanhour.blogspot.com/...operating-system-for-mind.html

literacy knowledge critical_thinking

shared by Ruth Howard on 27 Sep 09 - Cached
  • The reason I pose these questions in particular is that, while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.
  • First
  • . There are more facts in the world than anyone could know
  • ...20 more annotations...
  • Second
  • facts change
  • We need to be able to determine what is salient or important to ourselves and to others.
  • Third
  • Fourth
  • you need some mechansism to detect and reject false representations of facts
  • comparing and assessing facts
  • Fifth
  • basis for action
  • we can create facts in the world
  • Sixth
  • we need the capacity to act
  • And what we discover when we think about it this way is that it's not simple whether or not we need facts that is important, but also, what format the facts are in that is equally important, if not more important.
  • You need, in other words, need to acquire facts in a format appropriate to your knowledge system.
  • 21st century skills are, in short, an operating system for the mind.
  • They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks.
  • What we have learned - what we are understanding, uniquely, in the 21st century - is that the nature of facts is very different from anything we thought before:
  • empowerment,
  • Today - surely we've seen enough evidence of this! - if you simply follow the rules, do what you're told, do your job and stay out of trouble, you will be led to ruin.
  • an abundance of facts will not help you, it will instead sweep you over the waterfall.
  • Dave Truss on 27 Sep 09
     
    And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.
  • Ruth Howard on 26 Feb 10
     
    while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.\n\nWhen you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.\n\nI used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
Dave Truss

Is the term 21st Century out of date? | U Tech Tips - 7 views

www.utechtips.com/-term-21st-century-out-of-date

techintegrator schools2.0 2.0Skills newcurriculum newliteracy

shared by Dave Truss on 13 Oct 09 - Cached
  • They all tell us what we want our kids to turn out like. They all remind us what we need to value in education. But we don’t. At least not in action. (GENERALIZATION ALERT:) Schools continue to push content-driven curricula. Teachers continue to plan lessons building expertise within the discipline. And if students get our “21st Century Skills”, it’s because of an exception-to-the-rule teacher, choices the students make outside of class, or just plain luck. We all know that what we need is buy-in. We see the success stories, celebrate the schools that do it, and ultimately wonder, what does it take to make it work everywhere? Buy-in. So back to the teacher accessibility issue. How do we ensure that teachers see teaching a 21st Century Curriculum as part of their job?
  • Dave Truss on 13 Oct 09
     
    Remind yourselves that your teachers have ALWAYS been trying to prepare their students to succeed in the world they will live in. And then collaborate with them on how that world has changed.
Ruth Howard

GetUp! Campaign Actions - 1 views

www.getup.org.au/...rights&id=798

Getup Australian Government Petition Human Rights

shared by Ruth Howard on 08 Oct 09 - Cached
  • The results of the Government's National Human Rights Consultation show that Australians have overwhelmingly called for a Human Rights Act. It's crucial that we seize this moment and ensure the Government act on the recommendations. Add your name to our petition, calling on the Government to enact a Human Rights Act that secures the rights of all Australians. The greater the weight of community support behind an Act the harder the Government will find it to back away from the call. Sign the petition below:
  • Ruth Howard on 08 Oct 09
     
    Yes...we actually dont have one!-yet.
Vicki Davis

UK Team is focusing on online comment defamation - 1 views

www.birminghampost.net/...ment-defamation-65233-25030203

education digitalcitizenship edu_news

shared by Vicki Davis on 17 Nov 09 - Cached
  • a new team to track down people who make anonymous comments about companies online.
  • a new team to track down people who make anonymous comments about companies online.
  • a new team to track down people who make anonymous comments about companies online.
  • ...15 more annotations...
  • a rising problem with people making anonymous statements that defamed companies, and people sharing confidential information online.
  • the new team would ensure there was “nowhere to hide in cyberspace”.
  • a story from six years earlier about United Airlines going bankrupt was voted up on a newspaper website. This was later picked up by Google News and eventually the Bloomberg news wire, which published it automatically as if it were a news story.
    • Vicki Davis
      Vicki Davis on 17 Nov 09
       
      Could this be considered the new "insider trading" - hmmm. Surely there are issues if it is done maliciously but isn't there a line here?
  • rogue employees
    • Vicki Davis
      Vicki Davis on 17 Nov 09
       
      Uhm, how about rogue companies?
  • trying to get Internet Service Providers to give out details of customers who had made comments online
  • shares in American firm United Airlines fell by 99 per cent in just 15 minutes after an outdated story that the firm had filed for bankruptcy was forced back onto the headlines.
  • the numbers of disgruntled employees looking to get their own back on employers or former employers was also on the rise.
  • could stifle free speech, and the ability of people to act as whistle-blowers to expose actions by their employers.
  • an outlet for anonymous reporting.
    • Vicki Davis
      Vicki Davis on 17 Nov 09
       
      Is it possible to have accountability AND anonymity? Must these be mutually exclusive?
  • This is known as the ‘Streisand effect’ online, after a case where singer Barbara Streisand tried to suppress photos of her California beachside home from a publicly-available archive of photos taken to document coastal erosion.
  • Nightjack. This was the guy who was blogging on the front line about police work and he was forced to stop this story because he was unmasked by The Times
  • If you allow a lot of anonymous debate by people who are not regulated, you can get it descending to the common denominator. If you allow people to register with an identity, even if it’s not their real one, you bring the level of debate up.”
  • There was one case a couple of years ago that we just keep referring back to where a defamatory comment was made and it wasn’t taken down for a period of time. Because of that the host of the website was held to be liable.”
  • the ‘Wild West’ era of the internet was in some ways coming to an end, with firms starting to crack down
  • I think companies are still grappling with whether it’s better to take it on the chin and hope people don’t see the comments, or on the other hand cracking down on everything that’s particularly damaging that’s said online. Maybe this is set to change.”
  • Vicki Davis on 17 Nov 09
     
    While this article starts out about a lawfirm in Birmingham UK that is going to "track down people who make anonymous comments about companies online" it becomes an amazingly poignant article on the very nature of the Internet today and the push pull between anonymous commenting and accountability of the commenter. Push pull between free speech and online identity and brand protection. One person in this article claims that this sort of thing is the sign that the "wild west" of the INternet is coming to an end. Oh dear, I hope someone invents a new one if somehow anonymous commenters are now going to risk such! Also love the article's discussion of the Streisand effect wherein Barbara protested the sharing of some photos of her eroding beachfront which caused a stir and more people looking at the photos than if she had left it alone. This article is going to be a must read for Flat Classroom students and would be great for college-level discussions as well.
Suzie Nestico

12 Rules for Writing Great Letters to Request Action - Wrightslaw - 1 views

www.wrightslaw.com/...12rules_letters.htm

education curriculum writing language letter writing special education

shared by Suzie Nestico on 27 Mar 11 - Cached
  • 4. You negotiate with the school for special education services.
    • Suzie Nestico
      Suzie Nestico on 27 Mar 11
       
      The purpose of the letter could vary.  This format can easily be used for a variety of issues.
  • 5. Never threaten. Never telegraph your punches!
  • Fear of the Unknown As a negotiator, one of the most powerful forces you have on your side is the "Fear of the Unknown." When you threaten, you are telling the other side what you plan to do. If you tell them what you plan to do, you have told them how to protect themselves. At that moment, you lose your advantage - which is the wonderful, powerful Fear of the Unknown. Never telegraph your punches – you will destroy their power and effectiveness. 
  • ...10 more annotations...
  • 6. Make several (unpleasant but necessary) assumptions.
  • 7. Make your problem unique.
  • 8. You ARE writing letters to a Stranger who has the power to resolve the problem
  • 9. Write letters to the school as business letters.
    • Suzie Nestico
      Suzie Nestico on 27 Mar 11
       
      Again, writing does not have to be simply for a school.  This can easily be adapted to any audience.
  • 10. NEVER make judgments.
  • 11. Write your letter chronologically.
  • 2. Write letters that are clear and easy to understand.
  • Before you write a letter, you need answer these questions.
  • 2. Your First Letter is Always a Draft
  • 3. Allow for "cooling off" and revision time.
Gary Bertoia

Khan Academy is an Indictment of Education | Action-ReAction - 0 views

fnoschese.wordpress.com/...-is-an-indictment-of-education

Khan education math

shared by Gary Bertoia on 30 Mar 11 - No Cached
  • Gary Bertoia on 30 Mar 11
     
    Khan Academy looks great because our country has reduced teaching and learning to preparing students to bubble in answer sheets for multiple choice tests. But if we shift the purpose of education from consuming knowledge  and stating answers to creating knowledge and exploring solutions, the fallacy of Khan Academy "reinventing education" is blatently apparent
John Marr

Recovering from the Need to Achieve - HBS Working Knowledge - 2 views

hbswk.hbs.edu/...6690.html

iste11 educators knowledge working HBS professionaldevelopment

shared by John Marr on 29 Jun 11 - No Cached
  • e is an HNAP, or a high-need-for-achievement professional, according to Harvard Business
  • DeLong believes the tendency to be a high-need-for-achievement type is embedded in the DNA, an addiction that spans across socioeconomic groups. Instead of experiencing happiness or well-being, HNAPs seek "relief in the accomplishment of tasks." Moving immediately to the next task on the list, they never savor accomplishments for long, he says. This creates a vicious cycle marked by a feeling of little or no real sense of purpose and a "flatness"—in career and in life. They often go through patches of life without creating or enhancing meaningful relationships, and even lack strength to deal with life's failures.
  • So is there relief for HNAPs from all this obsessive comparing and competing?
  • ...4 more annotations...
  • Copyright © 2011 President and Fellows of Harvard College
  • I realize that most hard-driving managers and executives have been socialized to believe they cannot admit vulnerability to themselves or others. I would urge you to get past this misconception and realize that such admissions will enhance your productivity and career. So, consider: Do you regret any significant decisions you've made about your career? If you had to do it over again, would you do it differently? Have there been times when you treated your people unfairly? When you failed to listen and learn and instead directed and dictated? Do you feel you've been working at peak capacity in recent years? If not, why not? Are you unwilling to admit your mistakes to your direct reports? To your bosses? To your colleagues? Have you asked anyone for help recently? Have you admitted you didn't know something and needed to learn it? Have you asked for coaching? If you were to be completely honest with your boss and knew that there would be no negative repercussions, what secret fear or anxiety would you admit to him? Do you believe that you're in the right job, in the right group, and in the right organization? Or do you feel there's a mismatch between where you are now and what you want to accomplish
  • Letting go—or flying without a net—is a big part of DeLong's prescription. He calls for the reader to stop and reflect with self-awareness; let go of the past; create a vision or specific goal with an agenda; seek support through mentors and a network; don't blink (or fall back on old behaviors); and take action that makes you vulnerable.
    • John Marr
      John Marr on 29 Jun 11
       
      Do you know any students that are high-need-for-achievement?
  • John Marr on 29 Jun 11
     
    Harvard Business School Blog about high need for achievement professionals. Can this be applied to some of our students?
Daniel Mendes

Amazing video shows quantum levitation in action - The Feed - CBS News - 7 views

www.cbsnews.com/784_162-20121604-10391705.html

Quantum Physics Levitation

shared by Daniel Mendes on 20 Oct 11 - No Cached
  • Daniel Mendes on 20 Oct 11
     
    We are one step closer to achieving my personal dream of owning a hoverboard from "Back to the Future 2" This is groundbreaking.  Quantum superconductors locked in a magnetic field.
Ed Webb

Socialthinking - Free Articles & Strategies - 1 views

www.socialthinking.com/Articles

shared by Ed Webb on 11 Dec 20 - No Cached
  • anecdote
    • Ed Webb
      Ed Webb on 11 Dec 20
       
      antidote
  • learn to be comfortable with discomfort
  • The nowness of now rut occurs when students seek relief right now from anything that makes them feel uncomfortable when they should be doing an assignment, going to a class, meeting people to work on a project, etc.
  • ...3 more annotations...
  • If you aren’t sleeping, eating well, and generally taking care of yourself, then learning is negatively affected. If you are completely dependent on a parent/caregiver to set your goals and coach you through the action, then your chances of independence diminish greatly
  • adulthood requires finding a balance in this independence trifecta: 1) establish a work or career path, 2) seek and maintain relationships, and 3) pursue leisure activities simply for leisure. The tricky part is balance. If one’s leisure activities, for example, gaming, overtake work or homework/studying, then one may not be considered capable of living independently
  • doing the preliminary work outlined in these 10 levels will help prepare them to succeed in the transition to adulthood on whichever route—university or work life—is traveled
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