sparking students’ intellectual curiosity by
encouraging teachers to “teach to their passions”
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Future of Education - Charting the Course of Education and Learning in a Networked World - 0 views
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From Steve Hargadon: "I've started a new community at http://www.FutureofEducation.com to providing an opportunity for those who care about education to share their voices and ideas on charting the course of education in a networked world. It's a place for thoughtful discussion on an incredibly important topic. The site will launch officially at the end of the month with the start of a weekly interview series, but I'm inviting some participation now because of an email Carol Broos (http://www.classroom20.com/profile/beatechie) sent out. Carol is one of twelve teachers who have been invited to participate in a round table discussion concerning the direction of education the new Secretary of Education Arne Duncan on Jan 21. She was sent the following questions, and is asking for feedback and ideas. You can respond either at the new http://www.FutureofEducation.com site or her wiki at http://education20.pbwiki.com/FrontPage. Here are the questions: 1. What is the one most important education issue you wish Secretary Duncan to focus on during his tenure and why? 2. How shall the tenets of the No Child Left Behind act be altered or invigorated? What are its positives? How can its negatives be improved? 3. How should the new administration respond to the nation's need for better prepared and more qualified teachers? 4.What should the new administration do to increase student engagement in mathematics, the sciences and the arts? 5. How should funding equity issues be addressed? There is also a discussion topic on what questions were not asked that might have been." This seems to be a great thing!
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shared by Dean Mantz on 24 Nov 08
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PBS Teachers | Access, Analyze, Act: A Blueprint for 21st Century Civic Engagement | PB... - 0 views
www.pbs.org/...index.html
election pbs analyze blueprint education 21st century skills Civic engagement
shared by Dean Mantz on 24 Nov 08
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Back to the Classroom: The Forum for Education and Democracy - 0 views
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Beacon’s freedom from the state Regents examinations in social studies – the result of a hard-earned waiver – allows for a thematic approach and a deep exploration unconstrained by coverage considerations.
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All classes will do extensive writing and revision, developing the skill of using evidence to support conclusions. The students will engage in debates, make presentations, and have varied avenues to demonstrate what they have learned and accomplished.
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The chance to “make a difference” in young people’s lives is what makes teaching a calling. But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
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Making decisions about students, teachers and schools largely on the basis of standardized test scores ultimately is detrimental to the kind of education all young people need.
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These are the choices we make in the classroom that have lasting impacts on student attitude toward learning.
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The chance to "make a difference" in young people's lives is what makes teaching a calling. But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
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New World Notes: Generation Why: Is The Second Life Experience Fundamentally Gen X-Cent... - 0 views
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Discussion of why Generation X is inundating Second Life and why Gen Y is so underrepresented. I will say that my students LOVE Second Life, but you also have to remember that I teach students who, for the most part, grew up playing outside and have engaged in free play all of their lives. Perhaps this is also a function of the presence of free play in the lives of children. How many Gen Y kids truly had free play as part of their childhood? We've sort of structured and organized everything for them in many cases.
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Overview of Linden Stats showing more Gen X than Gen Y in Second Life and the impact of using SL to teach.
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shared by Dean Mantz on 07 Nov 08
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googlizealesson » home - 0 views
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google googlizealesson googledocs education tools resources lessons professionaldevelopment technology edu_trends web2 all_teachers
shared by Dean Mantz on 07 Nov 08
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Take your old worksheets, slide shows, and web quests and add a twist of Google to make creative, collaborative, and engaging lessons!
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Blogger: Cool Cat Teacher Blog - Post a Comment - 0 views
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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
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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!"
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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.
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Lisa Parisi
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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.
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Charlie A. Roy said.
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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.
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Tennessee
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Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.
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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!
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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!
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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.
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agree that developing a readership takes time.
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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.
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Carolyn Foote
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Scott McLeod
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Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one
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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.
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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!
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tom said...
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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.
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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!
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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.
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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.
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Christopher D. Sessums
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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.
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MIke Sansone
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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?)
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Sometimes we don't see the comments -- because the talk happens offline.
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This is a very important point and one to remember -- the "quiet" audience online may be a very vocal audience offline.
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Britt
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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.
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This is why having a statcounter or clustrmap is SO very important -- it helps you understand traffic and audience!
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atruger
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I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.
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But you should share ANYWAY! -- we're not people breaking news -- we're talking about what we USE. So, talk and share!
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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!
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Bego said...
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the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.
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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.
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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.
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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?
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Remember this -- I've been blogging just over 2 years. Strange things can happen -- consistent creation of meaningful content is important.
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I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.
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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!!! ;-)
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jeanette tranberg
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2005 - you were the only ones out there to follow
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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!
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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
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Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.
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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",)
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Paul Hamilton
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For most of us, blogging is very much a personal venture.
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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
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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.
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Jim Dornberg said.
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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.
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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.
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Many people feel this way -- just happy to be a part of the occasional conversation.
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Alfred Thompson
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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.
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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.
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Jason Bengs
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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.
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prof v said
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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
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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.
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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!
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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).
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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.
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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".
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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.
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Dean Shareski
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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.
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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.
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Anonymous said.
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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
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A 4 day old newcomer to the edublogosphere comments.. what an amazing linkage of conversation! Wow! Older, newer, very new. Wow!
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Mrs. V.
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thanks for coaxing me out of my blogger drought!
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Vicki A. Davis
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I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.
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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.
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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
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@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!
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@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.
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@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.
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Two 'stuck' posts, a borrowed post with an added rant, and a few questions. | David Tru... - 0 views
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All these tools are technological with only the potential to be pedagogical… but they aren’t designed with pedagogy in mind.
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Am I the only one who feels like a 30 hour day would still be too short? Are there others out there who wonder what kind of commitment it will take for a teacher to be technologically savvy enough to meaningfully engage students with all these new tools? Are we focusing too much on the tools and not enough on pedagogy? Will educational structures change fast enough to provide our students with a relevant education? … and for that matter… What would an ideal education look like today?
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In my comment above I mentioned ‘pedagogical merit’ and to be honest, I have been on a bit of a focus in that direction recently. What I really mean by that is finding the right tools and structures for the right job in order to meaningfully enhance learning and engage learners.
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‘Context‘ is where you start. ‘Scaffolding‘ is the structure(s) we build in order to increase the effectiveness of the technology use. ‘Pedagogy’ is the artful things we do to enhance learning regardless of technology use.
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'Context' is where you start. 'Scaffolding' is the structure(s) we build in order to increase the effectiveness of the technology use. 'Pedagogy' is the artful things we do to enhance learning regardless of technology use.
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shared by Fred Delventhal on 17 Oct 08
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FotoViewr. Stunning photo galleries for your Flickr photos. Flash slideshows for your o... - 0 views
www.fotoviewr.com
embed embedable flash flickr for:edtechtalk fotoviewr photography photos slideshow web2.0 webdesign
shared by Fred Delventhal on 17 Oct 08
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FotoViewr aims to change that by providing an amazing experience for viewing photos on the Internet. You and your friends can look at your photos by clicking on page after HTML page or you can immerse yourself in a highly interactive and engaging 3D interface.
Sharing and Engaging: Web 2-point-0h-Yeah! | Pair-a-dimes for Your Thoughts - 0 views
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CREATING & CONNECTING//Research and Guidelines on Online Social - and Educational - Net... - 0 views
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Online social networking is now so deeply embedded in the lifestyles of tweens and teens that it rivals television for their attention, according to a new study from Grunwald Associates LLC conducted in cooperation with the National School Boards Association. Nine- to 17-year-olds report spending almost as much time using social networking services and Web sites as they spend watching television. Among teens, that amounts to about 9 hours a week on social networking activities, compared to about 10 hours a week watching TV. Students are hardly passive couch potatoes online. Beyond basic communications, many students engage in highly creative activities on social networking sites - and a sizeable proportion of them are adventurous nonconformists who set the pace for their peers.
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Have You Joined The Forum's National Campaign for Public Education Yet? | The Forum for... - 0 views
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The Forum for Education and Democracy is a national education "action tank" committed to the public, democratic role of public education - the preparation of engaged and thoughtful democratic citizens.
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Once Upon A School - 0 views
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This from my email: "This is Natasha Dantzig for the TED (Technology, Entertainment and Design) Conference. I'm writing to let you know that organizers of the TED Prize have announced an open challenge in support of author and philanthropist Dave Eggers and his 2008 TED Prize wish to collect 1,000 stories of private citizens engaged in their local public schools. Each year, three individuals are granted the TED Prize, which provides winners with a wish to change the world, $100,000 in seed money, and the support of the TED community in making the wish come true. As an extension of Eggers initial wish, the open challenge asks individuals to design and implement new projects for local public school students. The three winning entries will receive a pass to the sold out TED2009 Conference to be held in Long Beach, California on February 4-7, 2009. " Good luck with sharing. I find it interesting that the projects that are emerging between public and private schools and crossing the lines and boundaries between us (which is what we should be doing) could only be submitted by a public school person and then, may not be considered because it can only be for public school students. In some ways, the writing of the proposal itself is limiting because it doesn't see the vision of what is truly happening in education.
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shared by Clif Mims on 12 Jul 08
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EdTech Action Network - 0 views
www.edtechactionnetwork.org/index.html
aect education educational technology iste k-12-education politics teacher-education technology-integration
shared by Clif Mims on 12 Jul 08
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"ETAN provides a forum for educators and others to engage in the political process and project a unified voice in support of a common cause - improving teaching and learning through the systemic use of technology. ETAN's mission is to influence public policy-makers at the federal, state and local levels and to increase public investment in the competitiveness of America's classrooms and students."
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Intel® Education Initiative: K-12 Teaching Tools - 0 views
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Free tools and resources for educators support collaborative student-centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyze complex information, and solve problems.
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Into the Book: Teaching Reading Comprehension Strategies - 1 views
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Into the Book is a reading comprehension resource for K-4 students and teachers. We focus on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. Your class can watch our engaging 15-minute videos, and try the online interactive activities.
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shared by Vicki Davis on 16 Jul 08
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best_practice education multimedia professionaldevelopment technology web 2.0
shared by Vicki Davis on 16 Jul 08
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Michael Torres presented a fascinating Session at BLC today about how he engages students using multimedia. This is his page and it has some great work on it. He used music to introduce algebra. It was very cool.
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Lemelson Center's Invention at Play: Invention Playhouse - 0 views
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Want to Play? Want to Invent? What's the Difference? When asked what inspired them to become inventors, many adults tell stories about playing as children. Among their most frequently cited childhood play experiences are: mechanical tinkering, fiddling with construction toys, reflecting about nature, and drawing or engaging in visual modeling.