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Vicki Davis

BBC News - How many attacks on schools around the world? - 7 views

www.bbc.com/...education-30512451

education news

shared by Vicki Davis on 18 Dec 14 - No Cached
  • Vicki Davis on 18 Dec 14
     
    What is really happening in schools around the world? How many are being attacked? Why do people attack schools? If you want to understand the true nobility of teaching -- see this article. We are viewed as symbols of progress and community leadership. Attack us and you attack a community. It is heartbreaking but also at the same time, cognizant of the true leadership of teachers in our world today.
Ed Webb

The Progressive Stack and Standing for Inclusive Teaching - The Tattooed Professor - 2 views

www.thetattooedprof.com/...tanding-for-inclusive-teaching

pedagogy inclusion

shared by Ed Webb on 15 May 20 - Cached
  • There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed
  • Put simply, the Progressive Stack is a method of ensuring that voices that are often submerged, discounted, or excluded from traditional classroom discussions get a chance to be heard
  • There are personal, cultural, learning, and social reasons people don’t speak up in class.  Students of color and women of all races, introverts, the non-conventional thinkers, those from poor previous educational backgrounds, returning or “nontraditional students,” and those from cultures where speaking out is considered rude not participatory are all likely to be silent in a class where collaboration by difference is not structured as a principle of pedagogy and organization and design.   Who loses?  Everyone.  Arguments that are smart and valuable and can change a whole conversation get lost in silence and, sometimes, shame.  When that happens, we don’t really have discussion or collaboration.  We have group think–and that is why we all lose.
  • ...10 more annotations...
  • Taking “stack” just means keeping a list of people who wish to participate—offer a question or comment—during the Q & A. Rather than anxiously waving your hand around and wondering if you’ll be called on, if you would like to participate, signal to me in some way (a gesture, a dance move, a traditional hand-in-the-air, meaningful eye contact, etc.) and I will add you to the list. However, we’re not just going to take stack, we are going to take progressive stack in an effort to foreground voices that are typically silenced in dominant culture. According to Justine and Zoë, two self-identified transwomen who were active in the movement, progressive stack means that “if you self-identify as trans, queer, a person of color, female, or as a member of any marginalized group you’re given priority on the list of people who want to speak – the stack. The most oppressed get to speak first.” As I take stack, I will also do my best to bump marginalized voices and those who haven’t yet had a chance to participate to the top.
  • As with any tool that confronts the effects of privilege and power head-on, the Progressive Stack makes some people uncomfortable
  • In a complete social and historical vacuum, level-playing-field equality is an excellent proposition. But in the actual lived world of our history, experiences, and interactions the idea of treating everyone uniformly “regardless of gender” or without “seeing color” simply strengthens already-entrenched inequalities
  • As the increasing number of targeted online harassment campaigns has shown us, once a concept or issue has traveled through the right-wing Outrage-Distortion Complex, there is little hope of reclaiming rational discussion. It’s been permanently stained. One might dismiss the frothing lamentations of white-genocide-via-classroom-pedagogy that bubble up from a subreddit, but the insidious trope of “reverse racism” has put its thumb on the scale enough to have distorted the conversation around the Progressive Stack
  • because the Progressive Stack calls attention to existing structures of inequality by replacing them with another structure entirely, it forces those of us who identify as white (and, particularly, male) to confront the ways in which we have been complicit in maintaining inequality
  • When you’re accustomed to privilege, even the suggestion of equality will feel like oppression
  • google “progressive stack.” Almost every result you get will take you to the fever swamps of right-wing Reddit and warmed-over piles of gamergate droppings. The common denominator is that “Progressive Stack” is simply anti-white “racism” dressed in fancy intellectual clothes
  • Giving up power, it turns out, is hard for some people. Especially when that power has been historically-constructed to be so pervasive as to render it unquestioned and indeed unseen in its hegemonic sway. Pierre Bourdieu calls this symbolic power: “For symbolic power is that invisible power which can be exercised only with the complicity of those who do not want to know that they are subject to it or even that they themselves exercise it”
  • It means there will be times when people who are not accustomed to their identity being a source of discomfort and exclusion will have to learn–in a managed and intentional space–what that feels like.
  • there will be friction and messiness and uncomfortable adjustments, because any education worth the name involves friction and messiness and uncomfortable adjustments
Vicki Davis

Virtual Book Club - Flat Classroom projects - 9 views

blogs.acpsk12.org/virtualbookclub

education news flatclass teaching tumblr evernote

shared by Vicki Davis on 11 Jan 13 - No Cached
  • Vicki Davis on 11 Jan 13
     
    Kyle Dunbar is running a virtual book club. The first book is Flattening Classrooms, Engaging Minds. This website includes a blog that talks about the takeaways and the recordings that they are discussing. Please feel free to join in and mark your calendars - they are meeting on Tuesdays at 7:30 pm. I hope you'll join in. It is vital that you and I both connect with other classrooms around the world. Students are the greatest textbook ever written for each other - they need to connect and learn from each other. You'll meet other educators and model the kind of learner you want your students to be. If you want your students to innovate YOU must be innovative. If you want your students to collaborate YOU must be collaborative. Here's the schedule: January 7th - Meet the Flat Classroom, Chapters 1 & 2 January 21st - Connection and Communication, Chapters 3 & 4 February 4th - Citizenship, Contribution and Collaboration, Chapters 5 & 6 February 18th - Choice and Creation, Chapters 7 & 8 March 4th - Celebrating, Designing, Managing a Global Project, Chapters 9 & 10 March 18th - Rock the World
cory plough

Fair use and transformativeness: It may shake your world - NeverEndingSearch - Blog on School Library Journal - 0 views

www.schoollibraryjournal.com/...1420024142.html

copyright fairuse transformativeness

shared by cory plough on 01 Apr 08 - Cached
  • I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context. 
  • Here's what I think I learned on Friday about fair use:
  • According to Jaszi, Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty.
  • ...11 more annotations...
  • Permission is not necessary to satisfy fair use.
  • Fair use is a doctrine within copyright law that allows use of copyrighted material for educational purposes without permission from the the owners or creators. It is designed to balance rights of users with the rights of owners by encouraging widespread and flexible use of cultural products for the purposes of education and the advancement of knowledge.
  • My new understanding: I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.  Examples of transformativeness might include: using campaign video in a lesson exploring media strategies or rhetoric, using music videos to explore such themes as urban violence, using commercial advertisements to explore messages relating to body image or the various different ways beer makers sell beer, remixing a popular song to create a new artistic expression.
  • Long ago, I learned that educational use of media had to pass four tests to be appropriate and fair according to U.S. Code Title 17 107: the purpose and character of the use, including whether the use is commercial or nonprofit the nature of the use the amount of the use the effect of the use on the potential market for the copyrighted work.
  • --A Conversation about Media Literacy, Copyright and Fair Use--stirred up more cognitive disonance than I've experienced in years
  • the discussion was one of several to be held around the country designed to clear up widespread confusion and to: develop a shared understanding of how copyright and fair use applies to the creative media work that our students create and our own use of copyrighted materials as educators, practitioners, advocates and curriculum developers.
  • national code of practice
  • Jaszi points to Bill Graham Archives vs.Dorling Kindersley (2006) as a clear example of how courts liberally interpret fair use even with a commercial publisher.
  • The publisher added value in its use of the posters. And such use was transformative.
  • Here's what I think I learned on Friday about fair use: The Multimedia Fair Use Guidelines describe minimum rules for fair use, but were never intended as specific rules or designed to exhaust the universe of educational practice.  They were meant as a dynamic, rather than static doctrine, supposed to expand with time, technology, changes in practice.  Arbitrary rules regarding proportion or time periods of use (for instance, 30-second or 45-day rules) have no legal status.  The fact that permission has been sought but not granted is irrelevant.  Permission is not necessary to satisfy fair use. Fair use is fair use without regard to program or platform. What is fair, because it is transformative, is fair regardless of place of use. If a student has repurposed and added value to copyrighted material, she should be able to use it beyond the classroom (on YouTube, for instance) as well as within it.  Not every student use of media is fair, but many uses are. One use not likely to be fair, is the use of a music soundtrack merely as an aesthetic addition to a student video project. Students need to somehow recreate to add value.  Is the music used simply a nice aesthetic addition or does the new use give the piece different meaning? Are students adding value, engaging the music, reflecting, somehow commenting on.the music? Not everything that is rationalized as educationally beneficial is necessarily fair use.  For instance, photocopying a text book because it is not affordable is still not fair use.
  • Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised.  People can't exercise it in a climate of fear and uncertainty
Martin Burrett

Sound Around You - 17 views

soundaroundyou.com

sound sound scape sounds ambient sounds audio app

shared by Martin Burrett on 23 Jan 13 - No Cached
  • Martin Burrett on 23 Jan 13
     
    This is a wonderful site from the University of Salford in the UK. Listen to soundscapes which have been recorded all over the world. Navigate on the map to find a place of interest, listen to the recording and read the information about the location. Upload your own soundscapes using the site or download the iPhone and iPad app at https://itunes.apple.com/app/i-say/id516927213. It's a useful geography resource and should get your students thinking about the sounds around them. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
Martin Burrett

Current Affairs in the Classroom - 1 views

ukedchat.com/...rrent-affairs-in-the-classroom

news current affairs

shared by Martin Burrett on 12 Jul 18 - No Cached
  • Martin Burrett on 12 Jul 18
     
    "The world is changing and that is nothing new. To quote a great prophet, "It was always burning, since the world's been turning." But the rate of change coupled with the explosion of data and media means that information from and about the world around us has turned from a manageable stream to a continual barraging flood. We can either give our pupils the skills to set up a self-sustaining hermitage in a mobile signal black spot, or we can provide them with the managed explosure and then skills to assess and deal with what is being hurled at them."
Vicki Davis

This morning I came here before I went to twitter. This seems to be the place to be right now. Sti | Diigo Message System - 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.
Vicki Davis

Hacking Your Classroom: Getting Around Blocks & Bans - 0 views

www.teachthought.com/...getting-around-bans-and-blocks

education news edtech bestpractices all_teachers

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    Dawn Casey-Rowe hits a tough topic that is the number one complaint that teachers have. I had her on my show not too long a go and she speaks from a tough situation with lots of blocks and bans but gets it done anyway. If your complaint is blocks and bans, then take time to read this post to focus on what you CAN do. Dawn is offering a set of PD blog posts that you'll want to dig into. "This week, we're going to discuss the white elephant in the room. Tech frustration. Many teachers struggle to bring students the type of tech experience they would like because of systemic blocks and bans, or worse, feel embarrassed as students have more access to tech than teachers do. This is the issue that brought me to the tech world myself. Students continually asked the hard questions about why they couldn't utilize technology such as smartphones, laptops, and tablets, and why phones were confiscated when students were using them for educational purposes. I wanted to improve my classroom experience and give my students more, but budget was a concern. Tech access is a problem in many schools. There are legitimate reasons-the desire of administrators to protect students from the darker side of the internet, fear of the unknown, lack of wireless capacity and budget difficulties which cause insufficient numbers of computers or the inability to upgrade existing tech. Some educational leaders have overcome these hurdles, but others are still working to get to that space."
Vicki Davis

Teachers TV: Weather Around the World - Resources - TES - 4 views

www.tes.co.uk/...ather-Around-the-World-6044445

education geography_teacher geography science elementary middleschool

shared by Vicki Davis on 23 Nov 11 - No Cached
  • Vicki Davis on 23 Nov 11
     
    Downloadable video "weather around the world" filmed in 5 different climactic regions. This includes multiple lesson plans and downloadable videos - all for free. (Another @TEsconnect resource)
Martin Burrett

A step back in time is a great leap forward for multi-sensory learning - 0 views

ukedchat.com/...multi-sensory-learning

multi-sensory learning

shared by Martin Burrett on 26 Nov 18 - No Cached
  • Martin Burrett on 26 Nov 18
     
    "Imagine lying on the floor of a Tudor hall and gazing up at the expressions of art all around you, listening to the sound of melodies Henry VIII  would have heard, or breathing in the scent of seasonal herbs that have graced a kitchen garden for three hundred years. These wonderful experiences would be a treat to the senses for any of us, but for our students who are working towards or at Entry Level 1, multi-sensory learning is an essential part of engaging with the world around them."
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"
Martin Burrett

STEM across the school - 0 views

ukedchat.com/...stem-across-school

STEM science engineering technology maths

shared by Martin Burrett on 13 Feb 19 - No Cached
  • Martin Burrett on 13 Feb 19
     
    "The importance of offering a broad curriculum within the school system cannot be over-stated, allowing students to explore a range of topics that spark their interest, and potentially inspire them to follow a career path that can have a positive impact on their lives, society and the environment. STEM activities (built around Science, Technology, Engineering and Mathematics) offer a broad range of opportunities, opening up the potential of enquiry based learning that is relevant to the world we live in. Many education systems globally place a great emphasis on a STEM curriculum for all students, no matter of age, race, gender or ability, but what STEM based activities work best in your setting, helping students see the world differently, and potentially inspiring to enter STEM careers of the future?"
yc c

Wolfram Demonstrations Project - 0 views

demonstrations.wolfram.com

mathematics visual science software interactive labs

shared by yc c on 05 Feb 09 - Cached
  • Pam Shoemaker on 05 Feb 09
     
    Offers interactive demonstrations of anything that can be modeled mathematically - bacteria growth, light refraction, supply and demand, etc. Running a demo requires Mathematica Player, which can be downloaded free, along with the demos
  • yc c on 30 Oct 09
     
    About the Wolfram Demonstrations Project Conceived by Mathematica creator and scientist Stephen Wolfram as a way to bring computational exploration to the widest possible audience, the Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields. Its daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations. Interactive computational resources have typically been scattered across the web--requiring specialized programming knowledge that's made them difficult and expensive to develop. As a result, their coverage has long been limited, and progress has been slow. In many ways, the Wolfram Demonstrations Project introduces a new paradigm for exploring ideas. The power to easily create interactive visualizations, once in the domain of computing experts alone, is now in the hands of every Mathematica user. Demonstrations can be created with just a few short lines of readable code, powered by the revolutionary advances in Mathematica. This opens the door for researchers, educators, students, and professionals at any level to create their own sophisticated mini-applications and publish them online.
c newsom

1001wonders.org : UNESCO World Heritage sites in panophotographies - immersive and interactive panoramic images - 14 views

www.world-heritage-tour.org

panorama photography world photos travel web2.0 history 1001wonders

shared by c newsom on 30 Sep 09 - Cached
  • c newsom on 30 Sep 09
     
    Stunning panoramic views in either Quicktime or Flash of places around the world designated as World Heritage sites. Bamiyan and Angkor are especially well-documented.
Martin Burrett

UKEdMag: Get their hands dirty! by @MissNina1983 - 0 views

ukedchat.com/...ir-hands-dirty-by-missnina1983

outdoor learning cooking article UKEd Magazine

shared by Martin Burrett on 16 Aug 16 - No Cached
  • Martin Burrett on 16 Aug 16
     
    It is essential that children in today's 'technology focused world' get real, hands-on experiences. The only things that some of my children have in their hands, once at home, are games console controls! By making learning fun and interactive we can engage children in finding out about the world around them and their past, instilling a love of learning and giving them some practical skills to use in the real world...
Dave Truss

The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views

www.edutopia.org/new-face-learning

future learningconversations pedagogy techintegrator technology web 2.0

shared by Dave Truss on 15 May 08 - Cached
  • I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
  • In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
  • I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
  • Dave Truss on 15 May 08
     
    I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
Ruth Howard

HP Invents a Central Nervous System for the Earth | Inhabitat - 4 views

www.inhabitat.com/...l-nervous-system-for-the-earth

all_teachers administrator digitalcitizenship science math technology middleschool elementary edu_news

shared by Ruth Howard on 20 Feb 10 - Cached
  • HP has just unveiled an incredibly ambitious project to create a “Central Nervous System for the Earth” (CeNSE) composed of billions of super sensitive, cheap, and tough sensors. The project involves distributing these sensors throughout the world and using them to gather data that could be used to detect everything from infrastructure collapse to environmental pollutants to climate change and impending earthquakes. From there, the “Internet of Things” and smarter cities are right around the corner.HP is currently developing its first sensor to be deployed, which is an accelerometer 1,000 times more sensitive than those used in the Wii or the iPhone – it’s capable of detecting motion and vibrations as subtle as a heartbeat. The company also has plans to use nanomaterials to create chemical and biological sensors that are 100 million times more sensitive than current models. Their overall goal is to use advances in sensitivity and nanotech to shrink the size of these devices so that they are small enough to clip onto a mobile telephone.Once HP has created an array of sensors, the next step is distributing them and making sense of all the data they generate. That’s no easy task, granted that a network of one million sensors running 24 hours a day would create 20 petabytes of data in just six months. HP is taking all that number crunching to task however, and will be harnessing its in-house networking expertise, consulting, and data storage technologies for the project.The creation of a global sensor system would be an incredible breakthrough – it could make our cities more efficient, save lives, and enable us to better understand, track, and combat climate change. As HP Labs senior researcher Peter Hartwell has stated, “If we’re going to save the planet, we’ve got to monitor it“.+ CeNSEVia Fast CompanyLead photo by Margie Wylie Comments RSS Comments RSS digg_url = 'http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/'; digg_title = 'HP Invents a Central Nervous System for the Earth'; digg_skin = 'compact'; email this tweetmeme_url = "http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/"; tweetmeme_style = "compact"; facebook this Related Posts
yc c

THE BRITISH LIBRARY - The world's knowledge - 7 views

www.bl.uk

maps history museum british exhibition online

shared by yc c on 02 Jun 10 - Cached
  • yc c on 02 Jun 10
     
    Magnificent Maps: Power, Propaganda and Art is a show to overturn such expectations. It leads the visitor - a bit like some erstwhile explorer - on a creative adventure around the back of that flat piece of paper we think of as the world. Drawing on the finest collection of maps on this planet - the British Library has more than four million to choose from, the vast majority of which are only very rarely, if ever, put on public display - the exhibition sets out to make clear that these pictures are about far more than mere physical description. They are a series of subjective images, each shaped by the beliefs and desires, the ambitions and prejudices, the passions and anxieties of its period.
Dave Truss

Connect! Calgary Science School - 5 views

calgaryscienceschool.blogspot.com

blogging techintegrator 1-1teacher

shared by Dave Truss on 15 Feb 10 - Cached
  • Dave Truss on 15 Feb 10
     
    WELCOME TO CONNECT! As we start up our new initiative, this blog will serve a number of purposes: 1. As a place to share the classroom projects, assignments and assessment practices of the Calgary Science School 2. As a place where CSS teachers and administrators can publicly reflect and engage in dialogue on their practice 3. As a place where CSS can build a learning network outside the walls of our school. We want to collaborate with and learn from other teaching professionals, around the city, province, country and around the world. Come join us on our new journey!
Michael Stevenson

ITFORUM Paper 1 - 0 views

itech1.coe.uga.edu/...paper1.html

shared by Michael Stevenson on 21 Sep 08 - Cached
  • In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.
  • Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
    • Michael Stevenson
      Michael Stevenson on 21 Sep 08
       
      How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use.
  • ...6 more annotations...
  • Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
  • Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
  • Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
  • In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
  • Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
  • what to do with all of the instructional designers...
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