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Here's a roundup of the APIs to mine Twitter data: Trstrank: The PageRank-esque algorithm we covered previouslyWordbag: A list of "most common words" for a user with a twist. Universally-common words are essentially filtered out because InfoChimps compares a user's word choice to all of Twitter.Influence: Gets the number of replies in and out for the user, along wiht the number of tweets and the age of the account. Analysis of influence is up to you.Conversation: Provides a summary of public interactions between two users. Results are a list of tweets in which the first user replied to the second.

In these visualizations, a given text-the "specimen"-is compared to some larger group of texts-the "normative" text-using the Dunning log likelihood statistical analysis, which gives weight to words in a text according to how their frequency of use in the specimen text differs from the norm. All visualizations feature a cloud that varies from gray to blue. In this cloud, the size of the word corresponds to the number of times the word was used in a given address. The word's color depends on how statistically unlikely the word is in the normative text; in other words, a blue word was used more in the given speech than in the others it is compared to.

Children are among the most frequent users of the Internet, yet searching and browsing the web can present many challenges. Studies over the past two decades on how children search were conducted with finite and pre-determined content found in CD-ROM applications, online digital libraries, and web directories. However, with the current popularity of the open Internet and keyword-based interfaces for searching it, more critical analysis of the challenges children face today is needed. This paper presents the findings of an initial study to understand how children ages 7, 9, and 11 search the Internet using keyword interfaces in the home.

Review of digital humanities scholarship tools

Very nice analysis of the cost of various materials by weight.

Learn how to view primary resources as a historian. Download the "Six C's of Primary Source Analysis" developed by the UC Irvine History Project. Watch/Listen to the podcast video interview of using the 6 C's to see how it is done.

This announcement came in recently: "The University of Northern Colorado is about to launch the Education Innovation Institute. University and government officials will detail plans on Sept. 24 for what is being billed as the "leading authority on education policy research and analysis." UNC has been a leader in the field of education since its founding in 1889 as the State Normal School." I hope that they will blog it, for if they truly want to influence educational innovation, they will share their findings and become part of this amazing grassroots network of educators. Be part of change or be irrelevant.

Within this site you will find lesson ideas, examples, and downloads for mathematics that embrace active learning, constructivism, and project-based learning while remaining true to the standards. The initial focus will be for grades 5 and up, but teachers of younger students may be able to find some uses or inspiration from the site. Higher level thinking skills, such as analysis, synthesis, and creativity are encouraged as well as technology skills and social learning. The scope of this site is mathematics, but many lessons lend themselves to interdisciplinary activities also.

Great lesson examples for website analysis. Nice collection!

Regional teacher workshops by Jane Schaffer for educators teaching essay writing skills, pre-AP English and style analysis for English Language Arts K-12.

The report concludes that effective uses of technology to enhance student achievement are based on four building blocks which are alignment, assessment, accountability, and access and analysis. Its definition of student achievement includes 21st Century skills. The report describes 21st Century skills as "a new set of skills necessary to prepare students for life and work in the digital age. These skills include digital literacy, inventive thinking, effective communication and high productivity abilities" (p. 32).

This web application could be used with the following: -Research/ Reports in any content area -Lab reports -Data collection/ analysis (research journal/ log, data trail, notes, formation of ideas and early possible findings, etc.) -Pre- and post-assessment -Ogranizer -Group or whole-class projects -Self-paced instruction -Journal writing exercise spanning an extended timeframe -Group/ Project management -In IDT 7/8052

Blooms Taxonomy Pyramid Bloom's Taxonomy defines six different levels of thinking. The levels build in increasing order of difficulty from basic, rote memorization to higher (more difficult and sophisticated) levels of critical thinking skills. For example, a test question that requires simple factual recall shows that you have knowledge of the subject. Answering an essay question often requires that you comprehend the facts and perhaps apply the information to a problem. I wish to promote the analysis the subject matter, perhaps by having students break a complex historical process or event into constituent parts. I particularly want students to organize and present pieces of historical evidence it in a new way, to create or synthesize an argument. In order to do so, students must evaluate evidence, making judgments about the validity and accuracy of primary sources.

Questionnaires are an inexpensive way to gather data from a potentially large number of respondents. Often they are the only feasible way to reach a number of reviewers large enough to allow statistically analysis of the results. A well-designed questionnaire that is used effectively can gather information on both the overall performance of the test system as well as information on specific components of the system. If the questionnaire includes demographic questions on the participants, they can be used to correlate performance and satisfaction with the test system among different groups of users.

Over 450 Free Study Guides/Book Notes/Book Reviews/Online Chapter Summary/Notes/Analysis for literature titles.

"This site provides lesson plans and primary resources for secondary students of US and World History to explore experiences and identities through historical analysis of the 1893 World's Columbian Exposition. "

Useful for teaching US history of the late C19th.

The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

Fascinating way to dispel myths and stereotypes of all kinds: look at the data. It doesn't lie. It's much easier to see the way Hans Rosling presents it at Gapminder.org

A student on netgened shared this with me based upon his topic "visual data analysis." This is an amazing repository of statistics shown in very cool ways. Great for social sciences.