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take a look at some of the most compelling new sites that have launched in just the few short months since President Obama took office: * Data.gov, providing open access to feeds of valuable facts and figures generated by the executive branch. * USAspending.gov, allowing any of us to drill down into the details of spending from various federal agencies. * Recovery.gov, perhaps one of the best-known of the new sites, offering up details of how resources from the Recovery Act are being allocated. * And of course, there's WhiteHouse.gov. You know about that one. What's remarkable about these sites is not merely that they exist; There had been some efforts to provide this kind of information in the past. Rather, what stands out is that they exhibit a lot of the traits of some of the best tech startups in Silicon Valley or New York City. Each site has remarkably consistent branding elements, leading to a predictable and trustworthy sense of place when you visit the sites. There is clear attention to design, both from the cosmetic elements of these pages, and from the thoughtfulness of the information architecture on each site. (The clear, focused promotional areas on each homepage feel just like the "Sign up now!" links on the site of most Web 2.0 companies.) And increasingly, these services are being accompanied by new APIs and data sources that can be used by others to build interesting applications.

Save Our Sounds audio map - preserving sounds for future generations.

The intent of this study is to document K-12 Web 2.0 policies, practices, and perspectives in American schools from the perspective of school district administrators. The study was made possible through the generous support of the John D. and Catherine T. MacArthur Foundation. The CoSN study methodology included: 1) the design and field testing of a Web 2.0 survey for three respondent groups: school district superintendents, curriculum directors, and technology directors; 2) the constructing of a representative, random sample from the 14,199 public school districts in the U.S. stratified by four locales (e.g., urban, suburban, town, and rural); 3) the data collection through online surveys; 4) the weighting of findings to ensure demographic representativeness; and 5) analysis and reporting of the results. The report is based on the surveys from nearly 1200 district administrators, including 389 superintendents, 441 technology directors, and 359 curriculum directors. The reader will note that throughout the report, Metiri identifies the respondent group(s) and the associated weighted number of respondents who answered any particular question or series of questions. The complete methodology for the survey is included in the Appendix.

users like David Parry are finding that the technology breaks down barriers and creates instant communities in unexpected environments. It also fills the void between e-mail and instant messaging, providing a quick and easy medium for asynchronous communication and general discussion.

Then Jesus answered and said, "O faithless and perverse generation! How long will be I with you? How long will I bear with you? Bring him here to me."

Good tool to generate ideas.

A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.

To emphasize that while weblogs and other social information-sharing technologies are not the ultimate cause of informational cascades, they generally don't prevent them and often can amplify and accelerate them.

A random addition question worksheet generator with lots of options and levels. Publish your worksheets online and give the link to your student to complete. Worksheets are self marking. You can also print your worksheets. http://ictmagic.wikispaces.com/Maths

A great countdown timer tool. Enter the date, time and title. The site generates a link for you to share or bookmark. So you can turn your browser off and come back to it, unlike many similar tools. Good for setting homework & essay deadlines. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools

I began coding as a 6 year old on a Amstrad CPC-464 with a Tape drive (iPod generation see the cutting edge of 1980s design at http://media.pcadvisor.co.uk/cmsdata/news/3206319/amstrad_cpc464.jpg). With the success of apps and app stores, coding has been elevated to the mainstream. This site teaches the basics of HTML coding. http://ictmagic.wikispaces.com/ICT+&+Web+Tools

A good general history site covering ancient civilisations from across the world. http://ictmagic.wikispaces.com/History

A great general maths resource site with games, worksheets and ideas. http://ictmagic.wikispaces.com/Maths

Regardless of what the next generation web will be called, one thing is definitely obvious, information will be more automatic and tailored to individual needs.

A YouTube Page guaranteed to make all but the youngest of us feel old, by showing technology that is obsolete. Great for showing the iPod generation the wonders of cassette tapes and vinyl records. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools

word magnet word wall generator, just copy and paste the words in.

The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in anygiven place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' -an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.