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Jeffrey Mason

Live Hangout Schedule - EducationOnAir - 1 views

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    a list of all the sessions in the Education On Air series for 2013.  Check back periodically for new sessions.
Maryann Angeroth

Live Hangout Schedule - EducationOnAir - 20 views

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    "Over 110 sessions. Over 60 presenters. 13 categories. 3 languages. Which Hangouts will you attend?"
Dianne Rees

333-Google-Mobile-Learning-Breadcrumb-Hackathon-Scheduled - 1 views

  •  Breadcrumb enables you to create a variety of mobile learning applications and allows you to make your application work with only three additions to plain text.
Caroline Bucky-Beaver

Utilizing Appointment Slots in Google Calendar - 39 views

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    Might be a great way for media specialists to schedule time for classes and block out unavailable times.
Kasey Bell

5 Ways to Use the Google Classroom About Tab [infographic] | Shake Up Learning - 12 views

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    "Google Classroom has so much to offer teachers and students, and every day I learn something new that makes it an even better tool! Inside Google Classroom, teachers and students will see three main tabs, one of which is the About tab. The About tab is where you add the details of your class including course description, syllabus, materials, invite co-teachers and more. The About tab also makes a great hub for year-round classroom resources, like schedules, important links and more."
Raul Babolea

YouCanBook.Me - 29 views

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    Easy and efficient way to book events online.  Works directly with google calendar and can be embedded into webpages.
Pavlína Hublová

Calendly - Scheduling appointments and meetings is super easy with Calendly. - 17 views

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    "Rozšíření" do Google kalendáře pro snadnější plánování schůzek - propojené s účtem Google, synchronizace apod.
Dennis OConnor

ALA | Interview with Keith Curry Lance - 9 views

  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
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  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
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    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.
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