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Chris McEnroe

Technology a Top Priority in District 196 Schools - Rosemount, MN Patch - 0 views

  • hopefully
  • engagement
  • engaged
  • ...1 more annotation...
  • y more engaged,” said Heier. “The engagement itself, hopefully, will increase student performance.” Funding for these undertakings comes from a variety of sources, said Jeff Solomon, director of finance and operations for the district. Until recently, one source was a financial pool provided to schools nationwide by the Microsoft corporation as the result of a lawsuit served as a revenue source. However, those funds are now drying up after several years of use. The district also receives $1.4 million per year from the capital projects levy, all of which is intended for technology-related purchases. The 10-year levy was voted into effect in 2004. Capital funds are another source of technology funding. These monies, which are issued annually, are provided by state aid and by local property taxes. The total capital funds budget is $10 million per year. However, only $140,000 is designated for administrative technology; another $1.2 million is also allocated to specific schools, where the revenue is often used to fund technology. Currently, the district’s primary technological priority is building a stronger, more consistent wireless connection, said Heier. This project is still in the early stages. The district is working with a consulting firm to design a network that will allow for further expansion. Heier said that in the future, the district would like to create an environment where students can bring their own devices to school, and where schools provide students with devices, such as laptops and tablets. The district will begin building the network in either summer or fall of 2012. Heier was unable to estimate an end date for the project, but said the district hopes to establish the network within two years. The wireless project is estimated to cost between $500,000 and $750,000, according to Heier. Funding for the network is currently being sourced from the capital project levy. At present, levy funds will not be available until after 2014-2015. However, the levy may be renewed through a community vote in 2014. Either way, it appears that high-tech efforts will continue to be a priority for District 196 in the foreseeable future. “It’s our world now,” said Berenz. “We don’t have the choice to not incorporate technology.” Related Topics: Capital Funds Project, Capital Revenue, District 196, Education, Jeff solomon, Rosemount-Apple Valley- Eagan School District, Superintendent Jane Berenz, Technology in classes, and classroom technology What do you think of technology in classrooms? Tell us in the comments. Email me updates about this story. [["validates_email_format_of",{"message":"Enter a valid email address e.g. janedoe@aol.com."}]] Website: Thanks. We'll email you the next time we update this story.  Email  Print Follow comments  Submit tip   Comment Leave a comment [["validates_presence_of",{"message":"Hey, you forgot to let us know how you feel \u2014 please enter a comment."}],["validates_length_of",{"too_long":"Easy there, Tolstoy. Your comment cannot exceed 1500 characters.","maximum":1500,"allow_blank":true}]]comm
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    Spending money with the hope that learning comes from assumed engagement.
Jerald Cole

Collaborative Learning Center » Blog Archive » Gaming in the Classroom - 3 views

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    Roger Travis, Professor of Classics uses games to teach Homeric epics. The 1:1 mapping he used for learning objectives and play objectives led him to coin the term "practomime" from "praxis and mimesis," that is, a doing and representing.
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    I really liked the building points toward a grade concept and the idea that people were more willing to compose in Latin.
Jerald Cole

The Instructional Use of Learning Objects -- Online Version - 0 views

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    This is probably the definitive online source on learning objects. I recommend you download each chapter, as it hasn't been updated in a while (a sign that it may go away). An extremely dry read, but if you take it in small doses you'll be well grounded in the concept. Key ideas are embedded in SCORM..
Jerald Cole

Learning Objects - 0 views

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    Various definitions of learning objects.
Tracy Cordner

ScienceDirect - Computers & Education : Computer support for learning mathematics: A le... - 0 views

  • The IIRM are educational software components, specializing in mathematical concepts, presented through recreational mathematics, conceived as interactive, recreation-oriented learning objects, integrated within the environment.
  • instant messaging, chat rooms, and multi-player math games
  • Mexican high-school students
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    Research paper on "recreational learning objects" in this case a math-based computer game, which was shown to increase motivation in Mexican high schoolers.
Jerald Cole

MERLOT - 0 views

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    This is one of the premier resource sites containing links to rich media for educational applications. I have yet to see the notion of games or simulations mentioned in the literature as a rich media source, or "learning object" for curriculum integration.
Chris Dede

Gamestar Mechanic: Gamification Made Easy | Edutopia - 0 views

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    is this the right approach?
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    Although learning game design is valuable in itself, the learning objectives are vague and feedback doesn't seem to be embedded in the process. Gamestar claims that the game is adaptable to all content areas, however, without learning objectives from the outset students may master game design without learning classroom subject matter.
Jing Jing Tan

iPhones, Games and the Addictive Experience | Psychology Today - 0 views

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    The author talks about society's addiction to "stupid" mini-games (e.g. Angry Birds), which have minimal learning objectives but help us compartmentalize our lives.
Leslie Lieman

Man vs. Computer: Who Wins the Essay-Scoring Challenge? - Curriculum Matters - Educatio... - 2 views

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    If computers can score writing, of course the first use will be for assessment. No surprise there. But how might we use this more creatively?
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    I tried to bring an scoring software program into my school. Nobody liked it except for myself. I thought the objective measure would be more motivating to students. But the other teachers thought that the students should have more practice with rubrics themselves. My school focused heavily on peer editing and scoring. Also, when teachers see such a large number of average scores they tend to disbelieve the results. For example, when I score the essays, there may be a lot of 'B's but I've sees the difference in between Betty's 'B' and Joe's 'B'. The grade is more of a reminder of my experience scoring Betty's writing. When the software scores it, I haven't necessarily seen the essay therefore the score doesn't mean as much. Of course the scoring makes much more sense for official assessments. Open Ended Responses are a much better measure of a student's understanding than multiple choice, if the software is able to distinguish the nuance of language. Some programs are scoring grammatical patterns, sentence length, and paragraph length; therefore, a student can be totally off topic and get a high score. I'm curious if this latest software corrected for this.
Jing Jing Tan

Zapping the brain into "expert" mode - Boing Boing - 3 views

  • transcranial direct current stimulation
    • Chris Mosier
       
      Thanks for the link, Jing Jing. The article makes an interesting conclusion that in addition to electrical stimulus, you can induce flow by focusing on an external object to "turn off conscious thought." From the New Scientist article: "When you have an external focus, you achieve a more automatic type of control," she says. "You don't think about what you are doing, you just focus on the outcome."
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    Tying in with our conversation about flow, this article mentions a way to physically induce flow through "transcranial direct current stimulation".
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    I have to say..I am a bit weirded out by this article. The days of Johnny Mnemonic are not far behind.
Nick Siewert

Really? - The Claim - 3-D Movies Can Induce Headaches and Sickness - Question - NYTimes... - 2 views

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    Do 3-D interfaces cause headaches? Potential trouble for immersive visuals as 3-D interfaces require unnatural eye movements which may result in visually induced motion sickness. More popcorn please.
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    I didn't end up with any ill effects, but I noticed that your inability to focus on objects on different levels of the 3D plane is unnerving. Often there would be interesting flora in the foreground, and because it's in 3D, you want to look at it but you can't focus your eyes on it.
Tracy Cordner

ResulTechSchModel_v3.pdf (application/pdf Object) - 0 views

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    A model for engagement in classrooms created by an initiative in Maine.
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