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Meredith Ely: Top 10 Stories in Education in 2011 - 1 views

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    Top ten stories in education in 2011. Not surprisingly, all of these stories are, one way or other, related to educational technologies. Many facets of our education are evolving simultaneously.
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iPads in classroom change education - Metro - The Boston Globe - 3 views

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    This is a classic example of "gee whiz - it's magic" journalism about technology in education
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    It's intersting to think about what sorts of journalists get handed these kinds of stories. Should this be the education beat? The technology beat? This particular journalist doesn't seem to bring expertise of either kind. (It seems like it's just a Metro desk story.) Mostly he comes across as a shill for Apple.
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    The financial struggles of print media have led to the substitution of "piecework" journalists, often with no credentials for the story, for qualified professionals with strong backgrounds. Poor articles are the result...
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With Pictures, Puzzles and Games, Students Create Transmedia Stories | MindShift - 0 views

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    We mentioned transmedia navigation as a digital literacy in class today. Inanimate Alice is a really interesting example.
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New reading iPad app attempts to transform the story experience - 0 views

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    This article describes a new iPad app that turns reading into an interactive learning experience by interjecting activities related to the book such as games and interludes where the reader plays songs on the iPad piano. The child can be read to by the app or read the story on their own. 
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Headline Story | equities.com - 0 views

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    Seems like it's written by an IBM publicist, but still interesting to see private sector investment following Race to the Top funding.
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AEM Professor to Students: Don't Put Away Cell Phones | The Cornell Daily Sun - 0 views

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    A news story from Cornell talking about integrating mobile devices into higher ed...paints an unfortunate, yet realistic picture of the discrepancies between research/trends and practice  
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Why Stories Matter - Marshall Ganz | Sojourners Magazine - March 2009 - 0 views

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    Not exactly a link re: technology, but really good reading if you intend to IMPLEMENT any of the stuff we have talked about for the last several months. You will need to move people to change habits - Marshal Ganz of HKS describes a process to articulate a vision of change and move people to action.
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Media Literacy | EdSurge - 1 views

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    Articles on media literacy -  an excerpt from their newsletter:  Here's how George Mason history professor Mills Kelly teaches media literacy. "'We will work together as a group to create an online historical hoax that we will then turn loose on the internet to see if we can actually fool anyone.'" His students have created stories that have fooled Wikipedia (but not Reddit) and provoked the ire of Jimmy Wales himself. We're delightedly amused at this intriguing piece from Brendan Fitzgerald, which examines the tradition of published hoaxes within the larger discussion over media transparency and credibility. While we agree that planting deliberate lies makes our job a little tougher, there's definitely value in its effort to challenge the largely assumed reliability of Wikipedia and other crowdsourcing efforts. It begs the question: are today's kids digital natives or "digital naives?"
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Make your own story - 1 views

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    Make your own story by filtering massive information available through existing social networking platforms.
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Cheshire continues to invest in new technology for schools - MyRecordJournal.com: Chesh... - 1 views

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    Yet another story about the magic device. I had not realized that interactive whiteboards automatically communicate 21st century skills.
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Mooresville School District, a Laptop Success Story - (It's Not Just About the Laptops) - 0 views

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    Some very useful lessons to learn fro Mooresville. Looks like the broader ecosystem (such as cheper access to broadband internet) has been thought through rather than just dropping a laptop into the classroom.
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    Interesting comment from one of the parents, attesting to how technology can be out to good use in education - "My son, just yesterday, completed a mutlimedia project about the Sahara desert working together with another student. They created a video imagining them driving a vehicle through the desert while reciting facts about the desert and incorporating pictures and graphics about what they were describing. It was as if they were taking me on a virtual tour of the desert. This is the way we communicate now. What we learn is only as important as how we are able to communicate it to make things happen."
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Storybird - Artful storytelling - 1 views

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    This is an online collaborative tool to help people (especially children) create and share stories and/or art. 
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British Schoolchildren Traumatized by Fake Alien Invasion - Fake invasions - io9 - 0 views

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    The presentation on the ARG alien abduction in class today reminded me of this awesome news story a couple months back. Sans fancy technology, a school staged an alien abduction for its students. Unfortunately, they got some flak for the War of the Worlds effect it had on the younger kids. But this school seems really awesome and I hope no one got disciplined for providing an innovation learning experience.
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Arithmetic Underachievers Overcome Frustration to Succeed | Edutopia - 0 views

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    Struggle is good. A caterpillar story..
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FRONTLINE: digital nation - life on the virtual frontier | PBS - 0 views

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    A TV/Web report on the digital revolution and how it's changing our lives, with video stories, interviews, and user-generated video on relationships, information overload, education, the military, parenting, brain development, and more.
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Getting to the Top of the Class - Forbes.com - 0 views

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    What technologies succeed in school purchases and why: The SMARTboard story.
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The Web Is Dead. Long Live the Internet | Magazine - 2 views

  • a good metaphor for the Web itself, broad not deep, dependent on the connections between sites rather than any one, autonomous property.
  • According to Compete, a Web analytics company, the top 10 Web sites accounted for 31 percent of US pageviews in 2001, 40 percent in 2006, and about 75 percent in 2010. “Big sucks the traffic out of small,” Milner says. “In theory you can have a few very successful individuals controlling hundreds of millions of people. You can become big fast, and that favors the domination of strong people.”
  • Google was the endpoint of this process: It may represent open systems and leveled architecture, but with superb irony and strategic brilliance it came to almost completely control that openness. It’s difficult to imagine another industry so thoroughly subservient to one player. In the Google model, there is one distributor of movies, which also owns all the theaters. Google, by managing both traffic and sales (advertising), created a condition in which it was impossible for anyone else doing business in the traditional Web to be bigger than or even competitive with Google. It was the imperial master over the world’s most distributed systems. A kind of Rome.
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  • This was all inevitable. It is the cycle of capitalism. The story of industrial revolutions, after all, is a story of battles over control. A technology is invented, it spreads, a thousand flowers bloom, and then someone finds a way to own it, locking out others. It happens every time.
  • Enter Facebook. The site began as a free but closed system. It required not just registration but an acceptable email address (from a university, or later, from any school). Google was forbidden to search through its servers. By the time it opened to the general public in 2006, its clublike, ritualistic, highly regulated foundation was already in place. Its very attraction was that it was a closed system. Indeed, Facebook’s organization of information and relationships became, in a remarkably short period of time, a redoubt from the Web — a simpler, more habit-forming place. The company invited developers to create games and applications specifically for use on Facebook, turning the site into a full-fledged platform. And then, at some critical-mass point, not just in terms of registration numbers but of sheer time spent, of habituation and loyalty, Facebook became a parallel world to the Web, an experience that was vastly different and arguably more fulfilling and compelling and that consumed the time previously spent idly drifting from site to site. Even more to the point, Facebook founder Mark Zuckerberg possessed a clear vision of empire: one in which the developers who built applications on top of the platform that his company owned and controlled would always be subservient to the platform itself. It was, all of a sudden, not just a radical displacement but also an extraordinary concentration of power. The Web of countless entrepreneurs was being overshadowed by the single entrepreneur-mogul-visionary model, a ruthless paragon of everything the Web was not: rigid standards, high design, centralized control.
  • Blame human nature. As much as we intellectually appreciate openness, at the end of the day we favor the easiest path. We’ll pay for convenience and reliability, which is why iTunes can sell songs for 99 cents despite the fact that they are out there, somewhere, in some form, for free. When you are young, you have more time than money, and LimeWire is worth the hassle. As you get older, you have more money than time. The iTunes toll is a small price to pay for the simplicity of just getting what you want. The more Facebook becomes part of your life, the more locked in you become. Artificial scarcity is the natural goal of the profit-seeking.
  • Web audiences have grown ever larger even as the quality of those audiences has shriveled, leading advertisers to pay less and less to reach them. That, in turn, has meant the rise of junk-shop content providers — like Demand Media — which have determined that the only way to make money online is to spend even less on content than advertisers are willing to pay to advertise against it. This further cheapens online content, makes visitors even less valuable, and continues to diminish the credibility of the medium.
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