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On page 9 of our text, Principal Dave Meister was quoted as saying, "In the typical classroom, the pedagogies of years gone by are still the status quo. In this typical classroom, the average student is unengaged and bored. In my opinion, schools had better catch up or become irrelevant." I linked to a NYTimes blog that summarized a 93-page study by the U.S. Dept. of Education. Although most of the chapter talked in general references to Web 2.0 tools, I thought the quote also applied well to online courses. We really need to rethink our pedagogical approaches for the Net Generation (Millennials). I also liked Prensky's lament about students needing to "power down" when they go to school. (pg 28 of text)

On page 56, Schrum talks about the explosion of Web 2.0 tools. Here's one more interesting one.

Conspiracy Code is an adventure thriller designed to teach a full couse in American History. It is being developed hand in hand with K-12 educators, and will be available to all schools as an online course..

This is a perfect example of a way students might be immersed in a online educational experience. That relates to our reading assignment because it highlights Web 2.0 use with students.

Wikipedia co-founder launches YouTube-like web site for children.

This article seems to be very germane to our current discussions about technology infusion. Interesting to see a study that also looks at educational outcomes in conjunction with usage. The ramifications are certainly farther reaching than what appears on the surface. I hope you find it interesting. Sandy

The article contains a Matrix for E-Moderators.

Simple site that engages students in vocab practice and brings awareness to global hunger. Fun for all. Great anchor activity for online teaching.

Open courseware from MIT--It is a treasure trove of science and engineering and math education

Isn't it incredible what's available for FREE??!!!!

In the manner of a friend having a conversation, Prof. Stephen Heppell relates past learning projects and what they indicated about the power of new methods of learning. He reflects on the impact of technology on education and towards the end of the "conversation" he says "this is the death of education, ...but wonderfully the dawn of learning".

In talking about a project and how it wouldn't have had the same impact without the teachers, he said they weren't there to provide the learning, but rather to provoke it.