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What Is Social Bookmarking: Social bookmarking is a form of bookmark sharing that allows you to bookmark websites on the Internet using a service instead of using the browser's bookmarking feature. This service also makes it easy to share bookmarks. The sharing and collaboration feature explains the use of the word "social" in this term. Social bookmarking uses a form of tagging that allows users to tag sites they want to bookmark with a keyword, similar to how Twitter hashtags work.

What Is Social Bookmarking: Social bookmarking is a form of bookmark sharing that allows you to bookmark websites on the Internet using a service instead of using the browser's bookmarking feature. This service also makes it easy to share bookmarks. The sharing and collaboration feature explains the use of the word "social" in this term. Social bookmarking uses a form of tagging that allows users to tag sites they want to bookmark with a keyword, similar to how Twitter hashtags work.

One of the most difficult types of an essay, which is crucial in shaping your future, is the Admission Essay. It is required by graduate schools, on the basis of which, they assess your potentials. Although the contents of the essay may vary, yet, the intention to showcase your expertise, interests, capabilities, awareness and goals in life is always the same.

Turn students' view of the world upside-down, literally! Oxfam's globe allows you view the globe from different perspectives, while asking questions. Use this in combination with SMART Notebook's Transparent Background to annotate and capture different views of our world. From the site: "Mapping our World is a whiteboard teaching product for 8 to 14 year olds. It explores the relationship between maps and globes, and how different projections influence our perception of the world. It challenges the idea that there is one 'correct' version of the world map."

These examples of SmartBoard lessons and activities were developed by some teachers in the Putnam school district. As a recipient of the Technology Professional Development and Technical Assistance grant for 2005-2006, participating Putnam teachers created lessons to be used to integrate technology with the SmartBoard. The development and submission of Successful Practices was one of the criteria for the grant. According to the Connecticut State Department of Education,

onstantly while an engine is running. This is the time you should call for help if needed. If your engine has cooled and there's no more steam, then you can inspect the radiator for a leak. Look under your vehicle to see if there is a puddle that formed. Grab some type of cloth as you open cap of the radiator, look away from it just in case there's still a lot of pressure built up. The antifreeze will come out with force and potentially hit your face. If needed add antifreeze (designated for your vehicle) and water. Adding only water to the radiator or coolant tank can do a lot of damage to an overheated engine. If you only have water but no antifreeze don't attempt to add anything. If you have roadside assistance it is always nice to have the option to call for a tow truck. Unless you've got the expertise to check, a tow truck is probably your best option. See an Expert for Repairs that specialize is Automotive Engine Service and Repairs. Looking for pros to complete your Auto Service needs check us out at ugopros.com Auto Mechanic Services in USA Filed in: Automotive Engine Service and RepairsTags: auto mechanic, Auto Mechanic In USA, Auto Mechanic Services in USA, Best Auto Repair Service USA, Best Home Services, best home services app, best home services inc, best mechanics, Best Oil Change Full Service, Car Engine Overheats, engine mechanic, Find a Reliable Mechanic, in usa, inusa, mechanics in usa, usa mechanics

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The experience I have found is that Unversity lecturers, preservice students and schools (the majority, not the minority) are struggling to understand how to use technologies such as whiteboards in an effective manner. The typical response for change in institutions is to push the technology not the pedagogy. Also, not sure of the percentage of casual teachers, high I believe, is that they go from school to school, where some have smartboards, some promethean and other various models. Where does the education for technology start? In the schools, the universities, the student? or the manufacture who puts out promotional material on the web, hoping this will transfuse into the teachers time poor memory of lesson plans.

At the heart of learning are the questions to which we do not yet know the answers and the journey to the questions we have not yet asked. Such simple truths and yet understandings that can have fundamental consequences for approach to learning and growth.

For schools the concept of a learning organisation should make perfect sense, after all learning is our core business, or it should be. Perhaps that almost three decades after Peter Senge identified the importance of learning within organisations the idea is only now gaining traction in schools tells us something about the approach taken to learning and teaching within schools. With an increased focus on the development of professional learning communities as a response to the complex challenges that emerge from a rapidly changing society, it is worth looking at what a learning organisation requires for success.

The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.  

After two days of talking about curriculum, integration, STEM, STEAM and HASS I am left with more questions than I started with. In some respects, the concept of curriculum integration is simple. It is after all something that Primary teachers almost take for granted. But for Senior and Tertiary educators the question of curriculum integration is inherently complex. At all levels questions emerge of what curriculum integration might achieve, what purposes it serves, what it could and should look like and how it should be supported by curriculum planners. In the current climate, with its debate around the role of education within an innovation economy, shaped by technology and confronting demands for a STEAM enabled workforce the shape of our curriculum is under pressure. 

Earlier this year a group of teachers I work with explored the 'Eight Cultural Forces' identified by Ron Ritchhart of Harvard's Project Zero. In doing so we decided to focus on our use of the term learning instead of the word work. Our goal was to bring our language choices into the spotlight and explore how a more deliberate focus on learning might alter the culture of our classrooms. Two terms later this focus persists and it is worth reflecting on the effect that this has had.

Increasingly we aim to teach dispositions but some care in the use of the term is required as it is easily oversimplified. While teaching for dispositions is encouraged it will have little effect if it means doing little other than engaging with the terminology. If we are to encourage the expansion of the desired dispositions, we must be sure to adequately unpack them and understand the implications in store for our culture of learning. 

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Hi Jess, could I also add, that there is a greater issue with interactive Whiteboards. Some of the big teaching colleges and Universities in Australia did not have any!! or they were very outdated,... or they were bought the wrong ones!! As some of the Universites are tech phonic... the reality of interactive whiteboards is up to the inspiration of the academic.... Something which is not that transparent when you look at fancy marketed websites.

Could I also add, being a primary school trained teacher and academic in education, most retiring academics do not wish to learn to teach with technology (out of their comfort zone) and believe.... firmly that face to face ... is the only way....to educate. Technology has been pushed globally into the education system, with pedagogy taking last place. Pedagogy is the teaching strategies where teachers construct learning in a classroom, when they are given a broad socially constructed curriculum... i.e the teachers science or magic potion which supports student learning. while interactive whiteboards add an amazing dimension to learning, it is only as good as the student teacher, who is often thrusted into a teaching classroom,,, and needs to grapple with the technology as there are many products out there and work differently... need alone.... Batteries!!! yes batteries should always be in the tool kit of a teacher now.

Blueback is a beautiful metaphor for life and particularly of the life we live in schools. When looked at close up, with an eye on the details, the experience of school is one of passing and recurring cycles. When looked at from a distance, with an eye on the whole, there are elements of constancy, the throughlines which bring meaning to our experience and which have as their consequence the residuals of education. 

Teaching is undoubtedly a busy profession and one where the end of the to do list seems to be forever located in a galaxy far far away. There is always more to be done and as each item on the list is ticked off, three, four or more seem to have appeared. If we ever do get close to the end, we find ourselves reflecting on what we have achieved and the many ways in which it might be improved. 

There is a great deal that I like about this description of humanity at its best from Ryan & Deci. It is both a goal to be achieved and an indicator of conditions which are required for us to fulfil our potential. While the focus of this statement is on the actions of the individual we can see how society might act to deny individuals the opportunities to lead such an inspired and agentic life. I like to imagine what a school might be like if every individual who plays a part in its functioning strove to extend themselves, master new skills and apply their talents responsibly.  Maybe schools would be like the 'learning organisations' described by Peter Senge.