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Tod Baker

Essentials for the "Wired" Teacher - 0 views

www.guide2digitallearning.com/...essentials_wired_teacher

tools 21stcenturyskills socialbookmarking rss google diigo blogging

shared by Tod Baker on 09 Aug 09 - Cached
  • Tod Baker on 09 Aug 09
     
    Master Google: OK, we all use it, but make sure you know how to search like a pro. Here are a few ideas that will really help: 1. Make a custom RSS feed. First, search a topic, click "news" then "sort by date" then click "RSS" on the bottom left. Copy and paste the new url in your RSS aggregator (like Google Reader). 2. Limit searches by domain or geographical origin. After your search terms, type "site:" search followed by either domains ("org" or "edu") to search for only those sites OR use a country's two-letter code to return news items only from that country. 3. Use the "options" feature after a search. This will give you access to valuable applications such as the "Wonder wheel" or "Timeline." Try it! These are just a couple of the many hidden search features that Google offers.
Tod Baker

November Learning - Directing Learning with Google Custom Search - 0 views

novemberlearning.com/index.php

searchengines google

shared by Tod Baker on 26 Oct 08 - Cached
  • Tod Baker on 26 Oct 08
     
    Would you teach your students to read without teaching them to write? Probably not. Educators know that linking these two pieces together makes for a more complete learning experience. Transferring this knowledge into the world of online search, does it make sense to teach students to search without teaching them what's involved in creating and managing a search engine?
Tod Baker

hakia Search Engine Beta - 0 views

www.hakia.com

hakia searchengine tools

shared by Tod Baker on 21 Aug 08 - Cached
  • Tod Baker on 21 Aug 08
     
    hakia is a general purpose "semantic" search engine, dedicated to quality search experience.
Tod Baker

Langwitches » Web Searching Strategies for Elementary School Students - 0 views

langwitches.org/...for-elementary-school-students

search wyb

shared by Tod Baker on 02 Feb 09 - Cached
  • Tod Baker on 02 Feb 09
     
    We do have to prepare them for research in media that is current for our times and one they most likely will use as as their primary source for gathering information as they grow. Are books still your PRIMARY source when YOU gather information? In our elementary school we are using the following search tools :
beth gourley

"Social Media is Here to Stay... Now What?" - 0 views

www.danah.org/...MSRTechFest2009.html

social_media web2.0 networking

shared by beth gourley on 24 Mar 09 - Cached
  • Social media is the latest buzzword
  • Web2.0 means different things to different people
  • For users, Web2.0 was all about reorganizing web-based practices around Friends
  • ...49 more annotations...
  • Web2.0 was about the perpetual beta
  • showcases the ways in which some tools are used differently by different groups.
  • ACT ONE : NETWORK EFFECTS
  • Friendster was designed as to be an online dating site.
  • MySpace aimed to attract all of those being ejected from Friendster
  • Facebook had launched as a Harvard-only site before expanding to other elite institutions
  • And only in 2006, did they open to all.
  • in the 2006-2007 school year, a split amongst American teens occurred
  • college-bound kids from wealthier or upwardly mobile backgrounds flocked to Facebook
  • urban or less economically privileged backgrounds rejected the transition and opted to stay with MySpace
  • At this stage, over 35% of American adults have a profile on a social network site
  • the single most important factor in determining whether or not a person will adopt one of these sites is whether or not it is the place where their friends hangout.
  • do you know anything about the cluster dynamics of the users
  • all fine and well if everyone can get access to the same platform, but when that's not the case, new problems emerge.
  • ACT TWO : YOUTH VS. ADULTS
  • typically labeled social networkING sites were never really about networking for most users. They were about socializing inside of pre-existing networks.
  • For American teenagers, social network sites became a social hangout space, not unlike the malls
  • Adults, far more than teens, are using Facebook for its intended purpose as a social utility. For example, it is a tool for communicating with the past.
  • dynamic more visible than in the recent "25 Things" phenomena.
  • Adults are crafting them to show-off to people from the past and connect the dots between different audiences as a way of coping with the awkwardness of collapsed contexts.
  • Twitter is all the rage, but are kids using it? For the most part, no.
  • many are leveraging Twitter to be part of a broad dialogue
  • We design social media for an intended audience but aren't always prepared for network effects or the different use cases that emerge when people decide to repurpose their technology.
  • Search changes the landscape, making information available at our fingertips
  • you are probably even aware of how inaccurate the public portrait of risk is
  • ACT THREE : RESHAPING PUBLICS
  • I want to discuss five properties of social media and three dynamics. These are the crux of what makes the phenomena we're seeing so different from unmediated phenomena.
  • 1. Persistence.
  • The bits-wise nature of social media means that a great deal of content produced through social media is persistent by default.
  • You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
  • 2. Replicability.
  • much easier to alter what's been said than to confirm that it's an accurate portrayal of the original conversation.
  • 3. Searchability.
  • The key lesson from the rise of social media for you is that a great deal of software is best built as a coordinated dance between you and the users.
  • 4. Scalability.
  • Conversations that were intended for just a friend or two might spiral out of control and scale to the entire school
  • 5. (de)locatability.
  • This paradox means that we are simultaneously more and less connected to physical space.
  • Those five properties are intertwined, but their implications have to do with the ways in which they alter social dynamics.
  • 1. Invisible Audiences.
  • lurkers who are present at the moment
  • One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. This is a systems problem.
  • having to present ourselves and communicate without fully understanding the potential or actual audience
  • 2. Collapsed Contexts
  • Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
  • 3. Blurring of Public and Private
  • As we are already starting to see, this creates all new questions about context and privacy, about our relationship to space and to the people around us.
  • visitors who access our content at a later date or in a different environment
  • Social media is not new. M
  • beth gourley on 24 Mar 09
     
    Important summary of how social media works for youth and adults, and how five properties and three dynamics have a systematic affect that we all must deal with.
beth gourley

About Becta - Becta report shows benefits of Web 2.0 in the classroom - Becta - 0 views

news.becta.org.uk/display.cfm

becta web2.0

shared by beth gourley on 06 Oct 08 - Cached
  • research also found that over half of teachers surveyed believe that Web 2.0 resources should be used more often in the classroom
  • main concerns involved a lack of time to familiarise themselves with the technology and worries about managing the use of the internet in class
  • young learners are prolific users of Web 2.0 technologies in their leisure time
  • ...4 more annotations...
  • Web 2.0 in the classroom was limited.
  • 2,600 students
  • eachers are frequent users of technology too, with 93% of teachers surveyed using search engines regularly and 70% using the internet for work purposes. In their personal time, 45% had used social networking at some point, 29% had blogged and nearly a third had uploaded a video that they’d shot.
  • earners were prolific users of technology they were not necessarily sophisticated users.
  • beth gourley on 06 Oct 08
     
    Becta report recommended that teachers should be encouraged to help learners to develop more sophisticated use of Web 2.0 technology and to give them the skills to navigate this space.
  • beth gourley on 06 Oct 08
     
    Focus for ATL workshop
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