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"iSchool: a closer look at Manhattan Beach Unified's iPad pilot program email Does Manhattan Beach Unified's iPad pilot program represent the future of education? Kindergarten students at Grand View Elementary School use iPads two times a week. Photo by Alene Tchekmedyian Kindergarten students at Grand View Elementary School use iPads two times a week. Photo by Alene Tchekmedyian Just before 8 a.m. one recent Tuesday, Andy Caine wheeled a waist-high cart into his second-floor history classroom at Mira Costa High School, as the Beach Boys' "I Get Around" played faintly in the background. On the syllabus for the day: the First Amendment. As the first period bell rang, Caine unlocked the cart. "Come and get 'em," Caine said to his class of seniors, and stood behind his podium, on which he's pasted a sticker reading, "Think for yourself. Question Authority." The students put aside their pens and notebooks and lined up at the cart to pick up an unconventional tool that school districts across the nation have been implementing into classrooms. Each student grabbed an iPad and returned to his or her seat. Caine is one of 43 Manhattan Beach Unified School District teachers chosen to try the $500,000 iPad pilot program, which started last fall. At Mira Costa, two English, math, science and social studies teachers use iPads, along with eight science teachers at Manhattan Beach Middle School and 27 teachers of different grade levels at each elementary school. The district purchased 560 student iPads (32 gigabytes and costing around $700 each), in addition to iPads for pilot teachers and administrators. A quarter of the pilot costs are grant funded, while the district supports the rest. Later this year, the School Board will decide whether, and in what capacity, to continue the pilot. Caine and pilot teachers implement iPads into their curricula two to three times a week, a total of 30 to 90 minutes. "I would use them every day if I had the po

"In the face of the "new normal" of decreased budgets and increased expectations, many administrators are turning to technology to enhance teaching and learning while mitigating the consequences of consecutive years of budget cuts. Mobile learning, in particular, has attracted a great deal of attention for its potential to engage students by leveraging the technology environment they have grown accustomed to in their non-school lives; its potential to scale personalized learning and reduce the digital divide; its potential to extend learning beyond the four walls of the classroom and the limited hours of the school day; and its potential to enable new pedagogies based on the affordances of these devices that students already carry at their fingertips.Still, the field of mobile learning is still emerging and there are many questions to be addressed when contemplating a mobile learning implementation. How do we create a program with a sustainable impact on teaching and learning, rather than a superficial adoption of the currently "hot" technology? What are the steps involved in implementing a mobile learning program? How do we optimize the investment of our technology dollars? How do we choose devices, networks, and software for our implementation? What are the security considerations in implementing a mobile learning program? What are the policy considerations for a mobile learning program? What are the professional development considerations? What are the teaching models associated with mobile learning? What are the options for funding a mobile learning program?"

"A raccoon with the word "why" Phylo is a project that began as a reaction to the following nugget of information: Kids know more about Pokemon creatures than they do about real creatures*. We think there's something wrong with that. Apparently, so do many others. picture of a bird with the word "what" Phylo is: (1) a card game that makes use of the wonderful, complex, and inspiring things that inform the notion of biodiversity; (2) an exercise in crowd sourcing, open access, and open game development; and (3) FREAKIN' AWESOME! picture of a plant with the word "who" The phylo project is the product of the kind and (frankly) amazing contributions of many many individuals who have given art, science expertise, gaming advice, programming chops, and more. A card usually begins its life by someone submitting art to this Flickr pool, but you can also develop new games, help out with programming, or providing general feedback by leaving comments on the blog or forum. picture of a lady bug and the word "how" You can Start quickly by printing yourself a starter deck and checking out a set of rules. Alternatively, you can just collect and print the cards by going to the card section and "select"ing the ones you like."

Lisa Nielsen is an educational administrator and permanently certified teacher with more than a decade's worth of experience working in educational innovation at the city, state, and national level. Working as an innovative educator in New York City, Ms. Nielsen was honored as Teacher of the Year and was her district's nominee for Technology Educator of the year. Ms. Nielsen has worked in various capacities in educational innovation at the NYC Department of Education and Teachers College, Columbia University including as manager of instructional technology professional development, literacy coach, instructional technology coach, teacher, librarian, and staff developer. She currently serves as Technology Innovation Manager for the NYC Department of Education. Ms. Nielsen is a Google Certified Teacher, International Edublogger, International EduTwitter, and creator of The Innovative Educator blog, website, learning network, and wiki. In addition to her blog (http://TheInnovativeEducator.blogspot.com), her work is published in "Learning and Leading," and "Tech & Learning," magazine as well as the following online media Tech & Learning, ISTE Connects, Ed Reformer, and The Huffington Post. An outspoken and passionate advocate of innovative education Ms. Nielsen is also covered by local and national media for her views on "Passion (not data) Driven Learning," "Thinking Outside the Ban" and determining ways to harness the power of technology for instruction and providing a voice to educators and students. Her first book "Teaching Generation Text" is set for a fall 2011 release.

Touchcards is an iPhone app that supports loading cards from Quizlet and StudyStack, two of the most popular flash card sharing sites on the web. Thousands of great free sets are already available, and you can always create your own. You get the benefits of the hard work you or other people have put into creating sets on Quizlet and StudyStack, but also have the freedom to study the cards on your own. If the flashcards are edited and changed after you've imported them, you can easily re-sync them with Touchcards, so you'll always be up-to-date. If you need to create your own flash cards and don't want to use Quizlet.com or StudyStack.com, you can create a simple spreadsheet in Google Docs, with one column for questions (the front of a card) and one column for answers (the flipside of a card). Publish your spreadsheet as a web page and tell Touchcards where to find the set. Touchcards is easy to use and interactive, relying on swipes, taps, and shakes to study a flash card set. You can make your own cards in Google Docs or through Quizlet and StudyStack (both sites are free to use and have active communities). Thousands of free flash cards are already available, covering topics in math, Spanish, French, English, music, anatomy, the GRE, MCAT, SAT, LSAT, weather, body parts, history, algebra, geometry, chemistry, accounting, and many more. Flashcards can be an integral part of learning new material. It's important to mentally anticipate the answer or definition to a given card. Doing this increases retention of knowledge and facilitates building a mental model around the material. In short, you'll do better on tests.

"Create an eBook from online content The world of educational resources and materials is shifting away from print stuff towards digital stuff. One of the reasons for this shift is the ease of creating and sharing digital stuff. ePUBS and tablets and apps like iBooks are merging into a mini-Perfect Storm event that supports and encourages the use of digital content. As social studies teachers, we need to take advantage of these sorts of tools. And I just ran across an incredibly easy to use online tool called Readlists that lets you create an ePUB book from resources that you find on the web. Imagine being able to create a digital book that has a variety of articles, data, and multimedia. Readlists is the latest project of the Arc90 people - the same people who created Readability."

"Ever wonder what it would be like if we let our students pick the tools we use in class? This collection of web 2.0 tools is just that- a list of tools and ideas for what students see as being useful for their learning in and out of school. To begin the project, 8th grade students were engaged in a conversation about what school would look like if all of the rules we currently had were disbanded. They were no longer bound by walls, schedules, age restrictions or standardized tests. No technology was outlawed. It was a bit of a hurdle for them...after eight years of the current school arrangement, it was difficult for them to imagine anything else. With a little encouragement and a push they rose to the occasion, and here are the tools they think we ought to consider using. As this is a dynamic site, there may be some entries in need of editing. We will get to them! We left the duplicates in for emphasis as well as different points of view. Enjoy!"

The time is finally here for my annual list of favorite sites of the year. This year, I decided to up my post to the top 100 instead of 25 due to the number of sites that I reviewed and due to the popularity of the post. I tried to cover a wide range of sites, from flash card creators to digital storytelling and of course, social networks, which really shined in 2011. I hope everybody enjoys the read and has as much fun reading it as I did creating it!

Technology Seminars for Educators and IT Leaders The Tune-in Series is a collection of free webinars focused on introducing educators and IT leaders new to Apple to the capabilities of Apple technology in education. In the current series, we'll focus on a different element of the benefits of mobile devices in and out of the classroom each day of the week, then answer questions from participants. Join us any weekday from June 7 to July 30, 2010, for just the topics of interest to you or watch the whole series.

What is the Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

This video shows the winner of "Ukraine's Got Talent", Kseniya Simonova, 24, drawing a series of pictures on an illuminated sand table showing how ordinary people were affected by the German invasion during World War II. Her talent, which admittedly is a strange one, is mesmeric to watch. The images, projected onto a large screen, moved many in the audience to tears and she won the top prize of about £75,000. She begins by creating a scene showing a couple sitting holding hands on a bench under a starry sky, but then warplanes appear and the happy scene is obliterated. It is replaced by a woman's face crying, but then a baby arrives and the woman smiles again. Once again war returns and Miss Simonova throws the sand into chaos from which a young woman's face appears. She quickly becomes an old widow, her face wrinkled and sad, before the image turns into a monument to an Unknown Soldier. This outdoor scene becomes framed by a window as if the viewer is looking out on the monument from within a house. In the final scene, a mother and child appear inside and a man standing outside, with his hands pressed against the glass, saying goodbye. The Great Patriotic War, as it is called in Ukraine , resulted in one in four of the population being killed with eight to 11 million deaths out of a population of 42 million. Kseniya Simonova says: "I find it difficult enough to create art using paper and pencils or paintbrushes, but using sand and fingers is beyond me. The art, especially when the war is used as the subject matter, even brings some audience members to tears. And there's surely no bigger compliment." Please take time out to see this amazing piece of art. click on the link below - http://www.youtube.com/watch_popup?v=vOhf3OvRXKg

60second Recap™ aims to break this cycle of canonical irrelevance. We want to help teens (yes, teens of all ages!) engage with literature. We want to help them see it not as some chore to be endured, but as -- dare we say it? -- the gift of a lifetime. How? Through the language of our time -- the language of video. Video that's focused, engaging, informative ... and short enough to hold just about anyone's attention. Smirk if you must. Consider this yet another mile-marker on civilization's road to perdition. But here's the fact: You won't get non-readers to read by forcing them to read more. You'll get them to read by opening their eyes to the marvels awaiting them between the covers of that homework assignment. With 60second Recap™, teens finally have an alternative to the boring, text-based study guides that have burdened them for generations. And -- who knows? -- maybe that's just what they'll need to begin a love affair with literature, one that will last a lifetime. Mission 60second Recap™ wants to make the great works of literature accessible, relevant, and, frankly, irresistible to today's teens. Through 60second Recap™ video albums, we seek to help teens engage with the best books out there ... not just to help them get better grades, but to help them build better lives.

What is the Arizona Technology Integration Matrix?The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.

iMovie has made a surge into classroom instruction, in part because of the rapid growth in the field of digital video and partly because of Apple's superior software design that offers tremendous ease for the user. Like all educational technology, desktop video editing is not a ubiquitous solution for all of the challenges teachers face in today's classroom. Teachers using digital video, in particular iMovie, have provided an abundance of anecdotal evidence for encouraging individual expression, spawning creativity, revitalizing content, promoting collective knowledge construction and individual reflection, and offering students of a variety of backgrounds and experiences to engage in authentic learning.

"Being connected changes learning. When those connections are global, the experience of knowledge development is dramatically altered as well. Over the past four years, a growing number of educators have started experimenting with the teaching and learning process in order to answer critical questions: "How does learning change when formal boundaries are reduced? What is the future of learning? What role with educators play in this future? What types of institutions does society need to respond to hyper-growth of knowledge and rapid dissemination of information? How do the roles of learners and educators change"

"In the spirit of the open source movement, new copyright-friendly (and some copyleft) archives are emerging, removing many of the legal and ethical thorns relating to image use in student production. In addition, a number of government image archives provide their archives with limited restrictions. Check out this cool video for an explanation of new, alternate forms of licensing: Creative Commons Video http://mirrors.creativecommons.org/getcreative/clicktoplay.html Most of the images in the collections below include images with a variety of less restrictive licensing. Though students may not need to ask permission to use them when publishing on the Web for educational purposes, they should cite these images unless otherwise notified! Important: Any copyright notices on these pages, should be read carefully and heeded!"

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

"Student blogging is not a project, but a process. We are continuously striving to refine, improve and re-evaluate. As I am meeting with teachers individually, I can't stress enough the importance of READING other blogs (professional, student, blogs about your hobby, blogs about other interests you have etc.). I am trying to filter and funnel quality blogs in education, their grade level and areas of interest to them as I come across them, so they can build a quality RSS Reader. BUT.. we need their help in having a basic understanding of blogs, its pedagogical uses, as a platform of a new writing genre (digital writing) and how our blogfolios fit into your curriculum and the BIG PICTURE of LEARNING. The blogfolios are not a platform to use only for a particular subject, but should give evidence of learning for each student. "

In April of 2011, the USD No. 448 Board of Education, based upon a recommendation supported by the administration and staff, voted to approve iPads for all staff and all students in grades 4, 9, 10, 11, and 12 beginning in August 2011. We have been "pioneers" in the iPad one to one arena. The journey has been challenging, interesting, frustrating, enlightening, but most of all rewarding. Our staff has done an incredible job of embracing change and integrating iPads into our curriculum. They are providing an extremely important service to other educators--being a model school. What I have observed is that because this is such a new concept, other educators are much more inclined to get excited about the concept if they are able to see it in action. Thank you USD No. 448 staff members for providing a working model for other educators.

In April of 2011, the USD No. 448 Board of Education, based upon a recommendation supported by the administration and staff, voted to approve iPads for all staff and all students in grades 4, 9, 10, 11, and 12 beginning in August 2011. We have been "pioneers" in the iPad one to one arena. The journey has been challenging, interesting, frustrating, enlightening, but most of all rewarding. Our staff has done an incredible job of embracing change and integrating iPads into our curriculum. They are providing an extremely important service to other educators--being a model school. What I have observed is that because this is such a new concept, other educators are much more inclined to get excited about the concept if they are able to see it in action. Thank you USD No. 448 staff members for providing a working model for other educators.

File-sharing is a complicated beast. Some files are too big to send in emails; some need to be seen by a lot of people; some need to be private; some should be public. There are a ton of different applications that want to be the host for all of your files, but drop.io stands ahead of the pack. At its simplest, drop.io is a place to store files on the Internet. You create "drops" filled with files, photos, audio, video and more that you can share with other people. There's a 100MB limit on a given drop, but you can purchase more space if you want. Typically, though, 100MB is plenty- that's an awful lot of PDFs and Word documents.