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"All Virginia Studies Standards The following are resources for all Virginia Studies Standards. LITERATURE RESOURCES Literature Resources for all Standards of Learning TEACHER BACKGROUND RESOURCES WEB SITES * http://www.myvirginia.org/ The official Commonwealth of Virginia home page is your gateway to Virginia . . . from the mountains of southwest to the waterways of Hampton Roads, state government to Virginia facts and figures. Use the buttons to explore Virginia. This site contains many informational resources. * http://www.Virginia.org The Virginia Travel Corporation Web site contains an extensive list of places in Virginia. You can search for a site alphabetically, by time period, by location, and by other categories (such as historic buildings). In addition, you may search for historic sites by city. Contact information, hours of operation, and other details are provided for these historic sites. Click your way around Virginia. * http://www.vahistorical.org/ The Virginia Historical Society founded in 1831 has provided visitors the opportunity to view, research, and learn about the ordinary and everyday artifacts of Virginia. These artifacts provide visitors with a comprehensive history of the Commonwealth. Online resources are also available. * http://www.virginiaplaces.org This comprehensive Web site contains a wealth of information about Virginia geography, places, and people. Teachers will find this to be a helpful resource about many topics, from the rocks and ridges of Virginia to "Virginia and the Internet." The Web site was created to support the Geography of Virginia class taught each fall at George Mason University. * http://marg.mhost.com/vahistory.html This site, developed by Tabb Elementary School in York County, has links to Web sites divided according to Colonial period, Civil War years, and miscellaneous. * http://oncampus.richmond.edu/academics/education/projects This Web s

"The Lightning Thief The gods of Olympus are alive in the 21st Century. They still fall in love with mortals and have children who might become great heroes, but most of these children meet horrible fates at the hands of monsters by the age of twelve. Only a few learn the truth of their identity and make it to Half Blood Hill, a Long Island summer camp dedicated to training young demigods. Such is the revelation that launches young Percy Jackson on a quest to help his real father, Poseidon, avert a war among the gods. With the help of Grover the satyr and Annabeth the daughter of Athena, Percy must journey across the United States to catch a thief who has stolen the original weapon of mass destruction - Zeus' master bolt. Along the way, they face a host of mythological enemies determined to stop them. Most of all, Percy must come to terms with a father he has never known, and an Oracle that has warned him of betrayal by a friend."

"Reconsider the Use of the SAMR Model December 4, 2017 - Leave a comment The four-stage Substitution, Augmentation, Modification, and Redefinition (SAMR) model introduced by Rueben Puentedura back in mid-2000 has not only grown in popularity there are people building upon this its unsubstantiated foundation. The SAMR model was initially intended to help K-12 teachers move the up the ladder of technology use by using tech for the creation of new tasks, tech for a significant redesign, tech as a direct substitute with functional improvement, and tech as a direct substitute, with no functional change. SAMR not only looks like an innocuous model of using technology it also seems to appeal to the way many people tend to approach the use of technology. If we look closely at the fundamental presupposition of its use then we will see that there are serious issues in how the model can enhance learning. The first time I was introduced to the SAMR model was over a decade ago and I recall thinking that this model has a fundamental flaw that many people will tend to overlook. While using technology to simply make an activity or task more efficient or to explore ways to enhance or even redefine that activity or task may seem innocuous or even worthwhile the problem that we run into with this sort of thinking is that we are ignoring the validity of the original task that SAMR is being applied to. For example if you use SAMR to move your paper-based fill in the black worksheet to a digital model (substitution) and then add some branching questions in a google form (augmentation) and then add enabled voice responses (modification) and finally allow your class to create a video to answer the questions (redefinition) the problem is you are still asking your students to regurgitate content regardless how sophisticated the regurgitation becomes. I have also noticed in my time working with hundreds of teachers and faculty that there is a tendency for most people to NOT move beyond t