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Ron King

Digital Literacy and Citizenship Curriculum for Grades 6-8 - 2 views

www.commonsensemedia.org/...6-8

shared by Ron King on 23 May 12 - No Cached
  • Ron King on 23 May 12
     
    This FREE, pioneering curriculum is designed to empower students to think critically and make informed choices about how they create, communicate, and treat others in our ever-evolving, 24/7 digital world. Browse the units to find the topics and lessons that are just right for your students.
Ron King

Rubik's Cube - 1 views

www.dumpr.net/rubik.php

shared by Ron King on 20 Jan 12 - Cached
  • Ron King on 20 Jan 12
     
    Create a (virtual) Rubik's Cube with your digital photos.
Ron King

8 Must See TED Talks for Teachers ~ Educational Technology and Mobile Learning - 1 views

www.educatorstechnology.com/...ee-ted-talks-for-teachers.html

shared by Ron King on 13 Nov 13 - No Cached
  • Ron King on 13 Nov 13
     
    I love TED talks and I always look forward for their new releases. You can learn as deep and profound insights from these talks as when reading a non-fiction book. I know we all have our time constraints that would not allow us to sit in front of an iPad or computer for 20 minutes watching a talk but there is always snatches of time to do it particularly in the weekends. Create a list of what to watch , as I do, and bookmark the talks that interest you and watch them later when you have time.
Ron King

What A Billion Dollars Buys You - 0 views

www.forbes.com/...-billion-dollars-buys-you.html

shared by Ron King on 09 Oct 13 - No Cached
  • Ron King on 09 Oct 13
     
    At FORBES, we're asked a lot what it takes to live like a billionaire, so we created this interactive with Column Five to explore how different net worth levels-from working wealthy to super rich to filthy loaded-changes your options. Items chosen are plausible purchases based on the level of funds one has in the bank, earning a steady interest rate. How you behave is up to you.
Ron King

THE NUMBERS PROJECT - 0 views

contrabrand.net/numbers

shared by Ron King on 09 Oct 13 - No Cached
  • Ron King on 09 Oct 13
     
    THE NUMBERS PROJECT IS A DAILY PROJECT TO ELEVATE MY MENTAL PROCESS OF CREATIVE THINKING, AS WELL AS SIMPLY TO CREATE DAILY. TECHNICALLY THE GOAL WAS TO KEEP IT CONCEPTUALLY SIMPLE, WHICH IS WHY NUMBERS BECAME THE SUBJECT MATTER. TO BE EXACT 0- 365 CONSECUTIVELY, 1 A DAY FOR 2013. THE GUIDELINES THAT I HAVE IMPOSED ON MYSELF ARE TO ONLY USE THE SINGLE COLOR OF BLACK, A NOD TO CLASSIC LOGO DESIGN AND I LIMIT MY TIME, 30 MINUTES SKETCHING, 30 MINUTES ON THE COMPUTER, SO AFTER AN HOUR IT GETS POSTED, DONE OR NOT. I'M SURE SOME WILL BE TERRIBLE..HA, BUT THE PURPOSE IS PROCESS NOT NECESSARILY THE OUTCOME.
Troy Patterson

What poor children need in school - 0 views

www.washingtonpost.com/...t-poor-children-need-in-school

msm259

shared by Troy Patterson on 19 Oct 13 - No Cached
  • Most educational policy elites, whether in government or in the nonprofit sector, mean well.
  • Yet policymakers tend to come from a relatively privileged slice of American society.  And they tend to possess a set of beliefs and assumptions distinct to their background. 
  • But in most cases, the fact that decision-makers inhabit a different world from students—and particularly, poor students—is a matter of great significance.
  • ...6 more annotations...
  • Poverty limits opportunity in all senses.  It restricts career paths, as policymakers recognize.  But it also denies young people equal time, resources, and exposure to discover their interests and foster their passions.  It constrains lives.
  • Schools, of course, did not create this problem.  But they do exacerbate it.  Over the past decade, well-intended policymakers concerned with closing the achievement gap have promoted policies and practices that reduce learning to something easily quantified.
  • Reformers need to understand that their narrow efforts to close the quantifiable “achievement gap” are creating another kind of educational inequity.  In other words, as they seek to close one gap they are opening up another.
  • Concerned only with the cultivation of ostensibly job-oriented knowledge and skills, they have neglected everything else that makes schools great. 
  • Our best schools are places where children gain confidence in themselves, build healthy relationships, and develop values congruent with their own self-interest.  They are places of play and laughter and discovery.
  • For contemporary education reformers, improving test scores is the only measure of school quality that matters.  And they have had some modest successes in this regard.  Yet they have merely reshuffled the deck. 
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