The Connected Classroom - home - 0 views
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This site was created by Kristin Hokanson to show teachers ways that they can create a "Connected" Classroom for their students. It is growing into a collection of presentations surrounding the ideas of using technology and web 2.0 as tools to create constructivist learning experiences for all students. If you have a wikispaces account, use the discussion tab to discuss your thoughts about constructivism and using tools to connect your classroom with others.
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About Kristin Hokanson
Blog
Vitae
Connected Resources
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Connected Topics
- Copyright & Fair Use
- Internet Search Strategies
- News
- Online Communities
- Social Networking
- Virtual Fieldtrips
- Web 2.0 defined
Connected Tools
- Blogs
- Collaboration Tools
- Digital media
- Digital Audio
- Digital Images
- Digital Video
- Google Tools
- Graphic Organizers
- surveys/ forms/ quizzes
- Maps
- News
- Podcasts
- Presentation Tools
- RSS & Research
- Simulations
- Social Bookmarking
- Social Networking
- Story Telling 2.0
- Visualization Tools
- Web Talk
- Wikis
- Misc Free tools
Connected Videos
Parent Resources
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The Access Center: Improving Outcomes for All Students K-8 - Virtual Reality and Comput... - 0 views
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Many people associate virtual reality and computer simulations with science fiction, high-tech industries, and computer games; few associate these technologies with education.
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Computer simulations and virtual reality are potentially powerful learning technologies by themselves, offering teachers a means to concretize abstract concepts for students and provide them with opportunities to learn by doing what they might otherwise encounter only in a textbook.
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Computer simulations are computer-generated versions of real-world objects (for example, a sky scraper or chemical molecules) or processes (for example, population growth or biological decay). They may be presented in 2-dimensional, text-driven formats, or, increasingly, 3-dimensional, multimedia formats. Computer simulations can take many different forms, ranging from computer renderings of 3-dimensional geometric shapes to highly interactive, computerized laboratory experiments.
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The ability of these technologies to make what is abstract and intangible concrete and manipulable suits them to the study of natural phenomena and abstract concepts, “(VR) bridges the gap between the concrete world of nature and the abstract world of concepts and models (Yair, Mintz, & Litvak, 2001) .
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virtual reality and computer simulations offer benefits that could potentially extend across the entire curriculum
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The multisensory nature can be especially helpful to students who are less visual learners and those who are better at comprehending symbols than text.
OpenLearn - The Open University - 0 views
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The OpenLearn website gives free access to course materials from The Open University. The LearningSpace is open to learners anywhere in the world.
Web 2.0 in Education & Profiles » home - 0 views
Encyclopedia of Educational Technology - 0 views
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Digital Natives, Generation-D (digital), Nintendo Kids, the MTV generation, whatever term you chose to describe them, today's youth has grown up with an uprecedented access to and appetite for technology and new media.
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Digital Natives, Generation-D (digital), Nintendo Kids, the MTV generation, whatever term you chose to describe them, today's youth has grown up with an uprecedented access to and appetite for technology and new media.
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The challenge facing educators and trainers is to identify learning strategies that are appropriate for Digital Natives, recognizing the different ways they process information and developing learning tools that maximize the potential of their unique cognitive approach.
Using Flickr with Art teachers - Classroom 2.0 - 0 views
Top News - Parents, teachers, kids speak up on ed tech - 0 views
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According to the survey, students cited communication as their No. 1 use of technology. "They are very interested in not only communicating among themselves, but also with students all around the world," said Julie Evans, chief executive officer of Project Tomorrow (formerly NetDay), the survey's sponsor.
Madrid, Spain - Sports and Pastimes - 0 views
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Cycling This is a sport that competes for second place with Bullfighting, after Football, for the most television spectators.
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Football Without question this sport is foremost in the minds of the majority of Spaniards and throughout the country
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The game is based on the principle of propelling a hard ball, using a basket-like glove at great force against hard high walls, much in the manner of squash but without using rackets.
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Bullfighting The bullring with its theatrical and sporting elements is considered by the population as the second most popular pastime in Spain.
Technology Tools to Get Teachers Started | Edutopia - 0 views
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it's important that you focus on why you're using the technology," notes Draper. "Don't just use it for technology's sake. Have a reason.
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He also counsels against trying to become proficient in everything at once. "Pick one tool that resonates with what you're already doing in the class," he says. The key is to choose a tool that's appropriate for one of your assignments or projects.
Web 2.0 Teaching Tools - 0 views
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We live in a global, knowledge-based economy. Students must master vital 21st century skills to survive in the world beyond the classroom. They must be able to • research using the Internet, • assess information, • work collaboratively, • communicate effectively, • think critically and creatively. I have organized the Web 2.0 sites using some of these 21st century skills. Many of the Web 2.0 applications incorporate more than one skill. These tools can help us realize the different ways critical 21st century skills can be developed in the classroom.
Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAUSE - 0 views
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the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies.
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2 Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
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The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
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A leading form of this is a controversial new form of metadata, the folksonomy. Whereas traditional metadata is usually hierarchical (topics nested within topics), structured (e.g., the fields within Dublin Core), and predetermined by content authorities, folksonomic metadata consists of words that users generate and attach to content.
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Folksonomic services fill up with tags rapidly enough to make information professionals take notice. Second, Web 2.0 services tend to provide tools for helping users with their folksonomies. Tags can be arranged into concept maps called “tag clouds,” which allow revisualization of the way one considers one’s work.5
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The social bookmarking innovator del.icio.us automatically reminds users of previously deployed tags, suggests some tags, and notes tags used by others. Third, people tend to tag socially. That is, they learn from other taggers and respond to other, published groups of tags, or “tagsets.”6 There are of course limitations to folksonomies, including the difficulty in scaling up tags from several to many users and the problem of quickly grasping contextual shifts between tagsets. But the rapid adoption and growth of folksonomies is noteworthy
TrueTube - Education - 0 views
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Truetube is a place where you get to have a say on the real issues that concern us all. An interactive debating website. Video sharing is at the centre of the site, with you generating the majority of the content. With Truetube you can equip yourself with the skills and information you need to make a difference in the world you live in. Don�t just talk about it, be about it
Argentina People - 0 views
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Between the 1850s and 1940, more than 3.5 million immigrants arrived in Argentina, about 45 percent of them from Italy and 32 percent from Spain. Prior to the 1960s, substantial numbers also came from Britain, Germany, France, Switzerland, Scandinavia, Poland, Russia, Wales, the middle East, and Japan. Spanish is the official language and is spoken universally, but a number of Argentines also speak English, Italian, German, French, or Native American languages (Guarani, Quechua, Mapuche, etc.). Despite the mix of ancestries and languages, Argentines are fiercely nationalistic.
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Argentines can express their concern for others with gauchadas, Gaucho-like acts of generosity, such as going out of one's way to help someone else solve a problem.
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Argentines place a high value on individuality. One of the most vibrant symbols of the past which is supposed to represent the national character is the Gaucho -that near-mythical legendary historical plainsman who is independent, brave, athletic, a bold warrior, loyal, and generous. The Gaucho is the idealized version of a complex historical figure who has become etched into the Argentine consciousness.
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Argentines are generally well informed about politics and economic policies, and they take great interest and pride in discussing them.
Journey North: A Global Study of Wildlife Migration: Monarch Butterfly - 1 views
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A simple, student-directed entry point to Journey North studies. Engaging stories, photos, videos, and slide shows from the natural world build observation skills, inspire scientific thinking, and create fertile ground for discussions and new questions!
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K-12 students share their own field observations with classmates across North America.
TWO WRITING TEACHERS - 0 views
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Once we have soaked up the works of a particular author, the magic conversation happens… We start a discussion of how we envision ourselves making that kind of writing. This envisioning part is critical since it allows students to see themselves as writers.
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