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Suggestions from a New Tech Network teacher on putting together contracts for project work.

Excellent posting by Michael Gorman

This is how I can get guest speakers that I do not know locally.

Another blog piece by Andrew Miller on how to make good DQ's

Another blog piece by Andrew Miller on how to make good DQ's

"one theme I noticed throughout the entire conference was assessment. Assessment remains a challenge for many of us who do PBL, but I left the conference feeling more confident not only in the assessment practices I have done, but also in generally accepted best practices. Here are some of my big takeaways:"

We do not need to teach creativity, but rather inspire its daily practice. Somewhere along the way, we simply forgot to honor this innate gift and how to access its power. Our role as educators is to encourage learning experiences that increase the ability to recognize and listen to our inner voice.

Creative Commons (CC) is a non-profit organization headquartered in Mountain View, California, United States devoted to expanding the range of creative works available for others to build upon legally and to share.[1] The organization has released several copyright-licenses known as Creative Commons licenses free of charge to the public. These licenses allow creators to communicate which rights they reserve, and which rights they waive for the benefit of recipients or other creators. An easy-to-understand one-page explanation of rights, with associated visual symbols, explains the specifics of each Creative Commons license. Creative Commons licenses do not replace copyright, but are based upon it. They replace individual negotiations for specific rights between copyright owner (licensor) and licensee, which are necessary under an "all rights reserved" copyright management with a "some rights reserved" management employing standardized licenses for re-use cases where no commercial compensation is sought by the copyright owner. The result is an agile, low-overhead and low-cost copyright-management regime, profiting both copyright owners and licensees. Wikipedia uses one of these licenses.[2]

Mission We surface authentic voices around the world through group process and participatory media creation. Our programs support people in sharing and bearing witness to stories that lead to learning, action, and positive change. What We Do For nearly twenty years, the Center has been supporting people in sharing meaningful stories from their lives. Our unique workshops assist participants in producing short, first-person narratives that can be presented in a variety of traditional and social media formats. We provide non-threatening production environments in which the process of creation is valued as much as the stories created. Through partnerships with a range of organizations, institutions, and funders, we offer story making and story distribution services that prioritize the power of individual voices. Whether you're interested in storytelling for professional development, as a reflective practice, as a pedagogical strategy, or as a vehicle for education, community mobilization, or advocacy, we are recognized globally as experts in all things digital storytelling.

Pese a los esfuerzos por conservar los recursos naturales no se ha podido frenar el deterioro ambiental, debido, posiblemente, a que no logramos tener conciencia y actitud de respeto hacia la naturaleza. La enseñanza de valores ambientales desde la infancia es una forma de generar cambios de visión y de apreciación de la naturaleza. En este trabajo se analiza el contenido del libro de texto de Ciencias Naturales de quinto grado de primaria y realizamos observaciones sobre la conducta de alumnos de este grado en dos escuelas de San Cristóbal de las Casas, Chiapas. Se les entrevistó y pidió que respondieran un cuestionario para identificar si los contenidos del libro de texto ofrecen una enseñanza de valores éticos-ambientales, y verificar si el niño expresa dichos valores. El contenido del programa oficial y sus ejecuciones aportan información valiosa sobre la problemática ambiental; sin embargo, es ineficiente para promover valores ambientales en los niños como el respeto a la flora y fauna, y el manejo responsable del agua y desechos.

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Site to watch videos if you do not have other software

Got a 3G Phone - Vollee runs Second Life on your mobile! Chews data ... of course, all the good apps do!

What Is The Contextual Web? Until recently on the web, most sites have not been software - only data, a bunch of flat HTML pages. The software that you used to look at them was, of course, the web browser. The problem was that the browser had no idea what the pages contained, and it did not know what you were doing. Because the browser could not infer your context, it could not help you explore related and relevant information

This is an amazingly perceptive and honest post, which mirrors wht many are thinking right now.

Social network sites, online games, video-sharing sites, and gadgets such as iPods and mobile phones are now fixtures of youth culture. They have so permeated young lives that it is hard to believe that less than a decade ago these technologies barely existed. Today's youth may be coming of age and struggling for autonomy and identity as did their predecessors, but they are doing so amid new worlds for communication, friendship, play, and self-expression. We include here the findings of three years of research on kids' informal learning with digital media. The two page summary incorporates a short, accessible version of our findings. The White Paper is a 30-page document prepared for the MacArthur Foundation's Digital Media and Learning Series. The book is an online version of our forthcoming book with MIT Press and incorporates the insights from 800 youth and young adults and over 5000 hours of online observations.

A live mash-up of Twitter and Google Earth - very cool if you have not been under a rock and know what Twitter can do for a Personal Learning Network.