Group items tagged

Pretty much exactly what the subject says. Includes Ken Robinson, Dan Pink, and other good ones.

From the site: "We must first focus on creating the engagement and then look at structures, like the flipped classroom, that can support. So educators, here are some things to think about and consider if you are thinking about or already using the flipped classroom model."

From Evernote's website. Ideas include clipping, organizing, and capturing documents and images.

"How students can work together in a BYOD setting, even if they are using different devices."

The .kml files allow for exploring the seafloor in 3D using street view. To use them in Google Earth: 1. Download the .kml file to your computer. (right-click, Save Link As, etc) 2. Launch Google Earth, click File-->Open and select the downloaded .kml file. 3.The new content will appear under "Temporary Places" in the "Places section of the sidebar. Make sure you have the "Explore the Ocean" layer checked under "Ocean" in the "Layers" section of the sidebar for these to work.

Great information, in a PDF manual.

You can categorize your notes right from the e-mail subject line!

Just what it says. Works like a charm.

Long list of iPad apps broken down by how you'd like to use the iPad for teaching and/or learning in your classes.

Learning objectives that can be met with an iPad, plus specific applications to apply for each objective.

"create a rubric with a blatant challenge and ample encouragement for students to push themselves beyond the basic requirements" - from Shawn McCusker of EdTechTeacher.org, on Free Technology For Teachers

Google's "Teach Parents Tech" site, a great set of video resources for learning basic computer functions.

From the site: "We're putting everything you need to know about learning to use iPad at your fingertips. So now is a great time to get started exploring the possibilities. See how iPad gives you and your students the best way to view videos, engage with content, create projects, and turn learning into a hands-on experience."

From the site: "Adobe Youth Voices Essentials provides free curricula and tools for educators to inspire young people to create digital media on issues they care about. Based on the best practices of educators from around the world, our curricula promotes youth expression, creativity, and engagement, helping young people build critical 21st century technology and life skills."

Video summary of the 2009 study.

APA's 2006 summary of numerous research papers finds (1) humans are not able to multitask and (2) multitasking reduces efficiency. Their conclusion: avoid multitasking on complex tasks. Excerpt "Although switch costs may be relatively small, sometimes just a few tenths of a second per switch, they can add up to large amounts when people switch repeatedly back and forth between tasks. Thus, multitasking may seem efficient on the surface but may actually take more time in the end and involve more error. Meyer has said that even brief mental blocks created by shifting between tasks can cost as much as 40 percent of someone's productive time."

Excerpt: "They found that heavy multitaskers-those who multitask a lot and feel that it boosts their performance-were actually worse at multitasking than those who like to do a single thing at a time. The frequent multitaskers performed worse because they had more trouble organizing their thoughts and filtering out irrelevant information, and they were slower at switching from one task to another."

Stanford's summary of their 2009 study. Excerpt: "Again, the heavy multitaskers underperformed the light multitaskers. "They couldn't help thinking about the task they weren't doing," Ophir said. "The high multitaskers are always drawing from all the information in front of them. They can't keep things separate in their minds." The researchers are still studying whether chronic media multitaskers are born with an inability to concentrate or are damaging their cognitive control by willingly taking in so much at once. But they're convinced the minds of multitaskers are not working as well as they could."

Abstract: "Driver distraction is a significant source of motor-vehicle accidents. This chapter begins by presenting a framework for conceptualizing the different sources of driver distraction associated with multitasking. Thereafter, the primary focus is on cognitive sources of distraction stemming from the use of a cell phone while driving. We present converging evidence establishing that concurrent cell phone use significantly increases the risk of a motor-vehicle accident. Next, we show that using a cell phone induces a form of inattention blindness, where drivers fail to notice information directly in their line of sight. Whereas cell-phone use increases the crash risk, we show that passenger conversations do not. We also show that real-world cell-phone interference cannot be practiced away and conclude by considering individual differences in multitasking ability. Although the vast majority of individuals cannot perform this dual-task combination without impairment, a small group of "supertaskers" can, and we discuss the neural regions that support this ability."

Excerpt: "A recent happiness study from Matthew Killingsworth and Daniel Gilbert found that the more our minds wander, the less happy we are.... In short, being mentally "present" and focused on the task at hand really does matter - quite a lot, in fact."