Apple and Google have "won," but in different ways. Apple has huge consumer popularity, a strong and almost unassailable brand and business model,
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Free Technology for Teachers: Four Short Videos on the Origins of World War I - 0 views
Infographic Of The Day: 100 Years of War Casualties, Charted With Kitchenware | Co.Design - 0 views
Lesson Plan | Teaching 'Star Wars' With The New York Times - The New York Times - 0 views
Donald Clark Plan B: Tech v teaching: it's a dialectic not a war - 0 views
Free Technology for Teachers: Delivering Instruction in a Star Wars Setting - 0 views
Learning Never Stops: Digital Comic Museum - 0 views
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These comics were published during World War II as well as the earliest days of the Cold War so there is plenty of propaganda to be found for the social studies teachers out there
Word Wars - 0 views
Alex Pasternack: After Lawsuits and Therapy, Cyber-Bullied "Star Wars Kid" Returns - 0 views
The Best Online Resources For Teaching & Learning About World War II (Part One) | Larry... - 0 views
The Best Online Resources For Teaching & Learning About World War II (Part Two) | Larry... - 0 views
Mind Over Mass Media| The Committed Sardine - 1 views
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NEW forms of media have always caused moral panics: the printing press, newspapers, paperbacks and television were all once denounced as threats to their consumers’ brainpower and moral fiber.
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Experience does not revamp the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone.
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And to encourage intellectual depth, don’t rail at PowerPoint or Google. It’s not as if habits of deep reflection, thorough research and rigorous reasoning ever came naturally to people. They must be acquired in special institutions, which we call universities, and maintained with constant upkeep, which we call analysis, criticism and debate.