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Alan Edwards

Television News Archive - 0 views

    • Alan Edwards
       
      The Television News Archive was created and is maintained by Vanderbilt University in Tennessee. AU subscribes to the archive, which allows us to view many of the streaming videos online.
    • Alan Edwards
       
      You can search for a specific news broadcast by topic or date. Often you can find specific segments during a news program or you can watch the entire news program. If you are looking for a specific date in history you can go right the the day, week, or month that the event occurred or was being covered.
    • Alan Edwards
       
      In the classroom, I think this would be a great medium for independent research. Students could focus on a topic or event in recent history and report/analyze the news coverage of the topic/event. In general, the media could help students understand how Americans understood or misunderstood an event.
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  • The Vanderbilt Television News Archive is the world's most extensive and complete archive of television news. We have been recording, preserving and providing access to television news broadcasts of the national networks since August 5, 1968.
  •  
    The Television News Archive is a database of nightly news broadcasts in the US from 1968. American University subscribes to the database, and it can be accessed through the library's website. At the news archive, you can search the database of nightly news programs for a specific date or topic. Then, you can watch many of these streaming videos online.
Laura Wood

The New York Times Learning Network - 1 views

  • Daily Lesson Plan
    • Laura Wood
       
      So there are usually Daily Lesson Plans but apparently they are revamping the site so these are temporarily on hiatus. However you CAN access the over 2,000 lesson plans (in the "Lesson Plan Archive" below) they have on the site. I did a search for 9-12 grade economics lessons and hit paydirt. I <3 NY Times.
  • News Snapshot
    • Laura Wood
       
      The site says that the "News Snapshot" is for younger kids BUT it might be a great way to gather background information on a picture and gives you all the information to give students contexts about current events.
  • On This Day in History
    • Laura Wood
       
      Wasn't someone saying that their students demanded that this be on the board every day. Well here's a one stop shop to find information about what happened today (historically speaking of course).
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  • Crossword Puzzle
    • Laura Wood
       
      SERIOUSLY!?!?!? The New York TImes makes themed historical crossword puzzles!?!?! So many to choose from. I'm not sure how helpful this will actually be to students. It may be neat if they could play it online and google search for answers. Might be a cool way to learn even more information on events we cover in class. It would be important to not just make this busy work (why I had word finds).
  • News Summaries
    • Laura Wood
       
      Daily headlines with one sentence summaries. Short and Sweet. Could be easily followed with "Daily News Quiz" (below).
  • Test Prep Question of the Day
    • Laura Wood
       
      You can't escape standardized tests. The NY Times offers a test question of the day sponsored by Kaplan. They also explain the answers.
  •  
    This site is RAD! Current and Recent Events resource From the website: "Students can read the day's top stories using Knowledge Tools, take a news quiz about today's world, and play special crossword puzzles. . . . Teachers can access a daily lesson plan for grades 6-12, written in partnership with The Bank Street College of Education in New York City. Each lesson plan and the article it references can be printed out for classroom use. Previous lessons are available in the archive and in thematic lesson plan units. . . The site additionally provides teachers with the latest education news from the newspaper. "
Jordan Manuel

firstamendmentcenter.org: Welcome to the First Amendment Center Online - 1 views

  • OTHER HEADLINES Free-speech cases top Supreme Court's agenda Opening day of term produces flurry of rejected appeals on several First Amendment topics. 10.04.10 Mich. worker's blog sparks free-speech debate Controversy centers on assistant attorney general who used his personal website to attack University of Michigan's openly gay student body president. 10.04.10
    • Jordan Manuel
       
      Features mainly information from news articles, but also primary source documents (court cases).
  • &nbsp; speech &nbsp;&nbsp;&nbsp; press &nbsp;&nbsp;&nbsp; religious liberty &nbsp;&nbsp;&nbsp; assembly &nbsp;&nbsp;&nbsp; petition var FADE=1; var DELAY=3000; &nbsp;&nbsp;&nbsp;&nbsp;BROWSING? SEE ALL TOPICS &nbsp;&nbsp;&nbsp;&nbsp;Special topics / What's new
    • Jordan Manuel
       
      I would use this site to provoke debate among my students over the issues involved in First Amendment rights.
  • Lesson plans
    • Jordan Manuel
       
      This site is valuable for many reasons, but also it provides some intriguing lesson plans for all ages of students.
  •  
    A resource for study of the First Amendment. Offers a wealth of info on past and current first amendment issues.
James Leslie

Texas board revises history books | News for Dallas, Texas | Dallas Morning News | Texa... - 0 views

  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
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  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • Another board member, citing her own experiences in elementary school, called on one writing team to include the Liberty Bell as a historical artifact that should be studied by students.
  • Two of those experts, evangelical minister Peter Marshall of Massachusetts and Wallbuilders president David Barton of Aledo, were asked about their earlier recommendations to drop labor leader César Chávez and former Supreme Court Justice Thurgood Marshall, the first black member of the court, from the standards.
  • Marci Deal, social studies coordinator in the Hurst-Euless-Bedford school district, quickly cooled off one controversy that erupted when the writing team for sixth grade initially recommended that Christmas be dropped from a list of holidays of the major religions in a world cultures and geography course.
  •  
    This article examines how the State of Texas went about designing new standards for history government and social studies. Also, there are comments that people have made for and against the new standards.
jbdrury

Re-thinking Newsweek and U.S. News Rankings - 0 views

  • Re-thinking the Rankings
  • B-CC had been ranked as the nation’s 64th best high school on the 2008 Newsweek list, but it was missing from U.S. News’ top 100. One parent e-mailed: “Should I be worried?”
  • In the 2009 Newsweek rankings, released in June, four county schools (Richard Montgomery, B-CC, Thomas S. Wootton and Winston Churchill) were ranked among the nation’s top 100, with two others (Walt Whitman and Walter Johnson) narrowly missing
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    • jbdrury
       
      Not to detract from MCPS, but I have often wondered if the fact that the designer of the index happens to live in the Bethesda is at all a coincidence?
  • Most years, Montgomery County Public Schools (MCPS) has more schools in the top 100 of both lists than any other school system in the country
  • rankings validate that the school system is “seeing the benefits of providing the academic support that allows our students to aim high and achieve at the highest levels.
  • But do the rankings really mean much?
  • I feel obliged to question the validity of the methods used to rank high schools.
    • jbdrury
       
      This is the basic explanation for how Newsweek ranks its schools; interesting to note that it is based almost solely on a sort of "preparation for college" mindset
  • for ignoring graduation rates and achievement gaps among socioeconomic and ethnic segments.
    • jbdrury
       
      The author speaks directly with the designer of Newsweek's index
  • Mathews’ goal is to improve students’ academic preparation, especially in lower-and middle-income neighborhood schools. His solution is to expose more students to challenging course work, and he unapologetically describes his purpose as “advocacy as well as evaluation.
  • He says the Challenge Index’s key attributes make it the singular best measure of a school’s quality: It can be easily understood; it points directly to implementing positive change through rigorous course offerings; and it can be applied meaningfully to all schools—unlike quality evaluations based on traditional measures such as test scores, which, he says, are inherently biased toward schools in wealthier, upper-middle-class neighborhoods.
    • jbdrury
       
      As a side note; this is my former social studies teacher and the person I credit most with making me want to become a teacher
  • Walter Johnson Principal Christopher Garran
  • Critics
  • have attacked the Challenge Index for not effectively capturing what it purports to measure (school quality), in part because it doesn’t gauge student achievement, only the number of rigorous course exams taken.
  • Newsweek ranks schools based on the Challenge Index, which was developed by Washington Post education reporter (and Bethesda resident) Jay Mathews. A school’s Challenge Index score is the number of Advanced Placement (AP), International Baccalaureate (IB) and Cambridge tests taken by all students in a school year divided by the number of graduating seniors. (AP courses are well-known; IB and Cambridge also consist of rigorous courses for which students can receive college credit. Like AP, their standardized exams are graded by outside examiners.)
    • jbdrury
       
      U.S. News also uses its own "college prep" index, but includes standardized test results, and takes socio-economic and racial differences into account
  • U.S. News’ approach
  • far more computationally complex
  • a school must do significantly better on standardized state English and math tests than statistically expected given its economic makeup; be in the top half of its state (approximately) in the performance of its minority students
  • “College Readiness” formula combines two components: the percentage of 12th-graders who had taken an AP or IB exam during or before their senior year; and the percentage who passed at least one exam—equivalent to an AP test score of 3 and an IB score of 4.
    • jbdrury
       
      He also directly quotes the manager of the U.S. News' index
  • U.S. News project, cites three ways its methodology is superior: “We measure success [tests passed]—not just quantity of tests taken. We factor in how well schools do in serving economically disadvantaged students and minorities. And we recognize schools within their respective state.”
  • The U.S. News rankings have been attacked by education experts for intermixing highly selective “elite” schools, such as Thomas Jefferson High School for Science and Technology in Alexandria, Va.—currently their top-ranked school in the U.S.—with schools having open admissions
  • Unlike U.S. News, Mathews eliminates some academically elite schools, setting the cutoff at the level of the highest average SAT/ACT scores of any “normal enrollment” school in the country.
  • “It would be deceptive for us to put them [schools above this threshold] on this list [because] the Challenge Index has been designed to honor schools that have done the best job in persuading average students to take college-level courses and tests. It does not work for schools that have no, or almost no, average students.”
  • As of 2009, schools with AP exam pass rates lower than 10 percent (schools that would have made the list in previous years) have also been eliminated from the main Newsweek ranking. Most of these schools, which are typically located in low-income neighborhoods, have recently introduced their students to academically challenging courses as a form of “shock therapy.”
    • jbdrury
       
      A summary of the author's thoughts; pro's and con's of both methods
  • Just as the Challenge Index is too limited in its concept of best schools, the U.S. News procedures try to cover too much. The crux of the problem is combining three essentially different criteria (college readiness, overcoming economic disadvantage and minimizing ethnic group disparities) into one ranking. Schools that excel in one aren’t necessarily those that excel in the other(s). Some schools that do the greatest job of preparing their minority students might not have total-school achievement scores that are among the best. Other schools characterized by superlative overall college readiness might score only slightly above average relative to their economic profile. In trying to incorporate “economic disadvantage” and the reduction of ethnic group (minority) achievement gaps together with schoolwide high achievement, the U.S. News ranking risks confounding different educational objectives. Depth and breadth of performance, and exceeding expectations, should be reported separately, rather than conjoined. Separate rankings would be easier to understand, more informative and less disputable—although perhaps less likely to help sell magazines.
  • Several principals, including Whitman’s Goodwin, noted how nonacademic programs that help students succeed and are a huge part of some students’ lives (arts, music, sports, civic activities, etc.) are not examined.
  • comparing large and small schools can be misleading
  • eferring to the many qualitative features that go into making a great school, Doran says, “The rankings are measuring the brain of the school—not the heart of the school.”
  •  
    Having grown up in Bethesda, I am well aware of the preoccupation with the ranking of U.S. schools. This article shares some insight into how two of the more popular (or circulated) ranking systems come up with their results.
James Leslie

30,000 Teachers May Not Be "Highly Qualified" | NBC Dallas-Fort Worth - 2 views

  • Updated 1:15 PM CDT, Thu, Oct 22, 2009 var partnerID=522927; var _hb=1; window.onerror=function(){clickURL=document.location.href;return true;} if(!self.clickURL) clickURL=parent.location.href; Print var partnerID=522927; var _hb=1; window.onerror=function(){clickURL=document.location.href;return true;} if(!self.clickURL) clickURL=parent.location.href; Email function position(o) { var pos = Position.get(o); Position.set('share_box',pos); } Share yahooBuzzArticleHeadline = "30,000 Teachers May Not Be &quot;Highly Qualified&quot;"; nbc_dallasfor814:http://www.nbcdfw.com/news/local-beat/30000-Teachers-May-Not-Be-Highly-Qualified-65580922.htmlBuzz up! TWITTER .postToFBArticlePage { background:transparent url(http://media.nbclocalmedia.com/designimages/facebook.gif) no-repeat scroll 0 0; display:block; float:left; height:14px; padding-right:5px; width:70px; text-align:right; } .postToFBArticlePage span { padding-top:0px; margin-top:3px; display:block; } #slideshow .showcase #slideCount { /* THIS DOES NOT BELONG HERE */ padding-left:140px; } #slideshow .yahoo_buzz .postToTwitterArticlePage span, #slideshow .yahoo_buzz .postToFBArticlePage span { margin-top: 0px; } #slideshow .yahoo_buzz .postToTwitterArticlePage a, #slideshow .yahoo_buzz .postToTwitterArticlePage a:link, #slideshow .yahoo_buzz .postToTwitterArticlePage a:visited, #slideshow .yahoo_buzz .postToFBArticlePage a, #slideshow .yahoo_buzz .postToFBArticlePage a:link, #slideshow .yahoo_buzz .postToFBArticlePage a:visited { color:#C3C7C7; } // also publish comment to Facebook nbc.fbparamshare = { contentTitle: "30,000 Teachers May Not Be &quot;Highly Qualified&quot;", contentUrl: "http://www.nbcdfw.com/news/local-beat/30000-Teachers-May-Not-Be-Highly-Qualified-65580922.html?__source=Facebook", contentThumbUrl: "http://media.nbcdfw.com/images/100*75/090209+classroom.jpg", bundleId: "104938618682", contentType: "article", summary: "Tens of thousands of Texas teachers could be in jeopardy of losing their jobs if they aren't certified as &quot;highly qualified.&quot;" }; FACEBOOK $(document).ready(function(){ $('#jqm_wrp_1') .jqDrag('.jqDrag') .jqm({ trigger: '#jqm_trg_1', ajax: 'http://www.nbcdfw.com/i/dispatcher/?command=LoadImage&id=22644077&caption=Gay+slurs+don%27t+%3D+firing.', target: '#jqm_cont_1', overlay: 0, onShow: function(h) { h.w.css('opacity',1).fadeIn("fast"); G.doPixelTracking(83); }, onHide: function(h) { h.w.fadeOut("fast",function() { if(h.o) h.o.remove(); }); } }); });
  • According to those requirements, teachers must be "highly qualified" in reading, math, writing, education and social studies.&nbsp;&nbsp;Most new teachers hired this year passed only a certification exam in a specific subject, according to the Dallas Morning News.&nbsp;
  • The Morning News reports that as many as 30,000 new teachers may now have to take a competency test in order to keep their jobs under the new interpretation of the No Child Left Behind law.
  •  
    Knowing your subject may not be enough for long. New "No Child Left Behind" law may make teaching more difficult.
  •  
    Knowing your subject may not be enough for long. New "No Child Left Behind" law may make teaching more difficult.
Laura Wood

Upfront - 0 views

    • Laura Wood
       
      The teacher that I'm observing for my thesis research (let's call her Teacher 2) gets tons of these every month and distributes them to all of her students. They use some of the articles, cartoons and pictures for their class but I've also heard other teachers say that the kids just read them in their down time. SWEET!
    • Laura Wood
       
      Oops, sorry, they're biweekly. That means twice month, right?
    • Laura Wood
       
      Each issue contains a cover story, International story, National Story, Technology story, Environment story, History portion, Columns and Cartoons (and more!). The content is designed for teens. They also newly have an Ethics column, where teens can exercise critical thinking, opinion forming and values exploration.
    • Laura Wood
       
      OKAY! So "Times Past" has historical events framed in a modern context. Each issue a different historic event is featured. If you were collecting these things, pretty soon you'd have a whole curricular arsenal of articles written for teens, framed in a contemporary lens, about history. It might be interesting to contrast these against newspaper articles from say the 1979 Iranian Revolution.
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    • Laura Wood
       
      "Teacher Tools" - sorry my friends. While you can read all the Upfront articles online, you can't access the "Teacher Tools" unless you buy a subscription. Who knows what "Teacher Tools" could mean. Could be curricula . . . or games! . . . or account management tools.
    • Laura Wood
       
      Lastly, there appear to be more cool pages at the top here, including: "Computer Lab Favorites," "Word Wizard Dictionary," "Write and Publish," "Reading Responses," and "Research Projects" All of these sound promising and worth exploring. Yay for current events and technology!
  •  
    SO RAD! A New York Times publication for teens. SWEET! From the website: "The New York Times Upfront is published by Scholastic in partnership with The New York Times."
jbdrury

Rosh Hashanah - Wikipedia, the free encyclopedia - 0 views

    • jbdrury
       
      Rosh Hashanah is a holiday my schools recognized given the sizeable Jewish population of Montgomery County, however it is not officially recognized by all school disricts and continues to cause controversy in regards to holiday schedules
  • Rosh Hashanah (Hebrew: ראש השנה‎, literally "head of the year," Biblical: [ˈɾoʃ haʃːɔˈnɔh], Israeli: [ˈʁoʃ haʃaˈna], Yiddish: [ˈrɔʃəˈʃɔnə]) is a Jewish holiday commonly referred to as the "Jewish New Year."
  • Rosh Hashanah is observed as a day of rest (Leviticus 23:24) like other Jewish holidays.
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  • In Jewish liturgy Rosh Hashanah is described as "the day of judgment" (Yom ha-Din) and "the day of remembrance" (Yom ha-Zikkaron). Some midrashic descriptions depict God as sitting upon a throne, while books containing the deeds of all humanity are opened for review, and each person passing in front of Him for evaluation of his or her deeds.
  • The Hebrew Bible defines Rosh Hashanah as a one-day observance, and since days in the Hebrew calendar begin at sundown, the beginning of Rosh Hashanah is at sundown at the end of 29 Elul. The rules of the Hebrew calendar are designed such that the first day of Rosh Hashanah will never occur on the first, fourth, or sixth days of the Jewish week[9] (ie Sunday, Wednesday or Friday)
  • Jewish law appears to be that Rosh Hashanah is to be celebrated for two days, due to the difficulty of determining the date of the new moon.[7]
  • September 18, 2009
  • Historical origins In the earliest times the Hebrew year began in autumn with the opening of the economic year. There followed in regular succession the seasons of seed-sowing, growth and ripening of the corn (here meaning any grain) under the influence of the former and the latter rains, harvest and ingathering of the fruits. In harmony with this was the order of the great agricultural festivals, according to the oldest legislation, namely, the feast of unleavened bread at the beginning of the barley harvest, in the month of Aviv; the feast of harvest, seven weeks later; and the feast of ingathering at the going out or turn of the year. "Aviv" literally means "Spring". (See Exodus 23:14-17; Deuteronomy 16:1-16). It is likely that the new year was celebrated from ancient times in some special way. The earliest reference to such a custom is, probably, in the account of the vision of Ezekiel (Ezek 40:1). This took place at the beginning of the year, on the tenth day of the month (Tishri). On the same day the beginning of the year of jubilee was to be proclaimed by the blowing of trumpets (Lev 25:9). According to the Septuagint rendering of Ezek 44:20, special sacrifices were to be offered on the first day of the seventh month as well as on the first day of the first month. This first day of the seventh month was appointed by the Law to be "a day of blowing of trumpets". There was to be a holy convocation; no servile work was to be done; and special sacrifices were to be offered (Lev 23:23-25; Num 29:1-6). This day was not expressly called New-Year's Day, but it was evidently so regarded by the Jews at a very early period.
    • jbdrury
       
      As we are social studies teachers, it is useful to know the basic history of the holiday
  • Traditional Rosh Hashanah greetings On the first night of Rosh Hashanah after the evening prayer, it is the Ashkenaz and Hasidic custom to wish Leshana Tova Tikoseiv Veseichoseim (Le'Alter LeChaim Tovim U'Leshalom) which is Hebrew for "May you immediately be inscribed and sealed for a Good Year and for a Good and Peaceful Life" Shana Tova (pronounced&nbsp;[ʃaˈna toˈva]) is the traditional greeting on Rosh Hashanah which in Hebrew means "A Good Year." Shana Tova Umetukah is Hebrew for "A Good and Sweet Year." Ketiva ve-chatima tovah which translates as "May You Be Written and Sealed for a Good Year."
    • jbdrury
       
      Could be a fun way of teaching/explaining the holiday to curious students
  •  
    This my second posting for Rosh Hashana. It is a fairly basic rundown of the holiday provided by Wikipedia. I believe it is useful for teachers to have a knowledge of and be able to explain the major religious holidays where classes or school events may be cancelled, or if some of their classmates may not be present in school.
Margit Nahra

Reader Idea | Studying The Constitution With The Times - NYTimes.com - 1 views

    • Margit Nahra
       
      The activities on this site all call for using articles from the New York Times, but any newspaper could be used.
    • Margit Nahra
       
      These are helpful handouts and graphic organizers that could be used in conjunction with the activities described in the lesson plan.
    • Margit Nahra
       
      The activity described here is a great way to demonstrate to students the relevance of the First Amendment to their daily lives, as well as to get them to reflect on the ramifications of living in a country that doesn't offer First Amendment protections.
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    • Margit Nahra
       
      These links link to the texts of the referenced source documents (e.g., the Bill of Rights), as well as to an index of articles from the New York Times that relate to those documents or the rights protected therein. These would be helpful links if students were having trouble locating relevant articles.
  •  
    This lesson plan from the New York Times web site utilizes the newspaper to teach high school students about First Amendment rights and the daily impact of those rights on their lives.
  •  
    This lesson plan from the New York Times web site has students locate, summarize and reflect on articles in the newspaper related to First Amendment rights as well as articles illustrating the lack of such rights in other countries.
James Leslie

CITE Journal - Social Studies - 1 views

  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper &amp; Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper &amp; Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper &amp; Bull, 1997; Handler, 1993).
  • ...5 more annotations...
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper &amp; Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper &amp; Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper &amp; Bull, 1997; Handler, 1993).
  • To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, &amp; Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose &amp; Winterfeldt, 1998).
  • To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, &amp; Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose &amp; Winterfeldt, 1998).
  •  
    Since more and more schools are using smart and promethean boards, teachers should be trained to use them.
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    This amount of computer literacy, is not enough for today's classrooms.
  •  
    Teachers should have more course work that deals with how to use computers to enhance the learning experience of their students.
  •  
    To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, & Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose & Winterfeldt, 1998).
Laura Wood

Learning Matters | Learning Matters - 1 views

  • watch this 6-minute video
    • Laura Wood
       
      This video ROCKS! and has tons of information
  •  
    WATCH THE 6 MINUTE VIDEO ON THIS PAGE! Learning Matters has a ton of resources from blog interviews with Diane Ravitch and Herb Kohl on the new "Race to the Top" incentive program to podcasts with Michelle Rhee (DC) and Paul Vallas (New Orleans)
Debbie Moore

The New York Times Learning Network - 1 views

  •  
    "The Learning Center" is a website developed and sponsored by The New York Times. The site has links for teacher, students and parents and is designed for grades 3-12 . The link for teachers has many tools for classroom use such as lesson plans, conversation starters, daily news quiz, workd of the day, and discussion topics.
Alan Edwards

Al Jazeera English - AJE - 0 views

shared by Alan Edwards on 07 Nov 09 - Cached
  •  
    Aljazeera is news organization based in the Arab gulf. Their coverage spans world-wide, and they are a great opportunity to study the news from a non-western perspective.
Jennifer Carey

Learn to Use the New Google Maps & Google Earth for Education via Free Mapping with Goo... - 0 views

  •  
    Free class to teach you how to use the new Google Maps & Google Earth. Self-paced.
goskygo_posts

Connect people News: Tool to connect people and data - Cloud storage - 0 views

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    Connect people News: The management of GoSkyGo also added the features of online file storage service through which users can access data, photos, videos, music, documents and more from anywhere at any time.
Adrea Lawrence

New Mexico Office of the State Historian - 0 views

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    As part of the mission of New Mexico State Historian to foster an appreciation and understanding of New Mexico History, the New Mexico History Website will bring those histories to life through the dynamic matrix of the internet. By focusing upon the p...
Alan Edwards

Eager Students Fall Prey to Apartheid's Legacy - 1 views

  • KHAYELITSHA, South Africa — Seniors here at Kwamfundo high school sang freedom songs and protested outside the staff room last year because their accounting teacher chronically failed to show up for class. With looming national examinations that would determine whether they were bound for a university or joblessness, they demanded a replacement.
    • Alan Edwards
       
      In the black townships of South Africa, many public schools do not meet the students' high expectations of career or college preparation. This article describes how students have worked for justice: protesting (at times violently) and teaching themselves lessons when teachers fail to show for work.
  • Here in the Western Cape, only 2 out of 1,000 sixth graders in predominantly black schools passed a mathematics test at grade level in 2005, compared with almost 2 out of 3 children in schools once reserved for whites that are now integrated, but generally in more affluent neighborhoods.
    • Alan Edwards
       
      Apartheid is alive and well in South Africa's education system.
    • Alan Edwards
       
      The author relies on interviews with current teachers, students, and administrators in South Africa. She also cites data and perspectives from the Development Bank of South Africa. In her piece she examines the current situation in a single township, then ties the issue to the entire nation.
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    • Alan Edwards
       
      The author works to briefly explain how the schools were intentionally segregated in order to continue the subjugation of blacks and colored people. In the wake of N. Mandela's election, she explores how corruption and unequal distribution of resources has contributed to the education system's condition today.
    • Alan Edwards
       
      The crisis in South Africa is a reminder of the horrible education inequalities between the rich and poor, the white and the black. The student responses to their situation is at times inspirational as well as disheartening. For older students, this article could be used to encourage student involvement in dialogue with decision-makers of the school. Schools need to be responsive to the positive needs of its student body.
  • KHAYELITSHA, South Africa — Seniors here at Kwamfundo high school sang freedom songs and protested outside the staff room last year because their accounting teacher chronically failed to show up for class. With looming national examinations that would determine whether they were bound for a university or joblessness, they demanded a replacement.
  • Post-apartheid South Africa is at grave risk of producing what one veteran commentator has called another lost generation, entrenching the racial and class divide rather than bridging it. Half the students never make it to 12th grade.
  • But South Africa’s schools also have problems for which history cannot be blamed, including teacher absenteeism, researchers say. And then when teachers are in school, they spend too little time on instruction. A survey found that they taught for a little over three hours a day, rather than the five expected
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    NYT's Celia Dugger examines the quality of education for South Africa's majority black population. 15 years after the election of Nelson Mandela and the official end to apartheid, the nation's school system remains a bastion of inequality.
Alan Edwards

New Deal Network - 1 views

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    Created by the Franklin and Eleanor Roosevelt Institute and historians, the New Deal Network is a great online resource for the era. Check out the documents sections where they have materials organized by topic. (e.g. Japanese Internment, Tennessee Valley Authority, Anti-Semitism). This could be an important resource for teachers preparing lessons as well as student research.
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1865-1890 | Sections 1 through 9 ... - 0 views

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    Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. In The Unfinished Revolution: Reconstruction and After, 1865-1890, Professor Eric Foner examines the pivotal but misunderstood era of Reconstruction that followed the Civil War, the first effort in American history to construct an interracial democracy. Beginning with a discussion of the dramatic change in historians' interpretations of the period in the last two generations, Foner goes on to discuss how Reconstruction turned on issues of continued relevance today. Among these are: who is an American citizen and what are citizens' rights; what is the relationship between political and economic freedom; which has the primary responsibility for protecting Americans' rights - the federal or state governments; and how should public authorities respond to episodes of terrorism? The course explores the rewriting of the laws and Constitution to incorporate the principle of equality regardless of race; the accomplishments and failings of Reconstruction governments in the South; the reasons for violent opposition in the South and for the northern retreat from Reconstruction; and the consolidation at the end of the 19th century of a new system of white supremacy. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the wa
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1861-1865 | Sections 1 through 8 ... - 0 views

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    Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. A New Birth of Freedom: The Civil War, 1861-1865 narrates the history of the American Civil War. While the course examines individual engagements and the overall nature of the military conflict, the focus is less on the battlefield than on political, social, and economic change in the Union and the Confederacy. Central to the account are the road to emancipation, the role of black soldiers, the nature of Abraham Lincoln's wartime leadership, internal dissent in both the North and South, the changing position of women in both societies, and the war's long-term economic and intellectual impact. We end with a look at the beginnings of Reconstruction during the conflict. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the war to breathe meaning into the promise of freedom for four million emancipated slaves. One theme throughout the series is what might be called the politics of history - how the world in which a historian lives affects his or her view of the past, and how historical interpretations reinforce or challenge the social order of the present. See other courses in this series: The Civil War and Reconstruction - 1850-1861 The Civil War and Reconstruction - 1865-1890 "The Civil War and Recons
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