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Tami Brass

MiLK - The Mobile Learning Kit - 0 views

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    Could be great in combo w/netbooks
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    MiLK is a Mobile Learning Kit that connects students and teachers through simple and effective technology and pushes the boundaries of the teaching and learning beyond the classroom into the other environments students inhabit both now and in the future. Teachers can now design everyday learning activities using mobile phones and the internet. For students this makes events such as excursions, group discussions, and questionnaires all the more engaging. Using MiLK students can create their own learning profiles, discuss topics with other students and teachers, share ideas, photos, comments, and most importantly, design their own learning events. MiLK is an interface that allows educators and students to design event paths that lead people through places with the use of a mobile phone. The event paths consist of a number of checkpoints at which the event player must SMS an answer before they are directed to the next checkpoint. An event path can be designed to meet specific learning outcomes for any subject or any location. The interface also enables player reflection and assessment functions. MiLK: # Is simple, flexible, scalable and adaptive # Extends learning experiences to include other environments locally, globally, and virtually # Promotes new and effective learning partnerships between students, teachers and families. # Offers opportunities for personalised learning # Inspires students to engage in learning # Engages students in multi-literacies # Results in increased teacher confidence and professional development
Tami Brass

More powerful pencils: 1:1 Laptop Programs and 21st century learning « 21k12 - 9 views

  • mere implementation of 1-1 laptops alone will not accomplish great learning gains; they need to be integrated into effective, contemporary, forward-looking, best-practices learning environments, one where teachers are serious about engaged, active, collaborative, and creative student learning.
  • let’s not be too terribly deliberative and gradualist about this amazing opportunity to empower our students with these digital learning tools.   We have seen the future (I have seen it, at a bunch of schools), and we need to embrace it, not resist it.
  • we believe a ‘bottom-up’ approach is better than a ‘top-down,’” said Katie Morrow,
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  • Students will push and promote the laptop’s application in their various courses much more effectively than an administrator forcing it upon an unwilling teacher.
  • Rather than front-load reform with months or years of preparation, planning, documentation, training, organizing administrators, teachers, and systems, we need to go, put tools in kids’ hands, and ask them to use them, ask them to suggest more uses of them, empower and unleash them to LEARN with them.  (While holding them accountable for excellent outcomes!)
  • Think buying or leasing hundreds of expensive machines that will become obsolete is a poor use of school funds, and playing platform favorites as an institution is now silly, as the world seems to speak PC and Mac with equal fluency and schools should, too.
Tami Brass

Free online photo editor with printing and slideshows - 0 views

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    Image suite may be useful for netbook users
Tami Brass

20 Ways To Increase Laptop's Battery Life - 0 views

  • 1. Ship shape with a defrag
  • 2. Kill the resource gobblers
  • 3. Pause the scheduled tasks
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  • 4. Unplug external devices
  • 5. Empty the CD/DVD Drives
  • 6. Go local
  • 7. Lower the lights
  • 8. Kill the sounds
  • 9. Rid the screensaver
  • 10. Visit Power Options
  • 11. Turn off the looks
  • 12. Hibernate is better than Sleep
  • 13. Get the most…work on the least
  • 14. Ram in more RAM
  • 15. Keep it clean
  • 16. Temperature is a silent killer
  • 17. Avoid the memory effect
  • 18. Update software and drivers
  • 19. Use the right adapter
  • 20. Pack it up
Tami Brass

Education Week's Digital Directions: Netbook-Laptop Debate - 4 views

  • At about half the price of laptop computers—most are in the $300 to $400 range—netbooks may be cost-effective, but the savings can be lost in their scaled-down features and limited computing power.
  • Netbooks are defined as laptop computers that are smaller than 10 inches across, have slower and less powerful processors, and limited memory, making them useful for little more than accessing the Internet. They have smaller screens and keyboards, and are not equipped with CD or DVD drives and other features included in most laptops or desktop computers.
    • Tami Brass
       
      I don't agree with the statement about netbooks not having the power for PPT or spreadsheets. We bumped ours up to 2GB RAM and have had good experiences w/both apps, provided we don't have more than 2-3 apps running simultaneously. This performance is similar to our lab machines.
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  • To be used successfully in the classroom, however, Wilson and others say that netbooks must be given the same kind of consideration as other technologies. Technical support, training for teachers and students, network capability, and curriculum are all still necessary investments whether using laptops, netbooks, or smaller, hand-held devices such as cellphones.
  • “With the onset of the netbook and the price-point difference [over laptops] and the movement in open-source courseware and cloud computing, ... they’ve made the distribution of netbooks a very exciting way to solve the problem at a cost less than laptops.”
  • The state is not discouraging districts from buying netbooks, Mao says, but he is advising school leaders to consider all of what they are getting, or not getting, for their money.
  • I guarantee that netbooks are completely sufficient for most internet applications, word-processing, and 99% of the spreadsheet tasks I do on a daily basis at my job! Yes, storage capacity is less in a netbook than in the average laptop, and laptops have optical drives where netbooks don't, and laptops have more powerful processors.
Michael Walker

Are You Ready for Mobile Learning? (EDUCAUSE Quarterly) | EDUCAUSE - 4 views

  • The implication for faculty who would like to implement mobile learning in their online or traditional courses is that they can begin by making content and information available to students in formats easily accessible by mobile phone or laptop computer.
    • Michael Walker
       
      Step 1
  • convert their lectures to podcasts or streaming media files and post them on their course Web sites, or on free online resources such as Apple's iPod University or YouTube, for convenient download.
  • The Division of Information Technology at the University of Wisconsin–Madison offers the following guidelines for creating podcasts14: Avoid overly complex material that includes lots of facts and figures. Complex subject matter is often more effectively conveyed through handouts and readings than through a podcast. This is because most students will listen to podcasts as they perform other tasks (i.e., riding a bus, driving, exercising, walking to class, etc.). In most cases they won't be taking notes as they listen. Always keep in mind the learner's context when selecting content for a podcast. Recordings of classroom lectures may not be the best use of podcasting. Podcasts of entire lectures often come across as overly formal and boring. Important visuals are excluded. Only use lectures as podcasts when you have a strong pedagogical rationale for doing so. Narrow the focus of a podcast. Limit the scope of the content to only a few main themes. Don't try to communicate too much material in a single podcast. Instead, identify important concepts or issues students tend to struggle with and develop a podcast that addresses each one.
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  • focus on one theme, topic, or issue in each podcast
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