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Louise Phinney

Free Technology for Teachers: Create a Text Message Exchange Between Fictional Characters - 0 views

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    Good for any class doing a character study The ever clever Russel Tarr has developed a new neat tool for creating fictional text message exchanges between fictional and or historical characters. The Classtools SMS Generator is free to use and does not require students to log-in. To use the SMS Generator just click the left speech bubble icon and enter a message. Then to create a reply just click the right speech bubble icon and enter a new message. You can make the exchange as long as you like.
Keri-Lee Beasley

Is Your Writing Pinteresting? 3 Uncommon Ways to Curate Literary Characters - Brilliant... - 0 views

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    A visually-rich way of developing characters for writing using Pinterest.
Katie Day

How Shakespeare & Social Media Are Fighting Cyber Bullying - 0 views

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    "William Shakespeare, the bard behind some of the greatest works in the English language, is coming to a Facebook page near you. Weekly Reader has teamed up with the Ophelia Project and White Plains High School to re-enact one of Shakespeare's plays on Facebook from April 26 to 28. Much Ado About Nothing will be presented on a special page through status updates, posts, pictures and videos. The students helped create separate pages for their characters complete with pictures, in-character bios and likes. The project is meant both as an educational resource and a tool to combat cyber bullying.
Keri-Lee Beasley

Discover Your Twitter Character on Visual.ly | Visual.ly - 1 views

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    Neat little infographic showing your Twitter Character. Can also compare with someone else 
Sean McHugh

Girls and Games: What's the Attraction? | MindShift - 0 views

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    Girls and Games: What's the Attraction? Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a "gamer" may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls. Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to "transmedia" content that draws on characters from books, movies, or toys.
Katie Day

"New shit has come to light": Information seeking behavior in The Big Lebowski - 0 views

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    "The authors of this paper use characters from the 1998 film The Big Lebowski to illustrate the intricate, self-defined nature of information seeking behavior and the ways in which personal characteristics contribute to the success or failure of an information search."
Louise Phinney

Free Technology for Teachers: 3 Ways To Quickly Share Bunches of Links With Your Students - 0 views

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    "If you have ever tried to get all of your students to the same set of websites at the same time, you know that just a couple of mistyped characters can create a frustrating experience. One solution is to post all of the links on your course blog. Another solution is to use a link bundling service that will group all of your links together into one package. Then instead of sending out a bunch of individual links you can just send one link that will open all of the bundled links for your students. Here are three services that you can use for just that purpose."
Keri-Lee Beasley

Chineasy by ShaoLan: Clever design that takes some of the pain out of learning Chinese. - 0 views

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    Clever design helping people learn Chinese characters.
Louise Phinney

Create your own Myths or Legends - 0 views

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    program to create myths and legends, has background and characters but you can also upload your own.
Keri-Lee Beasley

Library | 60second Recap - 1 views

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    60 second summary videos of major books kids would study at school (e.g. Romeo & Juliet, 1984, Pride & Prejudice). Great idea for tech integration: could do 60 second summaries of a chapter, a whole book, or of a character.  Would be good to show kids too, but had some rather inappropriate ads on some of the ones I saw, which is a shame.
Helen Hillier

Graphic Organizers Character and Story - 0 views

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    web site with some good graphic organisers for primary
Mary van der Heijden

Free Technology for Teachers - 2 views

  • Infographic World - 12 Interesting Infographics Infographics can be
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    Make a fake Facebook wall for a book character (or anyone else!)
Sean McHugh

The Scientific Case For Teaching Cursive Handwriting to Your Kids Is Weaker Than You Think - 2 views

  • here is ample evidence that writing by hand aids cognition in ways that typing does not: It’s well worth teaching. And I confess I’m old-fashioned enough to think that, regardless of proven cognitive benefits, a good handwriting style is an important and valuable skill, not only when your laptop batteries run out but as an expression of personality and character.
  • if they have the time and inclination.
    • Sean McHugh
       
      But should we be dedicating swathes of curriculum time towards this? Surely not.
  • what teachers “know” about how children learn is sometimes more a product of the culture in which they’re immersed than a result of research and data.
    • Sean McHugh
       
      Never were truer words written.
  • ...20 more annotations...
  • What does research say on these issues? It has consistently failed to find any real advantage of cursive over other forms of handwriting
  • our real understanding of how children respond to different writing styles is surprisingly patchy and woefully inadequate
  • Evidence supports teaching both formats of handwriting and then letting each student choose which works best for him or her
    • Sean McHugh
       
      Shouldn't we include touch typing here as well?
  • So was cursive faster than manuscript? No, it was slower. But fastest of all was a personalized mixture of cursive and manuscript developed spontaneously by pupils around the fourth to fifth grade
  • They had apparently imbibed manuscript style from their reading experience (it more closely resembles print), even without being taught it explicitly
  • While pupils writing in cursive were slower on average, their handwriting was also typically more legible than that of pupils taught only manuscript. But the mixed style allowed for greater speed with barely any deficit in legibility.
  • The grip that cursive has on teaching is sustained by folklore and prejudice
  • for typical children, there’s some reason to think manuscript has advantages
  • freeing up cognitive resources that are otherwise devoted to the challenge of simply making the more elaborate cursive forms on paper will leave children more articulate and accurate in what they write
    • Sean McHugh
       
      Likewise if they can touch-type instead of wrestling with ascenders and descenders...
  • the difference in appearance between cursive and manuscript could inhibit the acquisition of reading skills, making it harder for children to transfer skills between learning to read and learning to write because they simply don’t see cursive in books.
  • There’s good evidence, both behavioral and neurological, that a “haptic” (touch-related) sense of letter shapes can aid early reading skills, indicating a cognitive interaction between motor production and visual recognition of letters. That’s one reason, incidentally, why it’s valuable to train children to write by hand at all, not just to use a keyboard.
  • even if being taught both styles might have some advantages, it’s not clear that those cognitive resources and classroom hours couldn’t be better deployed in other ways.
    • Sean McHugh
       
      In other ways... the time it takes for kids to learn cursive, spread over years, compared to the relatively short time it takes to master touch-typing being a case in point.
  • that cursive is still taught primarily because of parental demand and tradition, rather than because there is any scientific basis for its superiority in learning
  • inertia and preconceptions seem to distort perception and policy at the expense of the scientific evidence
  • How much else in education is determined by what’s “right,” rather than what’s supported by evidence?
  • Beliefs about cursive are something of a hydra: You cut off one head, and another sprouts. These beliefs propagate through both the popular and the scientific literature, in a strange mixture of uncritical reporting and outright invention, which depends on myths often impossible to track to a reliable source.
  • the reasons to reject cursive handwriting as a formal part of the curriculum far outweigh the reasons to keep it.
  • This must surely lead us to wonder how much else in education is determined by a belief in what is “right,” unsupported by evidence.
  • it’s often the case that the very lack of hard, objective evidence about an issue, especially in the social sciences, encourages a reliance on dogma instead
  • There needs to be wider examination of the extent to which evidence informs education. Do we heed it enough? Or is what children learn determined more by precedent and cultural or institutional norms?
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    There needs to be wider examination of the extent to which evidence informs education. Do we heed it enough? Or is what children learn determined more by precedent and cultural or institutional norms?
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