Google For Educators - Maps - 1 views
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Students can use Google Maps to learn about specific locations and see what they look like from an aerial view; compare their home streets and neighborhoods with those of distant penpals; and study satellite images superimposed on the maps.
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With MyMaps, you and your students can create personalized, annotated, customized maps. Whether you're planning a field trip or documenting a famous traveler's journeys, you can embed photos, videos, and descriptive text to make the content come alive. You can also publish, share, and invite others to collaborate on your project.
The Answer Sheet - How to give classrooms a mission - 0 views
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In my previous career, I was a community organizer for nineteen years. Before we did anything, we would ask ourselves these two questions: • Does our action help develop leadership among local residents? • Are we honoring the father of modern-day community organizing Saul Alinsky’s "Iron Rule"? Alinsky famously said, “Never do for someone what they can do for themselves. Never.”
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in the long term, staying true to our mission often resulted in the emergence of self-realized community groups that had confident leaders and committed members. These groups were more successful in gaining affordable housing, creating jobs that paid a living wage and benefits, and building safe neighborhoods than other organizations that never developed their own sense of identity and purpose.
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In the first part of each school year in most of my classes, I lead a discussion with students asking whether they want our class to be a “community of learners” or a “classroom of students.” On our overhead, I enter the choices in side-by-side columns and give examples of the difference between the two.
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Academic Evolution: Academia must divest from Intellectual Apartheid - 0 views
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Academia must divest from Intellectual Apartheid
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I mean academia’s policy that enforces an unnecessary and counterproductive intellectual divide. What intellectual divide? It is that gaping chasm between two opposing models of disseminating knowledge: toll access and open access.
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lack of access to technology (dubbed the "digital divide") seriously handicaps half the world's population. That is a giant problem but one being gradually ameliorated by mobile telephony and economic forces.
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Teachers And YouTube: Connecticut May Study Impact Of Video-Recording Devices In Classr... - 0 views
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There is Smoker, 44, in his Guilford High School classroom more than a year ago, flailing his arms, short-hopping across the classroom, then pushing against a wall. He is explaining how molecules move, but the only sound in this YouTube video is instrumental music.
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Experiences such as Smoker's are behind a bill that the state's largest teachers' union is lobbying for at the state Capitol. The legislation, under consideration by the General Assembly's education committee, would create a task force to study the impact of cellphone cameras and video-recording devices in the classroom.
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State law already allows local school boards to ban or restrict cellphones at school — and many of them do —
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views
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Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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In the fall of 2004, Wiley taught a graduate seminar, “Understanding Online Interaction.” He describes what happened when his students were required to share their coursework publicly:
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Can Twitter Survive What is About to Happen to It? | Twine - 0 views
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Twitters 140 char limit is great as it means spammers can never really overpower anything. You all know the spam comments on blogs with mighty many URLs etc. Not possible here, the volume of spam will need to be divided into many tweets.Twitter clients can do most of the filtering. Not just black/white like many clients do these days, but once they learn about tags, about poster profiles (lookup on mr. tweedeck, etc.) they really can shine: what is a tweet worth from someone who has massive stuff auto-piped into the system? Maybe allot, when it is clear the tweet was NOT auto-piped, i.e. contains individual content.What I would like to see is a client that analyzes tweets based on tags and word (families). Imagine you are at SXSW and have a tag cloud of the real stuff going on. Not just the #tags, but also other words that get used often, used in combination with #tags. There's a lot of information to be used well. Open the iPhone and see what people really are tweeting. No more individual tweets, but tweet heat maps of concepts, coincidences and co-concurrences.Nova, would that not be something to create?
Twitter-What is it and why would I use it? | Musings from an International Teacher - 0 views
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Why would you go to a educational conference or workshop? To find out about what best practices are out there, make connections with teachers and hopefully learn something new. However, sometimes you go to workshops that are fascinating and want to learn more from the presenter. Usually you forget about this workshop or lose their business card they gave you. Twitter allows you maintain contact and read updates, new blog posts or interesting websites that they find automatically. You do this by “following” them on Twitter.
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Once you have this network, you an ask them questions and build on a shared knowledge from this network. This is often referred as a PLN (personal learning network).
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If you don’t “give anything” than people aren’t going to follow you. Everyone has some knowledge to offer others whether it be a good website, a great technology tool or a better teaching strategy. Share it! Slowly, you will start appearing in search results and people will recognize this and add you. This creates a culture of reciprocity. If you aren’t a team player, Twitter might not be for you.
TinyChat.com - Create a free chatroom - 0 views
Digital Divide.org - 0 views
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It took digital-divide researchers a whole decade to figure out that the real issue is not so much about access to digital technology but about the benefits derived from access.
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80/20 factor” (in which eighty percent of profit is made by serving the most affluent 20%) causes technology designers to work hard at creating "solutions" specifically for the affluent. The poor are ignored because market forces assume that designing solutions for them will not be profitable*. The result is that even where the poor are provided access to digital technology, it is low-quality and merely “localized” versions of products and services intended for the rich.
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1) Closing the Digital Divide is a precondition for reducing poverty.
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Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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graduate students interested in becoming acquainted with relevant instructional technologies have a limited number of options. Few graduate programs include such training as a part of the curriculum. As a matter of fact, pedagogy itself often represents a negligible fraction of graduate program requirements. The University of Minnesota offers excellent training through its summer institutes,4 but access is an issue. Most IT departments offer training sessions on how to use the university course management system, build a web page, or create a PowerPoint presentation, but technical training is not enough.
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Today, language centers are the only campus units where such a wide range of expertise can easily be found.
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The role of language technologists goes beyond teaching what a blog is and how to set up a browser to display Japanese characters. It includes sorting through novel technologies, evaluating their instructional potential, researching current educational uses, and sharing findings with educators. The most promising applications available today were not designed for instructional use and do not come with an instruction manual. To use them in the classroom requires the ability to redirect their intended purpose and, more importantly, to think through possible consequences of doing so.
Student challenges prof, wins right to post source code he wrote for course - Boing Boing - 0 views
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Kyle's a student at San Jose State University who was threatened with a failing grade for posting the code he wrote for the course -- he wanted to make it available in the spirit of academic knowledge-sharing, and as code for potential future employers to review -- and when he refused, his prof flew into a fury and promised that in future, he would make a prohibition on posting your work (even after the course was finished) a condition of taking his course.
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The most important lesson from it for me is that students want to produce meaningful output from their course-assignments, things that have intrinsic value apart from their usefulness for assessing their progress in the course. Profs -- including me, at times -- fall into the lazy trap of wanting to assign rotework that can be endlessly recycled as work for new students, a model that fails when the students treat their work as useful in and of itself and therefore worthy of making public for their peers and other interested parties who find them through search results, links, etc.
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And in this case, it's especially poignant, since Kyle's workflow actually matches the practices of real-world programmers and academic computer scientists: coders look at one anothers' examples, use reference implementations, publish their code for review by peers. If you hired a programmer who insisted that none of her co-workers could see her work, you'd immediately fire her -- that's just not how software is written. Kyle's prof's idea of how computer programmers work is exactly what's meant by the pejorative sense of "academic" -- unrealistic, hidebound, and out-of-touch with reality. Bravo to Kyle for standing his ground!
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Google - UNESCO - 0 views
Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views
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Unfortunately, this margin and that niche don’t map well onto each other, to the extent that education extends beyond single classes and connects with the world.
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CMSes offer versions of most of these, but in a truncated way. Students can publish links to external objects, but can’t link back in. (In fact, a Blackboard class is a fine place to control access to content for one concerned about “deep linking”) An instructor can assign a reading group consisting of students in one’s class, but no one else. These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
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professors can readily built media criticism assignments into class spaces. These experiences are analogous to the pre-digital classroom, and can work well enough. But both refuse to engage with today’s realities, namely that media are deeply shaped by the social. Journaling privately, restricted to an audience not of the writer’s choosing, is unusual.
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