http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50015529
we need to tell a better story:
caring institution--we teach kids, not subjects
- Posted using BlogPress from my iPad
Wednesday, June 30, 2010
geotagging
edgis.org/geotag
embed geo info to digital media , pics, video, etc
don't have to have gps, often can drag on map
geoimgr.com browse for image to upload; move place mark, then click tag photo; download photo
puts it on metadata: exif data in the header that includes
jpg tiff; raw format handled somewhat different, sometimes sidecar xml
beansprout by argus--25 pics $10
geoimgr web based, desktop tools faster:
drag and drop: iphoto09, picasa
gps + pics: microsoft pro photo tools;
iphoto click i then find on map ; places map of all photos tagged so far;
picasa geotag button is a plugin to google earth; rather use places button with google map; can multiple select; can move to picasaweb
if have gps, couple way to collect info ; can do a timestamp match to gps and photo; can use tracks with certain tools; files are gpx format;
gps photolinker for mac is free
MS pro photo tools for windows is free
can also save tracks with apps on iphone
tom baker trbaker@gmail.com @trbaker
shannon white witeshan@missouri.edu
- Posted using BlogPress from my iPad
embed geo info to digital media , pics, video, etc
don't have to have gps, often can drag on map
geoimgr.com browse for image to upload; move place mark, then click tag photo; download photo
puts it on metadata: exif data in the header that includes
jpg tiff; raw format handled somewhat different, sometimes sidecar xml
beansprout by argus--25 pics $10
geoimgr web based, desktop tools faster:
drag and drop: iphoto09, picasa
gps + pics: microsoft pro photo tools;
iphoto click i then find on map ; places map of all photos tagged so far;
picasa geotag button is a plugin to google earth; rather use places button with google map; can multiple select; can move to picasaweb
if have gps, couple way to collect info ; can do a timestamp match to gps and photo; can use tracks with certain tools; files are gpx format;
gps photolinker for mac is free
MS pro photo tools for windows is free
can also save tracks with apps on iphone
tom baker trbaker@gmail.com @trbaker
shannon white witeshan@missouri.edu
- Posted using BlogPress from my iPad
Tuesday, June 29, 2010
Classrooms for the Future: Development of 21st-Century Skills and Online Supports for Project-Based Learning in U.S. High Schools
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50091838&selection_id=59452396&rownumber=1&max=1&gopage=
classrooms for the future: one of the largest in nation $180 M project
provided tech and coaching support; nearly 95% of schools in penn
contracted penn state ; built on nets but really about school reform
eval surveys teacerh and students twice a year, observations by principal and submit twice a year, and achievement data dept of ed;
one of 44 research questino
is ther a difference in attention paid to ...
observations :
visual it
sic lit
cultural lit
teaming or collab
exommun skills
social responsibility
self direcdtio
creativity
student quesiton : my classes are helping me build skills that will help me be successful int eh modern workplace
used metiri setda 2003 surveys; 60% direct use, not adapted from this
levels on use and importance:
direct instrucitojn
inquiry
mediate student thinking
experiential
collab learning
indpendent study by teams or individual
independent study into 10 schools--no sig difference
trends
teachers are attending to 21cs
many teachers believe that 59% or more of their instruciotn dedicated to 21cs
student increasingly exposed
cff.psu.edu/public/Home.html
rlc237@pus.edu
much pd and coaches
Online supports for pbl
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50062206&selection_id=59452396&rownumber=1&max=1&gopage=
jason ravitz
jason@bie.org
buck institute for education
gates funded eval found pal is most commonly cited instructional strategy
online featurs contribute to pal use
survey 1200 pal using teachers 400 valid responses ; public hs teachers core subjects; invested in pbl in workshops or products
some high profile school reform models: new tecdh hs, high tech high, envision schools, nor cdar new schools pro, center for effective school practices, san diego renewal
pbl includes: extended investigation, in-depth inquiry, student self directions or choice, presentation of resutlts or conclusions
Online Features: resources lists, project libraries, design and management tools, collab tools, student feedback , teacher feedback, access to experts (in order)
1/2 or more time spent on pbl 25-80%
lack of pd--small schools low percent rate it as a challenge
lack of time in curr to carry out proj--much higher percent
use of :
online collab tools
tools for linking you or students to outside experts or other schools
studet post work to get feedback
you to get feedback
tools created to help you or students desing and manage projects online
online collection of pbl
teachers who spend more time on pbl also use more features above
correlation high
large comprehensive hs much less likely to use online feedback and resources
even when control risk takers, there is still relationship between pbl use and online resource use
further questions: how tech use differs when pbl is used
- Posted using BlogPress from my iPad
classrooms for the future: one of the largest in nation $180 M project
provided tech and coaching support; nearly 95% of schools in penn
contracted penn state ; built on nets but really about school reform
eval surveys teacerh and students twice a year, observations by principal and submit twice a year, and achievement data dept of ed;
one of 44 research questino
is ther a difference in attention paid to ...
observations :
visual it
sic lit
cultural lit
teaming or collab
exommun skills
social responsibility
self direcdtio
creativity
student quesiton : my classes are helping me build skills that will help me be successful int eh modern workplace
used metiri setda 2003 surveys; 60% direct use, not adapted from this
levels on use and importance:
direct instrucitojn
inquiry
mediate student thinking
experiential
collab learning
indpendent study by teams or individual
independent study into 10 schools--no sig difference
trends
teachers are attending to 21cs
many teachers believe that 59% or more of their instruciotn dedicated to 21cs
student increasingly exposed
cff.psu.edu/public/Home.html
rlc237@pus.edu
much pd and coaches
Online supports for pbl
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50062206&selection_id=59452396&rownumber=1&max=1&gopage=
jason ravitz
jason@bie.org
buck institute for education
gates funded eval found pal is most commonly cited instructional strategy
online featurs contribute to pal use
survey 1200 pal using teachers 400 valid responses ; public hs teachers core subjects; invested in pbl in workshops or products
some high profile school reform models: new tecdh hs, high tech high, envision schools, nor cdar new schools pro, center for effective school practices, san diego renewal
pbl includes: extended investigation, in-depth inquiry, student self directions or choice, presentation of resutlts or conclusions
Online Features: resources lists, project libraries, design and management tools, collab tools, student feedback , teacher feedback, access to experts (in order)
1/2 or more time spent on pbl 25-80%
lack of pd--small schools low percent rate it as a challenge
lack of time in curr to carry out proj--much higher percent
use of :
online collab tools
tools for linking you or students to outside experts or other schools
studet post work to get feedback
you to get feedback
tools created to help you or students desing and manage projects online
online collection of pbl
teachers who spend more time on pbl also use more features above
correlation high
large comprehensive hs much less likely to use online feedback and resources
even when control risk takers, there is still relationship between pbl use and online resource use
further questions: how tech use differs when pbl is used
- Posted using BlogPress from my iPad
Mobile Wireless Devices that Empower Engagement, Learning, and Assessment
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=48691690
national tech plan section on infrastructure talks about traditional infrastructure and then emerging infrastructure
now mobile category that looks like laptop but really scaled up cell phone
can hold charge all day and location aware and couple with cell phone and ereaders, different ecology of mobile network;
not only empower anyplace anytime learning, also novel ways of using
marie qualcom
wireless reach group: we look at underserved populations, many emerging economy ; one group is students in our nation schools
remember how one computer per worker, then work changed;
work patterns have changed with mobile wireless; kids also
1:1 students want to know why limit me to one?
Project K-Nect: north carolina; put math problems on cell devices; each student different problems so talked more about how get answer rather than answer; saw kids develop communities of learning develop and more work getting done outside of school; teachers methods evolved with experimentation--using texting became democratizing ; also saw hots transfer to other classes; 30% increase proficiency but several factors contributed
2 things to take away: not kids magically learn better with cell--rather how community helped learning and devices helped; fun was being a part of a network, whether monsters or math;
wireless reach initiative two categories:
friday institute: mobile impact on assessment
sdsu mobile learning engagement project
if you want teachers to teach with mobile, they need to know mobile
teachers cant teach what they don't know; teachers need to experience that themselves
augmented reality game overlays on real environment;
hp video
info tags in layers on mobile with info and quests
lots of interesting inventions to be made yet
- Posted using BlogPress from my iPad
national tech plan section on infrastructure talks about traditional infrastructure and then emerging infrastructure
now mobile category that looks like laptop but really scaled up cell phone
can hold charge all day and location aware and couple with cell phone and ereaders, different ecology of mobile network;
not only empower anyplace anytime learning, also novel ways of using
marie qualcom
wireless reach group: we look at underserved populations, many emerging economy ; one group is students in our nation schools
remember how one computer per worker, then work changed;
work patterns have changed with mobile wireless; kids also
1:1 students want to know why limit me to one?
Project K-Nect: north carolina; put math problems on cell devices; each student different problems so talked more about how get answer rather than answer; saw kids develop communities of learning develop and more work getting done outside of school; teachers methods evolved with experimentation--using texting became democratizing ; also saw hots transfer to other classes; 30% increase proficiency but several factors contributed
2 things to take away: not kids magically learn better with cell--rather how community helped learning and devices helped; fun was being a part of a network, whether monsters or math;
wireless reach initiative two categories:
friday institute: mobile impact on assessment
sdsu mobile learning engagement project
if you want teachers to teach with mobile, they need to know mobile
teachers cant teach what they don't know; teachers need to experience that themselves
augmented reality game overlays on real environment;
hp video
info tags in layers on mobile with info and quests
lots of interesting inventions to be made yet
- Posted using BlogPress from my iPad
Next Generation Professional Development: Learning about Teaching and Vice Versa
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50820507http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=50820507
www.gee.harvard.edu/~dedech
chris_dede@
core challenge
shifts in the knowledge and skills society values
development of new methods of teaching and learning
changes in the characteristics of learners
emerging info tech sreshaping these and changing how we learn
video
if we were to redisign educ not to make history models of schools more efficient but instead to prepare students for 21c
automation vs amplification
many scientific discoveries make knowledge obsolete
new tools for 21c
microsoft video productivity future vision
life-size telepresence with translation
complex visual interfaces on touch screens
digital ink cards, transfer from screen to paper and back, customized newspaper
precursor to future web2.0:
The spectrum of web2.0 media
sharing (asocial bookmarking, photo share, etc)
thiknking (blogs, podcasts,)
cocreating (wikis, mashups, collective media creation, collaborative social change commuities)
may 2009 educational researcher
science is now done by distrubuted teams sharing
implications for research
thru commmuncal bookmarking geo distributed research group could continuously scan for resources
chanllengs
web2 requires fluency in rhetoric
almost any piece of info can be found online
greatest change in epistemology: represented by wikipedia vs britannica
strengths and weakness to both; understand knowledge is now bottom up and adult top down
Jenkins framework for new literacies
play, performance, simulation, appropriation, multitasking, distributed
Leu's characteristics of new Literacies
novel skills for emerging ict tools
new literacies central to full economic, civic, and personal participation
one big challenge for teacher PD: education infeasible to use industrial model; rather distributed model in time, space, people
parent tutors, informal educator coaches, community mentors
schools of education prepare teacher, tutors, coaches mentors
core principles of PD
important issue is not technology usage but changes in content, pedagogy, assessment, and learning outside of school
continuous peer learning is the best strategy for long term improvement
web2 and
collaborative problem resolution via mediated interaction:
problem finding before problems solving
comprehension by a team nto indiv
making meaning out of complexity: using sophisticated tools, recognizing and matching patterns, judging value of alternative forms
situated learning and transfer
eg medical internship
classrooms removed from opportunities
ecoMUVE
how do you measure sophisticated psycho-social? paper measures invalid;
NSES model of inquiry
identify question that can be answer thorugh sic investigation...
students complete virtual quests; logfiles indicate with timestamdps:
where studnt went, whi whom the commun, what artifacts they activated, what database they viewed; what data they gathered , what streenshots
backend database so teacher can read through what student do
what does this mean for pd
differences from item based tests: multiple forms of complex measures
products of inquiry: create conclusions and select evidence
gather data and interview people
formative diagnostic rather than summative
measure while still able to do something about itl; richer more substantive; can replace summative
much based on mobile devices; to get out of industrial school, something NOT a laptop
national tech plan not technology but different system of education
ed.gov/technology/net-2010
read the learning section of the plan
hardest problem in PD is not learning but rather UNlearning
- Posted using BlogPress from my iPad
www.gee.harvard.edu/~dedech
chris_dede@
core challenge
shifts in the knowledge and skills society values
development of new methods of teaching and learning
changes in the characteristics of learners
emerging info tech sreshaping these and changing how we learn
video
if we were to redisign educ not to make history models of schools more efficient but instead to prepare students for 21c
automation vs amplification
many scientific discoveries make knowledge obsolete
new tools for 21c
microsoft video productivity future vision
life-size telepresence with translation
complex visual interfaces on touch screens
digital ink cards, transfer from screen to paper and back, customized newspaper
precursor to future web2.0:
The spectrum of web2.0 media
sharing (asocial bookmarking, photo share, etc)
thiknking (blogs, podcasts,)
cocreating (wikis, mashups, collective media creation, collaborative social change commuities)
may 2009 educational researcher
science is now done by distrubuted teams sharing
implications for research
thru commmuncal bookmarking geo distributed research group could continuously scan for resources
chanllengs
web2 requires fluency in rhetoric
almost any piece of info can be found online
greatest change in epistemology: represented by wikipedia vs britannica
strengths and weakness to both; understand knowledge is now bottom up and adult top down
Jenkins framework for new literacies
play, performance, simulation, appropriation, multitasking, distributed
Leu's characteristics of new Literacies
novel skills for emerging ict tools
new literacies central to full economic, civic, and personal participation
one big challenge for teacher PD: education infeasible to use industrial model; rather distributed model in time, space, people
parent tutors, informal educator coaches, community mentors
schools of education prepare teacher, tutors, coaches mentors
core principles of PD
important issue is not technology usage but changes in content, pedagogy, assessment, and learning outside of school
continuous peer learning is the best strategy for long term improvement
web2 and
collaborative problem resolution via mediated interaction:
problem finding before problems solving
comprehension by a team nto indiv
making meaning out of complexity: using sophisticated tools, recognizing and matching patterns, judging value of alternative forms
situated learning and transfer
eg medical internship
classrooms removed from opportunities
ecoMUVE
how do you measure sophisticated psycho-social? paper measures invalid;
NSES model of inquiry
identify question that can be answer thorugh sic investigation...
students complete virtual quests; logfiles indicate with timestamdps:
where studnt went, whi whom the commun, what artifacts they activated, what database they viewed; what data they gathered , what streenshots
backend database so teacher can read through what student do
what does this mean for pd
differences from item based tests: multiple forms of complex measures
products of inquiry: create conclusions and select evidence
gather data and interview people
formative diagnostic rather than summative
measure while still able to do something about itl; richer more substantive; can replace summative
much based on mobile devices; to get out of industrial school, something NOT a laptop
national tech plan not technology but different system of education
ed.gov/technology/net-2010
read the learning section of the plan
hardest problem in PD is not learning but rather UNlearning
- Posted using BlogPress from my iPad
Empathy: The 21st-Century Skill
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=51697279
Developing countries have a sense of urgency for using the internet not for search for stuff in google but rather extablishing relationships
The main focus: globalize the curriculum
eg principal who finds teachers around the world to connect for each teacher in the building
children should graduate with a network of people they can tap beyond school
knowledge and skill is not enough
schools in developing countries students work harder than teachers;
biggest bank in the world moved from london to china
ceo: what skill to be successful in banking:
"easy, it's empathy" "most important skill are people who can hold different views at the same time--that is the most important skill"
military has learned the most important mission is not to win the war but rather win the peace
education needs to change the mission:
in a global economy, you cannot make test scores your mission; if NCLB wins, the us economy loses
stunned at how many kids do not understand the grammar of web search; there is a basic skill set
root zone database of country codes
read british students essays on american revolution; that should be first assignment; site:sch.uk
teachers worry about students cut/paste: not a problem if you give an assignment where they can't plagiarize
staff development for teachers on how to change assignments for students
compare contrast american british versions; have students send their ideas to a teacher in britain; not all respond but students find connection
if we teach teachers to use internet what is the mission? its not teh internet, its for kids to think globally; using google docs collaboratively internal rather globally and give a cult
our kids have to manage relationships; our response is to block the most powerful relationship building tools; the tools needed to become the us president are blocked
- Posted using BlogPress from my iPad
Developing countries have a sense of urgency for using the internet not for search for stuff in google but rather extablishing relationships
The main focus: globalize the curriculum
eg principal who finds teachers around the world to connect for each teacher in the building
children should graduate with a network of people they can tap beyond school
knowledge and skill is not enough
schools in developing countries students work harder than teachers;
biggest bank in the world moved from london to china
ceo: what skill to be successful in banking:
"easy, it's empathy" "most important skill are people who can hold different views at the same time--that is the most important skill"
military has learned the most important mission is not to win the war but rather win the peace
education needs to change the mission:
in a global economy, you cannot make test scores your mission; if NCLB wins, the us economy loses
stunned at how many kids do not understand the grammar of web search; there is a basic skill set
root zone database of country codes
read british students essays on american revolution; that should be first assignment; site:sch.uk
teachers worry about students cut/paste: not a problem if you give an assignment where they can't plagiarize
staff development for teachers on how to change assignments for students
compare contrast american british versions; have students send their ideas to a teacher in britain; not all respond but students find connection
if we teach teachers to use internet what is the mission? its not teh internet, its for kids to think globally; using google docs collaboratively internal rather globally and give a cult
our kids have to manage relationships; our response is to block the most powerful relationship building tools; the tools needed to become the us president are blocked
- Posted using BlogPress from my iPad
Tuesday Morning Keynote Innovation & Excellence: Buzzwords or Global Imperative?Tuesday Morning Keynote Innovation & Excellence: Buzzwords or Global Imperative?
http://center.uoregon.edu/ISTE/2010/program/keynotes.php#tuesday
dictatorship of standardized tests
learning to learn:
what if I want to know more about...how do I begin to think about something? Do I just go to wikipedia?
denmark now letting students use internet to answer questions on final exam
- Posted using BlogPress from my iPad
dictatorship of standardized tests
learning to learn:
what if I want to know more about...how do I begin to think about something? Do I just go to wikipedia?
denmark now letting students use internet to answer questions on final exam
- Posted using BlogPress from my iPad
Monday, June 28, 2010
cheryl lemke
b. baron research 2006 life center at standard
because of lifelong learning, school becoming a smaller portion of student learning
role school leader
develop understanding working effectively in learning community
2 managing the curr and creating a classroom environment
transform schools
seven ideas
1 own the innovation
don't delegate innovation or creativity
harvard innovates dan--ceo's owned the innovation
actions
tech media ecommunication inform every decision
cto part of decisions
digital content
student voice
2 drive change through creativity and knowledge
positive deviance
- Posted using BlogPress from my iPad
because of lifelong learning, school becoming a smaller portion of student learning
role school leader
develop understanding working effectively in learning community
2 managing the curr and creating a classroom environment
transform schools
seven ideas
1 own the innovation
don't delegate innovation or creativity
harvard innovates dan--ceo's owned the innovation
actions
tech media ecommunication inform every decision
cto part of decisions
digital content
student voice
2 drive change through creativity and knowledge
positive deviance
- Posted using BlogPress from my iPad
What Do You Want to Learn Today?: ISTE Learning Professional Developmen
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=51861787
Learning lab more hands on and self paced
Based on nets
Tools mechanism for curr , create new spaces for students
Iste cafe to discuss and share ideas
Get web2.0 area
Community roundtable
Can builds pd portfolio
Iste u is more formal pd area
Eg 6week online courses
Ssync and asynchronous
Commons devel
Lab and cafe launch oct1
Iste learning conference launch June 28
Iste u Jan 11
Pdu/cud units right now
2nd a life pd hands on-6 month competion ;more gaming and sim with project brased learning-next year
- Posted using BlogPress from my iPad
Learning lab more hands on and self paced
Based on nets
Tools mechanism for curr , create new spaces for students
Iste cafe to discuss and share ideas
Get web2.0 area
Community roundtable
Can builds pd portfolio
Iste u is more formal pd area
Eg 6week online courses
Ssync and asynchronous
Commons devel
Lab and cafe launch oct1
Iste learning conference launch June 28
Iste u Jan 11
Pdu/cud units right now
2nd a life pd hands on-6 month competion ;more gaming and sim with project brased learning-next year
- Posted using BlogPress from my iPad
Iste keynote
istelearning.org
iste.org new website this fall//
jean francois richard
navigating in turbulent times' the worlds urgent need for an innovation approach to global problem solving
and the crucial role of education
main points
fast forward globalization chipper change hyper complexity
two distinct forces producing explosion in change
twenty urgent global problems on your hand unresolved
problems are unresolved because current intl system is paralyzed
/
one thousand year perspective
hyperchange with curve goes straight up
hyper complexity eg gulf, lehman bros
one force population increase
new economic revolution
people institutions cannot keep up
we have lost forty percent of wilife in the last forty years
water issues, large rivers not reaching the sea
full list of un resolved global problems
sharing on our planet: climate changer , bidiversity, etc
sharinign our humanity: fight against poverty, peacekeeping
sharing our rulebook: reinventing tactioation, bitechnology rules
all have solutions
solutions aren't that closely
we haver less than twnety years to act
none being solved
one crisis on hands, four coming
global credit crisis
aging time bomb
conventional oil depletion
eological footprint overshoot
dangerous climate change
intl system of treaties and conventions too slow and inadequate
big un summits
g eight g twenty grouping too reactive and superficial
some forty-five intl organizations; cannot handle global problems alone
nation state since seventeenth century; watch out for their own people
and territory, short term election cycles
glogal problems non territorial and long term
redesigned intl system woud do nothing about the clash
take long time to get done
only produce trivial changes
a world govt over nation states but take forever to set up;
innovative ideas; do sometyhing about the clash; ge able to be booted up fast; inject new forces that coas nationstate their political class towards mroe planet long term
global issues network
take experts where they are not where located; an expert logic; come up with detailed norm packages
experts forget where they came from and represent all humanity
network adopt norms and rate all nations ; gold, silver bronze, brown, black medal nations
in absence of world govt put presure on countries
voter info and mobilizations
need new gerrations leaving school in a a mindset knowledge and ksills combination that will give wings to any new method
more knowledge of these twenty problems, make it our problems
lmindset global citizens first, national second, local third
perspective multicultural thinking
skills:more reflective, communicative, problem solvers; research skills, teamwork second nature
iste has good fit global issues
pericurricular initiatives: eg students participate in gin like experiment, debate the problems in student led conferences
www.global_issues_network.?
nais.org
taking it global initiative
- Posted using BlogPress from my iPad
iste.org new website this fall//
jean francois richard
navigating in turbulent times' the worlds urgent need for an innovation approach to global problem solving
and the crucial role of education
main points
fast forward globalization chipper change hyper complexity
two distinct forces producing explosion in change
twenty urgent global problems on your hand unresolved
problems are unresolved because current intl system is paralyzed
/
one thousand year perspective
hyperchange with curve goes straight up
hyper complexity eg gulf, lehman bros
one force population increase
new economic revolution
people institutions cannot keep up
we have lost forty percent of wilife in the last forty years
water issues, large rivers not reaching the sea
full list of un resolved global problems
sharing on our planet: climate changer , bidiversity, etc
sharinign our humanity: fight against poverty, peacekeeping
sharing our rulebook: reinventing tactioation, bitechnology rules
all have solutions
solutions aren't that closely
we haver less than twnety years to act
none being solved
one crisis on hands, four coming
global credit crisis
aging time bomb
conventional oil depletion
eological footprint overshoot
dangerous climate change
intl system of treaties and conventions too slow and inadequate
big un summits
g eight g twenty grouping too reactive and superficial
some forty-five intl organizations; cannot handle global problems alone
nation state since seventeenth century; watch out for their own people
and territory, short term election cycles
glogal problems non territorial and long term
redesigned intl system woud do nothing about the clash
take long time to get done
only produce trivial changes
a world govt over nation states but take forever to set up;
innovative ideas; do sometyhing about the clash; ge able to be booted up fast; inject new forces that coas nationstate their political class towards mroe planet long term
global issues network
take experts where they are not where located; an expert logic; come up with detailed norm packages
experts forget where they came from and represent all humanity
network adopt norms and rate all nations ; gold, silver bronze, brown, black medal nations
in absence of world govt put presure on countries
voter info and mobilizations
need new gerrations leaving school in a a mindset knowledge and ksills combination that will give wings to any new method
more knowledge of these twenty problems, make it our problems
lmindset global citizens first, national second, local third
perspective multicultural thinking
skills:more reflective, communicative, problem solvers; research skills, teamwork second nature
iste has good fit global issues
pericurricular initiatives: eg students participate in gin like experiment, debate the problems in student led conferences
www.global_issues_network.?
nais.org
taking it global initiative
- Posted using BlogPress from my iPad
Get Your iPod Touch in Order
byol byol2010
BYOI: Get Your iPod Touch in Order
Chris O'Neal, Virginia
workshop handout
ipod initiative fluvanna SD
lessons learned: don't only have one laptop for several classrooms--one per laptop classroom
we got cart $1600; get a couple hubs and locking file cabinet
can charge simultaneously, not sync all simultaneously
some content takes long time to sync
get rubber cases
take home 2nd semester
kid ipods not install without teacher permission
can't use it as disciplinary device
contract: parents only this student, do not sync with home account;
no external ipod touches
if sync you have licensing for one copy with only one computer, eg buy one .99 app then any ipod on the computer; different with amazon audio books;
it set up wireless separate--can track ip activity if claim lost
gradually worked with teachers to use large group, small group, individual
email chris for agendas of trainings
lanschool may have ipad screen view option
mophie has hard iphone case with extra battery built in.
autolockon set time to shut off
poll4.com is polleverywhere.com/vote
if get video that is incompatible, on itunes Advanced menu can make video work with ipad or ipod
hippo remote
icall will let you make calls
- Posted using BlogPress from my iPad
BYOI: Get Your iPod Touch in Order
Chris O'Neal, Virginia
workshop handout
ipod initiative fluvanna SD
lessons learned: don't only have one laptop for several classrooms--one per laptop classroom
we got cart $1600; get a couple hubs and locking file cabinet
can charge simultaneously, not sync all simultaneously
some content takes long time to sync
get rubber cases
take home 2nd semester
kid ipods not install without teacher permission
can't use it as disciplinary device
contract: parents only this student, do not sync with home account;
no external ipod touches
if sync you have licensing for one copy with only one computer, eg buy one .99 app then any ipod on the computer; different with amazon audio books;
it set up wireless separate--can track ip activity if claim lost
gradually worked with teachers to use large group, small group, individual
email chris for agendas of trainings
lanschool may have ipad screen view option
mophie has hard iphone case with extra battery built in.
autolockon set time to shut off
poll4.com is polleverywhere.com/vote
if get video that is incompatible, on itunes Advanced menu can make video work with ipad or ipod
hippo remote
icall will let you make calls
- Posted using BlogPress from my iPad
writing in the 21st century
Writing in the 21st Century
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=51696284&selection_id=59403999&rownumber=2&max=2&gopage=
ncte 21cs literacies
http://www.ncte.org/positions/statements/21stcentdefinition
technology change: before 1900 letters; san fan earthquake had camera pics that became postcards;
writing with visuals depends on purpose
1purpose
what is new is the choice
tectonic plate example
2 relevance
3 ethics
4 genre
What visuals available? where belong with text and why? what do they add?are they a good match with the genre? will your adience need help understanding them and if so how will you provide it? do you need another visual or none at all?
key terms translation
genre, medium, adaptations
remediation, circulation, reinvention
what happens with a change in medium: eg novel on hbo vs movie because more time;
rather have book or hypertext? how do we read? how do we research?
reflection:
process by which you arfe able to asses your own work
aprocess that allows you to make connections and think about your leaning
ap process that allow you to make knowledge
to reflect 1stop flow of work
2review what you have done
3prepare to share what you have learned
reflection is a practice for all professionals; often must do together, a social process
new blooms reflection used to be evaluation, now create
writing process map: not social, linear
decide topic, research, rough draft, etc
writing should be recursive with research, peer review, revise, rough draft
framework for electronic portfolios; students think writing at school is not related to their world; in portfolio have inside and outside school,
collect, reflect, relationships between subjects become evident
national gallery of writing
galleryofwriting.org
can set up your own gallery; can identify other curators
want more than just text: links, media, anything that contributes to writing
- Posted using BlogPress from my iPad
http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=51696284&selection_id=59403999&rownumber=2&max=2&gopage=
ncte 21cs literacies
http://www.ncte.org/positions/statements/21stcentdefinition
technology change: before 1900 letters; san fan earthquake had camera pics that became postcards;
writing with visuals depends on purpose
1purpose
what is new is the choice
tectonic plate example
2 relevance
3 ethics
4 genre
What visuals available? where belong with text and why? what do they add?are they a good match with the genre? will your adience need help understanding them and if so how will you provide it? do you need another visual or none at all?
key terms translation
genre, medium, adaptations
remediation, circulation, reinvention
what happens with a change in medium: eg novel on hbo vs movie because more time;
rather have book or hypertext? how do we read? how do we research?
reflection:
process by which you arfe able to asses your own work
aprocess that allows you to make connections and think about your leaning
ap process that allow you to make knowledge
to reflect 1stop flow of work
2review what you have done
3prepare to share what you have learned
reflection is a practice for all professionals; often must do together, a social process
new blooms reflection used to be evaluation, now create
writing process map: not social, linear
decide topic, research, rough draft, etc
writing should be recursive with research, peer review, revise, rough draft
framework for electronic portfolios; students think writing at school is not related to their world; in portfolio have inside and outside school,
collect, reflect, relationships between subjects become evident
national gallery of writing
galleryofwriting.org
can set up your own gallery; can identify other curators
want more than just text: links, media, anything that contributes to writing
- Posted using BlogPress from my iPad
Saturday, June 26, 2010
Creating Treks with Google Maps
Maps Mashup
Many educators may be familiar with Lit Trips on Google Earth--teachers and/or students post geographical information around the storyline of great literature. Google Treks follow the same concept, but are not limited to just literature; you can create treks around any content area.
Alice Christie offered a workshop on using Google Maps for student to create content related to curriculum:
Mapping Mash-ups that Motivate: Deepen Learning Using Web 2.0 Tools . (Specific info for the class is found on the class website page ).
Educators or students can create content by created place marks on Google Maps that contain text information, links to websites, photos, movies, or any web2.0 content that can be embedded. A series of these place marks can be grouped as a "custom map" that is shared publicly or limited to specific individuals. Google Maps also allows multiple users to collaborate on the same custom map, which is ideal for classroom small group projects. Because it is web based, students can even collaborate from their respective homes if they have an internet connection.
Alice provides examples and a tutorial to help educators learn the process.
There are many pluses to using Google Maps to create Google Treks content:
I highly recommend teachers look for ways to incorporate Google Treks into their curriculum.
- Posted using BlogPress from my iPad
Many educators may be familiar with Lit Trips on Google Earth--teachers and/or students post geographical information around the storyline of great literature. Google Treks follow the same concept, but are not limited to just literature; you can create treks around any content area.
Alice Christie offered a workshop on using Google Maps for student to create content related to curriculum:
Mapping Mash-ups that Motivate: Deepen Learning Using Web 2.0 Tools . (Specific info for the class is found on the class website page ).
Educators or students can create content by created place marks on Google Maps that contain text information, links to websites, photos, movies, or any web2.0 content that can be embedded. A series of these place marks can be grouped as a "custom map" that is shared publicly or limited to specific individuals. Google Maps also allows multiple users to collaborate on the same custom map, which is ideal for classroom small group projects. Because it is web based, students can even collaborate from their respective homes if they have an internet connection.
Alice provides examples and a tutorial to help educators learn the process.
There are many pluses to using Google Maps to create Google Treks content:
- virtually any content area can be used
- it is a collaborative tool
- higher order thinking is engaged with the process
- students can incorporate any web links, media, or web2.0 tool for the content
- Google Maps is much less network intensive than Google Earth (any of you who have tried to run multiple machines with GE will know what I am talking about)
I highly recommend teachers look for ways to incorporate Google Treks into their curriculum.
- Posted using BlogPress from my iPad
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