Wednesday, September 30, 2009

Change is Difficult

While preparing for a presentation I'll be giving in October I came upon this paragraph:
"Printing was considered vulgar and only for the poor. Many aristocratic bibliophiles refused to disgrace their collections with the presence of a non-manuscript text. It fell to the lower classes to recognize the importance of the printing press. And they did - by the end of the fifteenth century, more than one thousand printers had printed between eight and ten million copies of more than forty thousand book titles.

Full text here.

Let's do a little word substitution and see if it still holds true:
Social Media (or cell phones, or Web tools, etc) was considered inappropriate and only for the students. Many school districts refused to disgrace their classrooms with the presence of such a tool. It fell to the students to recognize the importance of the tools. And they did - by the end of 2009, more than 23 million users had accounts on Facebook, alone."

Interesting, no?

Oh, by the way, if you've got the Google/Wolfram alpha plugin for Firefox, do a search for "number of active facebook users 2009" See if you think the results may be a little off. :-)

Sunday, September 27, 2009

Some go to Mumbai, others can't even read about it

When I read the blog post in the FlatClassroom ning this morning, I was at once excited and depressed. Excited to read about this year's student conference to be held in Mumbai, India that will likely see another 50 or more students from around the world in attendance. They will be experiencing education unlike anything they've ever dreamed of, in most cases, where they will learn about people and cultures and working together and SO MUCH more. Watch the video at the end of this post. (That is, unless is blocked at your school, too.) Oh, how I wish I could go - and take a classroom of students with me.

And then I thought, I can't even share this blog post with many of our teachers in PA, because Ning is blocked. Blogs are blocked. Their conference wiki is blocked. On the one hand we've got some students traveling to India to learn from and with students from around the world, and on the other hand we've got teachers who can't even READ ABOUT IT!!



Saturday, September 26, 2009

OfficeLive - Cloud Computing from Microsoft

This won't be new to some of you, but I was talking with a couple teachers the other day about Office Live and I thought I'd create a little demo movie of how it works.

To get started on your own, start by creating an account at Then, upload a file or two to your storage area. If you play around a bit you'll notice that you can assign multiple editors to documents (Can I say, "Like in Google Docs?"), and you can assign others as being Reviewers but not editors.

Now, in your version of Word (either 2007 for Windows or 2008 for Mac) choose "File>Open from Document Connetion." (Not sure if it says it differently in Windows version) In the resulting dialog box, click the icon in the top left corner to add your information to sign into your OfficeLive space.

Once you open a document from there and make changes and save, the changes are saved back to your workspace. You can also begin the process by going to your OfficeLive workspace and opening the file. If you're using IE 7 or above the document should open right in the browser for editing. There are many more features to the system, but this will get you started.

So, if you're in a district where Google Docs are blocked (don't get me started) then this is the solution for you. I don't see that you can embed documents, so if you see how that's done please leave a comment to tell us how it's done.

UUorld - a MUST SEE and USE!

I think I've mentioned this application before, but I know that, if I did, I did so without fully appreciating its incredible power. It's UUorld, pronounced, World. (Double U's = W) This is a downloadable application that is available for all major OSs. (Other OS versions are listed on the right.) To get an idea of the power of this tool, watch this video. Watch how quickly one can create 2D or 3D maps, customize the colors, change position perspectives, and even make a video of the map as it plots the data over time. You can even save it out as a kmz file and bring it into Google Earth. There are tens of thousands of data sets available via their data portal, and it's as easy as a couple mouse clicks to be able to see the data in 3D maps.

Imagine a sociology or Social Studies class where kids team up to create these maps, save them as KMZ files or movies, and then embed them into their class wikis. And, imagine them using these maps instead of powerpoints to give a presentation to their class. They're finding the appropriate data, creating the maps, and then presenting on what that data shows. I LOVE IT!

Below is one of the images that I got out of their Gallery which shows educational attainment of adults age 25 and older with a 9th grade attainment level or BELOW. A teacher can TALK about this, or the kids can discover it by themselves. What areas have the highest rate of low education levels? Why? What do they have in common?All sorts of questions arise from maps like these. And, many maps plot data over time so that the maps move as the data changes. Make a movie out of that and use it talk give your presentation. GREAT stuff.

I do hope you'll download it and take a long look at it. Watch that video again to see all the different things you're able to do with the program. Teachers, get the pro version for $49, too. You'll be making movies and uploading them to your moodle classes or websites in no time.

Wednesday, September 23, 2009

Dear Federal Dept of Education

Dear Department of Education,

I'm sure you've read some of the many blog posts and other articles (PLEASE tell me you have read some of them.) that have been written over the past couple of years that tell you what's wrong with NCLB, or Federal Regulations, or one law or another. To some extent, this is yet another such letter. However, I really think that this letter will point out an area that you can address pretty easily and quickly, and will go a VERY LONG WAY in making some real changes in our classrooms. That is, Please clarify the CIPA law.

Yes, I KNOW it's only there as a guideline to follow if you are getting erate funding, but schools are scared to death of it. The CIPA law is the single most cited reason to support the decision to filter the Internet to the point that it has become almost useless, in some districts. Now, I know that you think I've exaggerating the situation to make a point. I'm not. If anything, I've understated it.

Here's the part of the law that is the reason for all the fuss. "

(2) HARMFUL TO MINORS.--The term ``harmful to minors'' means any picture, image, graphic image file, or other visual depiction that--

(A) taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;

(B) depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and

(C) taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors."

Now, this is SO broadly stated that it has many folks rushing out to block almost everything that isn't 100% void of even the potential to have something there that might be considered crude by someone's standards. For example, just yesterday I heard from teachers whose district still blocks ALL blogs, even Edublogs, Class Blogmeister, and epals blogs. Why? Well, someone might post something that someone else might find offensive. That's the same reason they use to block wikis. In spite of the many examples of outstanding wikis that have facilitated global collaborations, they choose to block them because someone might post an inappropriate picture or say something that's inappropriate. This school even blocks the Smithsonian Institutes's site, pointing to the images of the nudes. I'm NOT kidding.

You laugh,, but I'm being dead serious here. Shall I tell you about the districts that block Wikipedia, "because anyone can put anything on there", or those that block Google? YES they do! Google has a link for cached pages, and kids can use that to see 'dirty pictures.' Or the districts that block Google Docs because the kids can save images in a document and then share those documents with other unsuspecting kids. Never mind all the great educational benefits that can come from using that tool, these districts think up a worst case scenario and use it to justify blocking access. They block Diigo and Delicious because kids could bookmark inappropriate sites from home. Never mind that the filter would stop them from seeing those sites, the kids can still see the words. (Yes, they block for fear of words, too) And, never mind that these tools are desperately needed by students to be able to manage the resources that they find online. The Filter determines the goals of the curriculum and the methods used to achieve those goals.

That's an important point, The Filter determines the goals of the curriculum and the methods used to achieve those goals. Talk all you want about wanting "21st Century skills", but you won't see many of them as long as schools are handcuffed by the wording in that paragraph. Schools can't teach about the Creative Commons, because they block the sites where those images reside. Schools can't provide tools to manage information because those sites are blocked. Schools can't use a wiki to collaborate with other schools around the world for fear that one of the students will post an inappropriate image.

So, schools are creating a subset of the Internet and pretending that they're teaching kids how to use it safely and wisely. It's like taking Driver's Ed to prepare them to be safe drivers and never leaving the parking lot, isn't it?

It's CRAZINESS! And, it's paralyzing. And, this country CANNOT AFFORD this nonsense right now!

So please,, if you REALLY want to help us, bring some sanity and clarity to that law. The kids are seeing Vi*gra commercials on Prime Time TV, and soft p*rn on MTV and not-so-soft p*rn on HBO and REAL hardcore stuff on the Internet. Yet, schools are powerless to show kids how to use the Internet wisely - for personal learning.

Help us help them!

should i be concerned

I just received another email from a daughter of a family friend regarding her experiences in college. This is the second one I received. In both emails there were a total of just two capital letters. They were all in one large paragraph, too.

Should I... that is, should WE be concerned about that?

Tuesday, September 22, 2009

Just heard from another district re: filter issues

At a meeting today with some tech integrators from a nearby county I was informed about yet another district that is fighting against the filter. It's so bad they can't even see the Smithsonian Museum site. All blogs - blocked. And the list went on and on.

You KNOW this is my hot button. I firmly believe that the US cannot afford to block its youth from the world in the name of CIPA. The law was never intended for this, and we don't have time to waste. There is a race going on in this world, and as Thomas Friedman said, "Nobody Races you to the bottom."

As I said before, imagine this. You call a meeting of the parents in your district to tell them that you'd LIKE to be teaching with blogs , and you'd LIKE to be collaborating with students from around the world using a wiki, and you'd LIKE to be using Google Docs, but you can't. A foreign government is blocking it all. See if they don't want to wage war.

Now, sit down and write a letter to those parents explaining why your filter is so outrageously restrictive that kids can't even see the Smithsonian and they can't even use Edublogs or wikispaces. Just see if you can honestly justify that filtering policy. You cannot.

It's not a matter of IF this kind of outrageous practice will end, only When. We don't have time to waste. DEMAND that the filter be opened up. DEMAND a world class education for your kids! You certainly won't get it if they're blocked out of so much.

It's time that the Principals and Curriculum Directors step up and insist that changes be made. Or, does the Curriculum answer to the Technology? If your district's filter is nothing like this one, then you've got work to do.

Caution: These kids are coming to your class

I just heard a great story. A 2nd grade girl arrived home and immediately asked her mother for the digital camera. When she had it, she took out the memory card and inserted it into their Wii. The next thing the mom knew, the child was viewing the pictures and painting her face and drawing things and having a ball.

Her mother said, "How did you learn to do that?" Her daughter said, "We were talking about it at recess today." She learned it from the OTHER 2nd graders during recesss.

Ready or not, here they come!

Saturday, September 19, 2009

Post weekly (weekly)

  • This should be bookmarked on every geography teacher's computer, I think. Great data.

    tags: maps, usgs

  • Play monopoly with real streets using Google maps.

    tags: google, game, monopoly

  • This is an excellent article. I think every school should take this to a meeting with Administrators to discuss bringing sanity to this issue once and for all.

    tags: filtering

    • Instead of blocking the many exit ramps and side routes on the information superhighway, they have decided that educating students and teachers on how to navigate the Internet’s vast resources responsibly, safely, and productively—and setting clear rules and expectations for doing so—is the best way to head off online collisions.
    • “We are known in our district for technology, so I don’t see how you can teach kids 21st-century values if you’re not teaching them digital citizenship and appropriate ways of sharing and using everything that’s available on the Web,” said Shawn Nutting, the technology director for the Trussville district. “How can you, in 2009, not use the Internet for everything? It blows me away that all these schools block things out” that are valuable.
    • While schools are required by federal and state laws to block pornography and other content that poses a danger to minors, Internet-filtering software often prevents students from accessing information on legitimate topics that tend to get caught in the censoring process: think breast cancer, sexuality, or even innocuous keywords that sound like blocked terms. One teacher who commented on one of Mr. Fryer’s blog posts, for example, complained that a search for biographical information on a person named Thacker was caught by his school’s Internet filter because the prohibited term “hacker” is included within the spelling of the word.
    • The K-2 school provides e-mail addresses to each of its 880 students and maintains accounts on the Facebook and Twitter networking sites. Children can also interact with peers in other schools and across the country through protected wiki spaces and blogs the school has set up.
    • “Rather than saying this is a scary tool and something bad could happen, instead we believe it’s an incredible tool that connects you with the entire world out there. ... [L]et’s show you the best way to use it.”
    • As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
    • In 2001, the Children’s Internet Protection Act instituted new requirements for schools to establish policies and safeguards for Internet use as a condition of receiving federal E-rate funding.

      Many districts have responded by restricting any potentially troublesome sites. But many educators and media specialists complain that the filters are set too broadly and cannot discriminate between good and bad content. Drawing the line between what material is acceptable and what’s not is a local decision that has to take into account each district’s comfort level with using Internet content

    • The American Civil Liberties Union sued Tennesee’s Knox County and Nashville school districts on behalf of several students and a school librarian for blocking Internet sites related to gay and lesbian issues. While the districts’ filtering software prohibited students from accessing sites that provided information and resources on the subject, it did not block sites run by organizations that promoted the controversial view that homosexuals can be “rehabilitated” and become heterosexuals. Last month, a federal court dismissed the lawsuit after school officials agreed to unblock the sites.
    • Students are using personal technology tools more readily to study subject matter, collaborate with classmates, and complete assignments than they were several years ago, but they are generally asked to “power down” at school and abandon the electronic resources they rely on for learning outside of class, the survey found. Administrators generally cite safety issues and concerns that students will misuse such tools to dawdle, cheat, or view inappropriate content in school as reasons for not offering more open online access to students. ("Students See Schools Inhibiting Their Use of New Technologies,", April 1, 2009.)
    • A reportRequires Adobe Acrobat Reader commissioned by the NSBA found that social networking can be beneficial to students, and urged school board members to “find ways to harness the educational value” of so-called Web 2.0 tools, such as setting up chat rooms or online journals that allow students to collaborate on their classwork. The 2007 report also told school boards to re-evaluate policies that ban or tightly restrict the use of the Internet or social-networking sites.
    • Federal Requirements for Schools on Internet Safety

      The Children’s Internet Protection Act, or CIPA, is a federal law intended to block access to offensive Web content on school and library computers. Under CIPA, schools and libraries that receive funding through the federal E-rate program for Internet access must:

      • Have an Internet-safety policy and technology-protection measures in place. The policy must include measures to block or filter Internet access to obscene photos, child pornography, and other images that can be harmful to minors;

      • Educate minors about appropriate and inappropriate online behavior, including activities like cyberbullying and social networking;

      • Adopt and enforce a policy to monitor online activities
      of minors; and

      • Adopt and implement policies related to Internet use by minors that address access to inappropriate online materials, student safety and privacy issues, and the hacking of unauthorized sites.

      Source: Federal Communications Commission

    • “We believe that you can’t have goals about kids’ collaborating globally and then block their ability to do that,” said Becky Fisher, the Virginia district’s technology coordinator.
  • Very interesting read, I think

    tags: information

    • For example, a recently announced storage technology using carbon nanotubes may allow digital information to be held without degradation for a billion years or more – an innovation that would eliminate the major shortcoming of the digital archive.

Posted from Diigo. The rest of my favorite links are here.

Saturday, September 12, 2009

Post weekly (weekly)

  • Public domain books in audio files. You can even volunteer to record a chapter of a book.

    tags: audiobooks

  • nice article about blogging guidelines

    tags: blogging

  • Interactive whiteboard area that includes a great-looking math function editor. Designed for synchronous distance learning.

    tags: whiteboard

  • This was shared on another listt. A good example of student bloggers. They're using Edublogs

    tags: middleschool, blogs

  • A very interesting article. Lots of good discussion points.

    tags: 21stcenturylearning, reform

    • But in fact, the skills students need in the 21st century are not new.
    • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
    • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
    • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
    • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
    • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
    • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
    • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
    • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
    • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
    • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
  • A VERY interesting article. If you've got Diigo installed, why not add your comments

    tags: 21st-century

    • The noted philosopher once said, "I know nothing except the fact of my ignorance." My fear is that instead of knowing nothing except the fact of our own ignorance, we will know everything except the fact of our own ignorance. Google has given us the world at our fingertips, but speed and ubiquity are not the same as actually knowing something.
    • Socrates believed that we learn best by asking essential questions and testing tentative answers against reason and fact in a continual and virtuous circle of honest debate. We need to approach the contemporary knowledge explosion and the technologies propelling this new enlightenment in just that manner. Otherwise, the great knowledge and communication tsunami of the 21st century may drown us in a sea of trivia instead of lifting us up on a rising tide of possibility and promise.
    • A child born today could live into the 22nd century. It's difficult to imagine all that could transpire between now and then. One thing does seem apparent: Technical fixes to our outdated educational system are likely to be inadequate. We need to adapt to a rapidly changing world.
    • Every day we are exposed to huge amounts of information, disinformation, and just plain nonsense. The ability to distinguish fact from factoid, reality from fiction, and truth from lies is not a "nice to have" but a "must have" in a world flooded with so much propaganda and spin.
    • For example, for many years, the dominant U.S. culture described the settling of the American West as a natural extension of manifest destiny, in which people of European descent were "destined" to occupy the lands of the indigenous people. This idea was, and for some still is, one of our most enduring and dangerous collective fabrications because it glosses over human rights and skirts the issue of responsibility. Without critical reflection, we will continually fall victim to such notions.
    • A second element of the 21st century mind that we must cultivate is the willingness to abandon supernatural explanations for naturally occurring events.
    • The third element of the 21st century mind must be the recognition and acceptance of our shared evolutionary collective intelligence.
    • To solve the 21st century's challenges, we will need an education system that doesn't focus on memorization, but rather on promoting those metacognitive skills that enable us to monitor our own learning and make changes in our approach if we perceive that our learning is not going well.
    • Metacognition is a fancy word for a higher-order learning process that most of us use every day to solve thousands of problems and challenges.
    • We are at the threshold of a worldwide revolution in learning. Just as the Berlin Wall fell in 1989, the wall of conventional schooling is collapsing before our eyes. A new electronic learning environment is replacing the linear, text-bound culture of conventional schools. This will be the proving ground of the 21st century mind.
    • We will cease to think of technology as something that has its own identity, but rather as an extension of our minds, in much the same way that books extend our minds without a lot of fanfare. According to Huff and Saxberg, immersive technologies—such as multitouch displays; telepresence (an immersive meeting experience that offers high video and audio clarity); 3-D environments; collaborative filtering (which can produce recommendations by comparing the similarity between your preferences and those of other people); natural language processing; intelligent software; and simulations—will transform teaching and learning by 2025.
    • So imagine that a group of teachers and middle school students decides to tackle the question, What is justice? Young adolescents' discovery of injustice in the world is a crucial moment in their development. If adults offer only self-serving answers to this question, students can become cynical or despairing. But if adults treat the problem of injustice truthfully and openly, hope can emerge and grow strong over time.

      As part of their discussion, let's say that the teachers and students have cocreated a middle school earth science curriculum titled Water for the World. This curriculum would be a blend of classroom, community, and online activities. Several nongovernmental organizations—such as Waterkeeper, the Earth Institute at Columbia University, and Water for People—might support the curriculum, which would meet national and state standards and include lessons, activities, games, quizzes, student-created portfolios, and learning benchmarks.

    • The goal of the curriculum would be to enable students from around the world to work together to address the water crisis in a concrete way. Students might help bore a freshwater well, propose a low-cost way of preventing groundwater pollution, or develop a local water treatment technique. Students and teachers would collaborate by talking with one another through Skype and posting research findings using collaborative filtering. Students would create simulations and games and use multitouch displays to demonstrate step-by-step how their projects would proceed. A student-created Web site would include a blog; a virtual reference room; a teachers' corner; a virtual living room where learners communicate with one another in all languages through natural language processing; and 3-D images of wells being bored in Africa, Mexico, and Texas.

      In a classroom like this, something educationally revolutionary would happen: Students and adults would connect in a global, purposeful conversation that would make the world a better place. We would pry the Socratic dialogue from the hands of the past and lift it into the future to serve the hopes and dreams of all students everywhere.

    • There has never been a time in human history when the opportunity to create universally accessible knowledge has been more of a reality. And there has never been a time when education has meant more in terms of human survival and happiness.
    • To start, we must overhaul and redesign the current school system. We face this great transition with both hands tied behind our collective backs if we continue to pour money, time, and effort into an outdated system of education. Mass education belongs in the era of massive armies, massive industrial complexes, and massive attempts at social control. We have lost much talent since the 19th century by enforcing stifling education routines in the name of efficiency. Current high school dropout rates clearly indicate that our standardized testing regime and outdated curriculums are wasting the potential of our youth.
    • If we stop thinking of schools as buildings and start thinking of learning as occurring in many different places, we will free ourselves from the conventional education model that still dominates our thinking.
  • Doodline helps with recalling facts.

    tags: doodle

    • Researchers believe that simple tasks, such as doodling, may block daydreaming, keeping the mind focused on the job at hand.
  • Fun collection of bad photoshop edits. Can we EVER believe a picture again? I think not - unless WE take the picture.

    tags: photo_editing

Posted from Diigo. The rest of my favorite links are here.

Tuesday, September 08, 2009

Global Warming? Watch this!

Oh my...

First of all, I LOVE this guy's passion. It's quite clear that he is horrified by what he's seeing, and that he has a sense of urgency about it that he's trying desperately to convey to others.

Second, I wonder why this issue has become a political one.

But third, since it IS a political issue, and after what we just witnessed with President Obama's speech to the school children, I wonder if science teachers are permitted to show this video to their classes. Maybe they are - until Glen Beck finds out about it.

Augmented Reality - Holy cow!

I think that every teacher and every policy maker and every parent should watch this video. Also watch some of the related videos about augmented reality.

Why? Because, while the world keeps making portable applications that do these amazing things, the folks who make the decisions about education are either blocking us from using them, or pretending that they don't exist, or even denying that they make a difference, and instead, continuing to pour money into a system centered around memorization and high stakes tests.

At what point do we take a look at the world around us and say, "OK. It's now time to admit that these things exist AND that they are game-changers."

Saturday, September 05, 2009

Post weekly (weekly)

Posted from Diigo. The rest of my favorite links are here.