Saturday, October 29, 2011

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  • You can't have too many Google Apps resources, right? Unless, of course, it's blocked. :)

    tags: google apps

  • Information about blended learning

    tags: onlinelearning

  • Mail merge from a Google spreadsheet. Picture it: students complete a google form for a quiz. Teacher goes into the spreadsheet and adds comments to another column. Then, the teacher uses these instructions to email custom feedback to each student.

    tags: mailmerge

  • " By the time you have reached the end of this tutorial you will be able to construct a series of linked web pages for any subject that includes formatted text, pictures, and hypertext links to other web pages on the Internet. If you follow the steps for the Basic Level (lessons 1-14) you will develop a page about volcanoes and if you go on to the Advanced Level (lessons 15-29), you will create an enhanced volcano web site."

    tags: html

  • Ten Things Google Found to Be True

    tags: google

  • " Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don’t mix. "

    tags: waldorf

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

Saturday, October 22, 2011

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Saturday, October 15, 2011

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Saturday, October 08, 2011

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  • Certainly the demand for apps isn't going away any time soon. Maybe this little app can help your students get excited about building their own apps.

    tags: apps

    • "If you're in higher education and you're developing a strategic plan or making investment decisions based on conversations you're having with the students currently in your classrooms--or even high school students--you're talking to the wrong audience," she warns. "You really need to be talking to third-graders. The high school kid applying to your school today is just not as 'native' as the kids further down the pike."
    • "It is how they perceive [the web] that makes them different in my opinion," he explains. "Many older people use the web, of course, but for digital natives the web is an integral part of their lives. They go there first, instinctively. And yes, some are better at it than others. I definitely agree that there is a continuum of capabilities among the digital natives. But if we are talking about what makes them different from previous generations, I believe it is this connection to the web."
    • She says this group of learners is more globally aware, thanks to the internet, and more adept at collaborative uses of the web.
    • "This generation definitely has a thematic approach to learning," she says, "which is not about, 'I'm a vessel--go ahead and fill me up.' It's about, 'I'm the master of my own educational destiny. Give me lots of input and I'll find what I think is most important.' Most of the [K-12] schools I talk to still believe that they are the custodians of knowledge. But for these kids, increasingly, [schools] are just one more source of input."
    • While Prensky's original definition might not survive close scrutiny a decade later--too generationally focused and without enough attention on how students use their devices--he was definitely on to something.
    • Certainly, there is no clinical evidence to back up any claims about physical changes in the brains of today's traditional-age students. But educators are providing anecdotal evidence of a shift in how students approach learning and education in general.
    • "They go to a website and look something up,
    • Nevertheless, Hargittai's study concluded that socioeconomic status is one of the most important predictors of how effectively people incorporate the web into their everyday lives.
    • They're digital dependent and digital stimulated. They know how to text messages and upload a video to YouTube, but in general they don't possess the deeper critical thinking skills they need to be truly digitally literate."
    • "I don't think the term was ever valid, or even very useful," she says. "It assumes that older people are worse than younger people when it comes to technology. And it seems to assume that all young people are homogenous when it comes to technology use. Neither of those things is correct."
    • "My work has shown over the years that there are, in fact, significant differences among people of the same age when it comes to the skill with which they use digital media--and that age is not necessarily a determinant of skill,"
  • I'd LOVE to have a discussion on this article

    tags: native

    • The problem with Prensky's assumption is that it's based on age--on the idea that, because you were born in a certain era, you must be a certain way
    • Another flaw in the eyes of some educators is the fact that Prensky labels everyone else as "digital immigrants," unable to achieve true fluency in the new tech world

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

Saturday, October 01, 2011