This “The Best…” list is focusing on two types of map-making sites on the web. One type allows you or your students to add personal, historical, and/or information and observations to a basic world or local map. Creating maps online at these sites can be excellent learning activities for English Language Learners and all students. “Markers” or “push-pins” can indicate with text and images places visited and routes taken on a field trip; battles fought in a war; key milestones in the life of a student or a famous figure; highlighting key natural disasters around the world — and these are just a few examples.
Advancements in online collaboration are rapidly changing the way in which we learn, and Google is pioneering the field with Google Docs. The development team continually adds new features and enhancements to the free online productivity suite, similar to Microsoft Office, which now includes applications for creating and editing text documents, spreadsheets, presentations, drawings, and forms. Students and teachers are leading the parade of enthusiastic users, finding innovative ways to enhance education using Google Docs.
The campaign to boost the teaching of computer skills - particularly coding - in schools is gathering force.
Today the likes of Google, Microsoft and other leading technology names will lend their support to the case made to the government earlier this year in a report called Next Gen. It argued that the UK could be a global hub for the video games and special effects industries - but only if its education system got its act together.
Back in August of 2011, the Pew Internet Project found that three-quarters of tablet owners and 38% of cell owners have downloaded apps to their device. We also found that parents are more likely than non-parents to download apps of any kind: overall, 84% of parents with tablets download apps to their tablet (compared with 69% of non-parent tablet owners), and nearly half of parents with cell phones (48%) download apps to their mobile phone (compared with one third of non-parents).
I’ve seen plenty of presentations that try to incorporate social media, polling, and other interactive tools. It’s all an effort to engage the audience and keep the conversation going. But usually these presentations don’t do it right. They say ‘mention my presentation with the XYZ hashtag’ or ‘like us on Facebook to see back-channel conversations’ and whatnot. But all of that is passive participation.
Lucky for you, we just stumbled across a new tool that’s designed to incorporate live tweets into your presentation. What could be better than that? While these tweets may not all be perfect and some may not be professional / appropriate, it’s a great tool to know about.
A plan to put an iPad in the hands of every Johnston High School student had school board member Deb Henry last week questioning whether the electronic tablets would be more of a distraction than a learning tool.
Last week we played for you the only known recording of Sigmund Freud’s voice (1938). Now it’s time to revive the voice of another intellectual giant, Albert Einstein. In this recording, the physicist offers the briefest explanation of the world’s most famous equation, E=mc2. When was this recorded? We’re unfortunately not sure. Let’s just say somewhere between the time Einstein worked out the equation in 1905 and his death in 1955. Somewhere in those 50 years, give or take a few. Don’t miss the recently-opened Einstein archive and many free Physics courses in our collection of Free Online Courses from top universities.
Now it’s time for more good culture links, all previously featured on our Twitter stream.
Two years ago Forsyth county introduced the Bring Your Own Technology in the classroom program. What this meant is that students were allowed to come to school with their tech devices of choice and use it. The list included iPads, Kindles, Netbooks and yes gaming devices.
Parents and teachers were skeptical. But two years later, the program is thriving. All 35 schools in the district have adopted it. The key to its success is that there are clear rules and regulations as to when and how students can use their technology. This fosters responsible usage.
A smaller, more affordable iPad could increase Apple's tablet sales not only to schools and students, but also to people who play games on mobile devices, a new analysis concludes.
Ben A. Reitzes with Barclays Equity Research said his recent research continues to lead him to believe that Apple is planning to expand the iPad lineup this fall. Various rumors have repeatedly suggested that Apple is exploring a smaller device with a 7.85-inch display that would run at 1,024 by 768 pixels, a resolution identical to the first-generation iPad and iPad 2.
"We do not feel that a smaller, lower priced tablet will dilute the quality of the iPad brand and iOS ecosystem either, despite prior comments by the company," Reitzes wrote in a note to investors on Tuesday.
Skype announces today it's latest education initiative, a collaboration with Penguin Group, New York Philharmonic, Science Museum London, Peace One Day, and Save the Children to provide educators access to digital content and expert speakers via...
Houston, we have a problem. America's well-traveled path of excellence in science, technology, engineering, and math--which put a man on the moon, led the biotechnology revolution, and transformed the way the world connects and communicates--is no longer leading us where we need to go. Education in these fields, known collectively as the STEM subjects, is not adequately preparing today's students to solve our most pressing challenges and extend our rich history of success and global leadership through the 21st century.
TED Talks What can mathematics say about history? According to TED Fellow Jean-Baptiste Michel, quite a lot. From changes to language to the deadliness of wars, he shows how digitized history is just starting to reveal deep underlying patterns.
Andrew Ng is an associate professor of computer science at Stanford, and he has a rather charming way of explaining how the new interactive online education company that he cofounded, Coursera, hopes to revolutionize higher education by allowing students from all over the world to not only hear his lectures, but to do homework assignments, be graded, receive a certificate for completing the course and use that to get a better job or gain admission to a better school.
Clayton Christensen’s Disrupting Class was the most recent pick for the Knewton book club. In this groundbreaking book, Christensen, a Harvard Business School professor and expert on innovation, describes a world in which continuous assessment unleashes a range of productive possibilities for education: “When students learn through student-centric online technology, testing doesn’t have to be postponed until the end of an instructional module and then administered in a batch mode. Rather, we can verify mastery continually to create tight, closed feedback loops. Misunderstandings do not have to persist for weeks until the exam has been administered and the instructor has had time to grade every student’s test.”
Having worked to create Knewton Math Readiness, an adaptive course which is built on the Knewton Adaptive Learning platform and which evaluates students continuously in order to deliver personalized learning paths, I have some firsthand experience with the power and potential of continuous assessment.
The following opportunity is being offered by the stalwart 3D company, Eon Reality:
Apply to the International 3D in Education Program. EON Reality is hosting a competition in which 30 schools from around the world (5 in North America, 5 in South America, 5 in Europe, 5 in Asia-Pacific, 5 in the Middle East, and 5 in Africa) will be selected to participate in the International 3D in Education program. Tell them how your school will use interactive 3D content in Education: the 30 best applications will receive a one-year license for interactive 3D content creation software that enables teachers and professors to create their own 3D learning applications and to use interactive 3D in their classroom. Download the application form at http://tinyurl.com/EON-3D-Education-Competitionand send it back to email@example.com before April 30.
Fifteen years ago, Ken Auletta wrote a fascinating book called The Highwaymen, which offered a remarkable insider's view of the various media moguls who were competing for control of the global media and entertainment industries. The book revealed a great deal about their basic psyches and world views. It essentially showed them to have split personalities and to be industry leaders who bifurcated their personal and professional lives.
During his research for the book, Auletta asked a very simple but pointed question to these powerful media and entertainment-industry leaders, "What won't you do?" What Auletta discovered about such media moguls of that era as Disney's Michael Eisner, News Corp's Rupert Murdoch, and GE/NBC's Jack Welch was that they somehow disassociated what they did at work from what they permitted in their own homes. They would not let their kids watch certain shows or movies at night. Yet by day, their networks and studios would go and make the very same shows and movies that they would not let their own kids watch. These media executives simply didn't take responsibility for the consequences that their programs and content might have on other people's children. Their focus on profit trumped all other concerns.
The sixth-graders are lighting up the room with their MacBook Airs, flipped open to Google, Wikipedia and YouTube for a physics assignment. Their classroom is decked out with touch-screen whiteboards, tablets and powerful WiFi connections able to handle a school full of children online at once.
"Cool!" Nina Jenkins says, opening links to Web sites that take her deeper into the study of acoustics. She's making a small drum by hand and will record herself playing it on iMovie. At the end, she'll write her reflections in 140 characters or less — in a tweet.
In the same week, about a dozen miles away, another set of sixth-graders is on a similar lesson. Only they are in a spare, birch-hued classroom that looks like a throwback to the Norman Rockwell era. There are no computers here. The only tools being used are spoons and forks tied together with purple yarn. The students listen to the clang of utensils change pitch as the yarn is shortened and lengthened. Nina Auslander-Padgham's eyes widen with the discovery, and she rushes back to her wooden desk to write her reflections on the blank pages of a red hardcover journal.
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