Moving data from PC to Mac can be a bit tricky when using Outlook and Entourage. However, I found this script online at http://scriptbuilders.net/files/exportimportentourage1.3.8.html .
I need to install and review.
Lara
Monday, August 01, 2005
Saturday, July 23, 2005
Amazing Sites for Tracking Maps, Locations, WebCam, and Photos Tracked by Location
Technology is constantly evolving and growing. I was googling a bit early this Saturday morning and I discovered some sites that were just awesome.
Google Maps - http://maps.google.com
Mappr - http://www.mappr.com - Mappr takes the tags that users submit with their photographs that they post online to Flickr (http://www.flickr.com). Mappr then shows the photographs on a map so you can search by a location. Currently, they are using zipcodes and place names, but they are working on including longitude and latitude. Nat at O'Reilly Radar has gathered some powerful web sites and tools that are focused on images, tagging by location, and more (http://radar.oreilly.com/archives/2005/07/where_20_a_coll.html). Here is a cheat sheet for adding tags that tie in longitude and latitude from Phillip Torrone (http://www.makezine.com/blog/archive/2005/07/how_to_gps_tag.html).
Google Maps - http://maps.google.com
Mappr - http://www.mappr.com - Mappr takes the tags that users submit with their photographs that they post online to Flickr (http://www.flickr.com). Mappr then shows the photographs on a map so you can search by a location. Currently, they are using zipcodes and place names, but they are working on including longitude and latitude. Nat at O'Reilly Radar has gathered some powerful web sites and tools that are focused on images, tagging by location, and more (http://radar.oreilly.com/archives/2005/07/where_20_a_coll.html). Here is a cheat sheet for adding tags that tie in longitude and latitude from Phillip Torrone (http://www.makezine.com/blog/archive/2005/07/how_to_gps_tag.html).
Thursday, July 21, 2005
Monday, July 11, 2005
Open-Source Software Resource Information
Open-source software is exploding all over the educational world and for very good reason. It is free! Also, many of the software programs are completely compatible with the epensive protected software.
Here are some links that provide information about using open-source:
1. http://richtech.ca/seul/ gives a directory of open source software by category. Also, you can search through the database by keyword to discover which software is for you.
2. http://richtech.ca/cgi-bin/seul/seulview.pl?recnum=656 - (http://sourceforge.net/projects/helpmeict/) - HelpDesk for Educational environment
3. http://www.brunswickwdi.com/features - - BIE allows you to bring data from various locations and protocols and merge them together to transform data in to information.
Here are some links that provide information about using open-source:
1. http://richtech.ca/seul/ gives a directory of open source software by category. Also, you can search through the database by keyword to discover which software is for you.
2. http://richtech.ca/cgi-bin/seul/seulview.pl?recnum=656 - (http://sourceforge.net/projects/helpmeict/) - HelpDesk for Educational environment
3. http://www.brunswickwdi.com/features - - BIE allows you to bring data from various locations and protocols and merge them together to transform data in to information.
Sunday, July 03, 2005
Wednesday, June 29, 2005
NECC - Debate about the use of Technology in Education Reform
Does Technology Enhance or Detract from School Improvement Efforts? [Concurrent Session at the NECC 2005 conference in Philadephia, Pa.] - http://center.uoregon.edu/ISTE/NECC2005/program/search_results_details.php?sessionid=7480354
David Freitas, Indiana University South Bend with Janet Buckenmeyer
Description of session: Two educators will debate the effect of technology on school improvement. Based on reality, relevant research, and best practices, conventional wisdom will be challenged.
To access the full handout, go to: http://center.uoregon.edu/ISTE/uploads/NECC2005/KEY_7480354/Freitas_buckenmeyerNECC2005.pdf
According to Freitas and Buckenmeyer (2005), they reveal the following point / counterpoint about the future of technology in education:
Issue 4: The Future
Point
Technology integration is another educational fad. It’s an initiative doomed for failure. When student achievement stagnates or declines, a lack of technology support will likely be blamed. Under the No Child Left Behind Act, fortunately no excuses are acceptable.
Counterpoint
It must be acknowledged that a similar argument was made concerning other technologies, most recently and notably television. Some “research” studies at that time referred to this new invention as insignificant. Proponents, however, envisioned the education’s future through this new media. They argued that since the teacher in the box (television) was every bit as good as the teacher in the classroom, teachers could be replaced with the televised teacher at significant cost savings. Fortunately, this theory quickly short circuited. Few can argue the fact that the effects of computer and related technologies are pervasive and far-reaching. Such technologies are rapidly changing and affect every area in which we live, work, and play. Our graduates are expected to be comfortable and proficient with technology. If schools don’t prepare students to enter the workforce, aren’t they ignoring an important societal expectation? Accountability is one of the cornerstones of the No Child Left Behind Act. Now, the rising student achievement rates of every school, or lack thereof, is publicly shared. Success and failure will be analyzed. What role did technology play? This examination will likely yield more evidence of the link between technology and student achievement. (Feritas & Buckenmeyer, 2005, pp. 11-12)
Lara's Comments
First of all, the budget for next year sent by President Bush completely wiped away all funding for the EETT portion of the No Child Left Behind Act. Unless Congress puts money back in to fund educational technology, then educational technology advocates will declare that failure will be inevitable. Money is not everything, but it is necessary when upgrading school districts to be part of the digital world that is already in place outside of schools.
I would take this even further to state that educational technology when infused responsibly in to the curriculum and productivity of schools will not only help to meet the societal expectation, but also transform the depth of learning. Throughout the NECC 2005 conference, it is evident that educational technology is not about the business of bringing in gadgets that are fads, it is about empowering people - students, faculty, staff, parents, community members - to reach out to the macro and micro world in which they are a part. Weinberger (2005) in his keynote presentation at NECC 2005 addresses just this issue. He asserts that the individual's role in society is greatly expanded by the use of technology such as blogging, podcasting, etc. Evidence of this is seen through the dramatic example of Dan Rather of CBS News who was called on the carpet by a blogger. Individuals can now speak to a vast audience instead of just the confines of their community. Weinberger (2005) goes further to say that knowledge itself has been transformed (for more information, access Weinberger's site at http://www.hyperorg.com/).Today's students will be faced with a world that is more complex than the one that we currently reign within. Educational technology allows students in school now to move past the memorization of rote materials such as the periodic table and in to the ways that those elements can interact in a purposeful way to create something new and wonderful. Educational Technology is society's greatest hope for reaching towards the empowerment of all memebers of society to reach their fullest potential.
Lara
References
Freitas, D., & Buckenmeyer, J. (2005). Does Technology Enhance or Detract from School Improvement Efforts? Retreived June 29, 2005, from http://center.uoregon.edu/ISTE/uploads/NECC2005/KEY_7480354/Freitas_buckenmeyerNECC2005.pdf.
Weinberger, D. (2005). The New Shape of Knowledge. [Webcast of keynote presentation at the National Educational Technology Conference (NECC) 2005 in Philadelphia, Pa.]. Retreived June 29, 2005, from http://www.kidzonline.org/necc/agenda.html.
David Freitas, Indiana University South Bend with Janet Buckenmeyer
Description of session: Two educators will debate the effect of technology on school improvement. Based on reality, relevant research, and best practices, conventional wisdom will be challenged.
To access the full handout, go to: http://center.uoregon.edu/ISTE/uploads/NECC2005/KEY_7480354/Freitas_buckenmeyerNECC2005.pdf
According to Freitas and Buckenmeyer (2005), they reveal the following point / counterpoint about the future of technology in education:
Issue 4: The Future
Point
Technology integration is another educational fad. It’s an initiative doomed for failure. When student achievement stagnates or declines, a lack of technology support will likely be blamed. Under the No Child Left Behind Act, fortunately no excuses are acceptable.
Counterpoint
It must be acknowledged that a similar argument was made concerning other technologies, most recently and notably television. Some “research” studies at that time referred to this new invention as insignificant. Proponents, however, envisioned the education’s future through this new media. They argued that since the teacher in the box (television) was every bit as good as the teacher in the classroom, teachers could be replaced with the televised teacher at significant cost savings. Fortunately, this theory quickly short circuited. Few can argue the fact that the effects of computer and related technologies are pervasive and far-reaching. Such technologies are rapidly changing and affect every area in which we live, work, and play. Our graduates are expected to be comfortable and proficient with technology. If schools don’t prepare students to enter the workforce, aren’t they ignoring an important societal expectation? Accountability is one of the cornerstones of the No Child Left Behind Act. Now, the rising student achievement rates of every school, or lack thereof, is publicly shared. Success and failure will be analyzed. What role did technology play? This examination will likely yield more evidence of the link between technology and student achievement. (Feritas & Buckenmeyer, 2005, pp. 11-12)
Lara's Comments
First of all, the budget for next year sent by President Bush completely wiped away all funding for the EETT portion of the No Child Left Behind Act. Unless Congress puts money back in to fund educational technology, then educational technology advocates will declare that failure will be inevitable. Money is not everything, but it is necessary when upgrading school districts to be part of the digital world that is already in place outside of schools.
I would take this even further to state that educational technology when infused responsibly in to the curriculum and productivity of schools will not only help to meet the societal expectation, but also transform the depth of learning. Throughout the NECC 2005 conference, it is evident that educational technology is not about the business of bringing in gadgets that are fads, it is about empowering people - students, faculty, staff, parents, community members - to reach out to the macro and micro world in which they are a part. Weinberger (2005) in his keynote presentation at NECC 2005 addresses just this issue. He asserts that the individual's role in society is greatly expanded by the use of technology such as blogging, podcasting, etc. Evidence of this is seen through the dramatic example of Dan Rather of CBS News who was called on the carpet by a blogger. Individuals can now speak to a vast audience instead of just the confines of their community. Weinberger (2005) goes further to say that knowledge itself has been transformed (for more information, access Weinberger's site at http://www.hyperorg.com/).Today's students will be faced with a world that is more complex than the one that we currently reign within. Educational technology allows students in school now to move past the memorization of rote materials such as the periodic table and in to the ways that those elements can interact in a purposeful way to create something new and wonderful. Educational Technology is society's greatest hope for reaching towards the empowerment of all memebers of society to reach their fullest potential.
Lara
Freitas, D., & Buckenmeyer, J. (2005). Does Technology Enhance or Detract from School Improvement Efforts? Retreived June 29, 2005, from http://center.uoregon.edu/ISTE/uploads/NECC2005/KEY_7480354/Freitas_buckenmeyerNECC2005.pdf.
Weinberger, D. (2005). The New Shape of Knowledge. [Webcast of keynote presentation at the National Educational Technology Conference (NECC) 2005 in Philadelphia, Pa.]. Retreived June 29, 2005, from http://www.kidzonline.org/necc/agenda.html.
NECC - Podcasts and Blogs about NECC
It is amazing that in just a year, blogging and podcasting has exploded! The NECC 2005 conference is covered by numerous blogs - such as mine as well as podcasts from various ed tech leaders in the field. These communication methods are powerful ways to reach out and share the experience and knowledge.
To check out some of the podcasts and blogs - http://center.uoregon.edu/ISTE/NECC2005/glance/blogging.php
Enjoy!
Lara
To check out some of the podcasts and blogs - http://center.uoregon.edu/ISTE/NECC2005/glance/blogging.php
Enjoy!
Lara
NECC - Webcasts
To access webcasts of the most popular sessions from NECC - http://www.kidzonline.org/necc/agenda.html
If you have Windows you will need to have Windows Media Player.
If you are using Mac, you will need the following:
1. Mac OS X
2. Windows Media Player 9
3. Internet Explorer for Mac - does not work on Safari
If you have Windows you will need to have Windows Media Player.
If you are using Mac, you will need the following:
1. Mac OS X
2. Windows Media Player 9
3. Internet Explorer for Mac - does not work on Safari
Tuesday, June 28, 2005
NECC - Session - Using Moodle
Use Your Noodle: Learn Moodle: A Free Alternative to Board
https://center.uoregon.edu/ISTE/NECC2005/program/search_results_details.php?sessionid=7486473
Link for Moodle: http://www.moodle.org
Downloads can be found - http://download.moodle.org/?lang=en
Instructions for how to install can be found here - http://moodle.org/doc/?frame=install.html
Presenter's Own Moodle Class Web on Exploring Moodle - http://imp.usd465.com/moodle/ - - create your own login and password
Based on Social Constructivist Pedagogy
Resource for teachers using moodle - http://www.facultyroom.org
Check out this web site where educational developers put updates about what they are doing on their open-source - http://eduforge.org/wiki/wiki/nzvle/wiki?pagename=MoodleRoadmap
Quiz on Attitude Towards Thinking and Learning - http://imp.usd465.com/moodle/mod/survey/view.php?id=246
FREE - Open Source Software
Over 4,000 developers working collaboratively on this project
- Experience with Using Moodle
- Every upgrades that the district has used over the last 2 years has been seemless.
- Linux platform is more robust, Mac OS X Server does have some issues, can be installed on Windows Server 2003.
- Can use LDAP authentication for this. There are documents at Moodle - - http://moodle.org/mod/forum/view.php?f=25
- When editing your profile:
- Time Zone should be changed to ours.
- Use HTML editor
- DO NOT autosubscribe to forums
- The question about city - use school name instead of city
- Can filter words out, but because everything is logged, it really does not become a problem
To Gain Support from Staff - sell the modules that are easy and useful for them
Moodle Modules
- Assignment
- You can put a bunch of assignments in and they can be scheduled in advance.
- Allows electronic submission
- Online or Offline - Chat
- can set it up so that all chats are trasncripted so you can monitor.
- There is an instant messaging feature.
- Can be turned off
- Chat room is only for your server, your people - Choice
- Allows for polling features. Shows list of names who have chosen each one.
- Can allow for one time response or multiple
- There is an optional new module for questionaires - Forums
- Where most learning takes place
- Can be set up to limit who can post
- Can include rating for the posts (students, and / or teachers)
- Posts can only be at a set time
- Can spell check - Glossary
- creates hypertext dictionary
- any user can submit, or additions can be restricted
- can be turned off for quizzes
- can be rated and comments - Lessons
- The Lesson module is a content creation tool that allows teachers to create a set of linked pages. Each page in a lesson provides information and a question; the next page in the lesson is dependent on the answer chosen by the student.
- create flash cards
- provide content and assess learning in one activity
- Creates a series of linked pages - Quiz
- Create and give online quizzes
- Variety of formats
- Immediate feedback
- Students learn more effectively with immediate feedback
- can include media
- can include equation editing
- Can require password or specific network address
- Option to set time limit
- Variety of statistics provided for teacher
- incredible statistics for teacher - SCORM (Sharable Content Object Reference Model) - standards for learning online
- Look like flash interactive
- Go to http://www.google.com and search for SCORM and moodle
- Check out - http://www.simplelearningcreator.com/ - Surveys
- Pre-built surveys about teaching and learning - Wiki
- Wikis allow multiple users to collaborate - Setting up Class
- Can set up separate groups that do not see each other - like different periods of each classes
- Can also have visible groups or no groups
- There are 3 formats - weekly, topic, and social
- Can copy courses and archive them
- Show grades - if you choose no - then just the student will see the individual assignment grade
- Force language could be useful for foreign language class
- Meta course is a group of courses - for example like in a team setting
I created a test class on their server at http://imp.usd465.com/moodle/course/view.php?id=253&edit=on, my login in is my old one with my old pw.
NECC - Session - Bernie Dodge - Making WebQuest Creation Easier
Bernie Dodge, the real creator of the web quest, spoke about the challenges that creators face when making a web page. He breaks down the problems with creating web quests, the skills needed (both techonlogical and pedagogical). He is posting his PowerPoint. There is a webcast of this session as well - http://www.kidzonline.org/necc/agenda.html.
I wonder about the ways that teachers and students can create web quests that they like and that they created in a library. It would be wonderful to have an easier system for filling out the forms for creating web quests. My thought for our use of web quests is to use Word to create the web quest, find a mechanism for easily saving the links to pictures for the link and then the ability to zip and post to Edline as a web site that it will automatically unload. We need to investigate this further.
I wonder about the ways that teachers and students can create web quests that they like and that they created in a library. It would be wonderful to have an easier system for filling out the forms for creating web quests. My thought for our use of web quests is to use Word to create the web quest, find a mechanism for easily saving the links to pictures for the link and then the ability to zip and post to Edline as a web site that it will automatically unload. We need to investigate this further.
NECC - Resource - Vocabulary Site
Vocabulary University at http://www.vocabulary.com has a rich site that is free with games and learning tools for increasing vocabulary. Primarily aimed at younger groups - K-5. The site is not well laid out and is not very pleasing to look at, but the content is worth the sifting.
Monday, June 27, 2005
Collaboratory Portal - Home for the IP Videoconferencing Workshop
The Collaboratory allows for media to be shared. Much like Edline. Sources of other web sites with information are valuable.
The PowerPoints are located here.
The collaboratory web site is http://collaboratory.nunet.net
The PowerPoints are located here.
The collaboratory web site is http://collaboratory.nunet.net
NECC - Videoconferencing over IP - Basic Hardware and Technology Issues
Robin Woodstone, Illinois Century Network
rwoodsome@illinois.net
Login for The Collaboratory for me is in my PDA.
Hardware and Technology Issues with Video over IP
Vocabulary
- Gateways - technology bridge
- connects various types of protocols so they can interact together
- MCU - meeting place
- if you build the system and have the mcu, there is no charge
- can go through other companies
- price is about $50,000
- Gatekeepers
- hardware
- not necessary for IP to IP
- Codecs
- these do the decoding and encoding
- these are part of the camera usually
- Software Systems for Videoconferencing
- allows for more computer tools
- Whiteboard, remote desktop, chat
- Quality is not as high because of the applications
- Lots of variety of commercial meeting points available
- SIP (Session Initiated Protocol
- MPEG4 and more
IP Issues
- Cannot do multiple videos unless you have MCU
- you can purchase a switch that allows you to have multiple cameras and then just switch back and forth
Network Considerations
- Hubs - video and audio packets can't wait
- Network speeds at least 10/100 network
- Switches - consider congestion - how are they being used
- Routers - quality of service, memory, processing speed and congestion
- If you have a bandwidth problem, quality of service is poor, minimum bandwidth should be at least 512K for only video
- Bandwidth monitoring tools
Firewalls
- Source of greatest configuration problems because they do their job
- Private IP address - Static Public to Private
- Newer firewalls include video and audio packet service
- Firewall transversal systems (Ridgeway as an examle)
Troubleshooting
- Keep cell phone numbers handy
- Call test number to make sure it is not you
- Isolate the problem
- On network or off network
- Use common network tools - ping, trace route, bandwidth monitors
- Packet loss and jitter
- Always have plan B, C, D, etc. - Redundancy is important
- Include in extra time
- Use technology troubles to teach students and others critical thinking skills and technology skills by modeling and explaining details.
Ideas for Haddon Township School District
- Camnet has a gateway
- We have IP conferencing - that is just fine now.
- Colleges have MCUs, gateways, and gatekeepers - we might be able to use these during the day if we make a connection.
- We need to get network monitoring software
- MRTG - bandwidth monitoring -
- Ethereal - network analyzer
- Iperf - Network analyzer -
rwoodsome@illinois.net
Login for The Collaboratory for me is in my PDA.
Hardware and Technology Issues with Video over IP
Vocabulary
- Gateways - technology bridge
- connects various types of protocols so they can interact together
- MCU - meeting place
- if you build the system and have the mcu, there is no charge
- can go through other companies
- price is about $50,000
- Gatekeepers
- hardware
- not necessary for IP to IP
- Codecs
- these do the decoding and encoding
- these are part of the camera usually
- Software Systems for Videoconferencing
- allows for more computer tools
- Whiteboard, remote desktop, chat
- Quality is not as high because of the applications
- Lots of variety of commercial meeting points available
- SIP (Session Initiated Protocol
- MPEG4 and more
IP Issues
- Cannot do multiple videos unless you have MCU
- you can purchase a switch that allows you to have multiple cameras and then just switch back and forth
Network Considerations
- Hubs - video and audio packets can't wait
- Network speeds at least 10/100 network
- Switches - consider congestion - how are they being used
- Routers - quality of service, memory, processing speed and congestion
- If you have a bandwidth problem, quality of service is poor, minimum bandwidth should be at least 512K for only video
- Bandwidth monitoring tools
Firewalls
- Source of greatest configuration problems because they do their job
- Private IP address - Static Public to Private
- Newer firewalls include video and audio packet service
- Firewall transversal systems (Ridgeway as an examle)
Troubleshooting
- Keep cell phone numbers handy
- Call test number to make sure it is not you
- Isolate the problem
- On network or off network
- Use common network tools - ping, trace route, bandwidth monitors
- Packet loss and jitter
- Always have plan B, C, D, etc. - Redundancy is important
- Include in extra time
- Use technology troubles to teach students and others critical thinking skills and technology skills by modeling and explaining details.
Ideas for Haddon Township School District
- Camnet has a gateway
- We have IP conferencing - that is just fine now.
- Colleges have MCUs, gateways, and gatekeepers - we might be able to use these during the day if we make a connection.
- We need to get network monitoring software
- MRTG - bandwidth monitoring -
- Ethereal - network analyzer
- Iperf - Network analyzer -
NECC - Live from the Heart Video Conferencing Program
During the IP Video Conference workshop that I attended on June 27, 2005 at the NECC, we saw a demonstration of a live open-heart operation. The program is from the Museum of Science and Technology in Chicago, IL. The web site is http://www.msi.org.
The web site is wonderful! Filled with lots of resources. The teachers attends a 2.5 hour prof development program that allows them to experience the surgery and understand the process of the lesson. The students receive journals to complete before and during the program. The surgeons and nurses are connected to mics and there are cameras in the operating room. The cost is $240 for the entire event with the educational materials. The program is for 8th - 12th graders, mostly 11th - 12th graders. The program fills up very quickly. They begin scheduling for the next year in May.
This would be an excellent supportive piece for the Anatomy class at the district's high school.
The museum also has a "Take Flight" program that runs about 45 minutes.
Equipment requirements - uses Videoconferencing software for Video over IP.
The web site is wonderful! Filled with lots of resources. The teachers attends a 2.5 hour prof development program that allows them to experience the surgery and understand the process of the lesson. The students receive journals to complete before and during the program. The surgeons and nurses are connected to mics and there are cameras in the operating room. The cost is $240 for the entire event with the educational materials. The program is for 8th - 12th graders, mostly 11th - 12th graders. The program fills up very quickly. They begin scheduling for the next year in May.
This would be an excellent supportive piece for the Anatomy class at the district's high school.
The museum also has a "Take Flight" program that runs about 45 minutes.
Equipment requirements - uses Videoconferencing software for Video over IP.
Wednesday, June 22, 2005
Open Source Software that is completely compatible with MS Office for free - OpenOffice.org: Home
We need to investigate installing OpenOffice or another such program to those machines that we do not have enough licensens for. It is completely free and compatible.
OpenOffice.org: Home
OpenOffice.org: Home
Monday, April 25, 2005
APA PsycARTICLES Direct - Homepage
APA PsycARTICLES Direct - Homepage
Database of Psychological Journals that you can search for articles. You have to pay a small fee, but this might be a good resource for finding articles, references, and noteworthy researchers.
L
Database of Psychological Journals that you can search for articles. You have to pay a small fee, but this might be a good resource for finding articles, references, and noteworthy researchers.
L
Reading Online - Research: Mental Imagery in Reading
Reading Online - Research: Mental Imagery in Reading
Meta research on mental imagery from Mark Sadoski.
Meta research on mental imagery from Mark Sadoski.
Mental Imagery - Theories and Experiments.
Mental Imagery - Theories and Experiments.
Excellen resource for web sites, information about mental imagery.
Excellen resource for web sites, information about mental imagery.
Friday, April 01, 2005
Wednesday, March 23, 2005
Active Meter ~Project Title
Active Meter ~Project Title
This site allows you to track the visitors to your site over a period of time. I created this NWP project with the same login and password as the NWP site on Tripod.
This site allows you to track the visitors to your site over a period of time. I created this NWP project with the same login and password as the NWP site on Tripod.
Tuesday, March 22, 2005
Sunday, March 20, 2005
Eyetrack III - About the Research
This web site discusses online news consumer behavior in the age of multimedia.
Interesting possibility for dissertation.
Eyetrack III - About the Research
Interesting possibility for dissertation.
Eyetrack III - About the Research
Sunday, March 13, 2005
Thursday, March 10, 2005
Wednesday, March 09, 2005
Tuesday, March 08, 2005
Friday, March 04, 2005
Saturday, February 26, 2005
Pew Internet & American Life Project: The Digital Disconnect
The Digital Disconnect: The widening gap between Internet-savvy students and their schools
8/14/2002 | Report | Doug Levin, Sousan Arafeh, Amanda Lenhart, Lee Rainie
Using the Internet is the norm for today’s youth. Due in large part to high profile and sometime controversial education technology public policy initiatives, it is conventional wisdom that much of this use occurs in schools. The American Institutes for Research was commissioned by the Pew Internet & American Life Project to conduct a qualitative study of the attitudes and behaviors of Internet-using public middle and high school students drawn from across the country. The study is based primarily on information gathered from 14 gender-balanced, racially diverse focus groups of 136 students, drawn from 36 different schools.
Internet-savvy students rely on the Internet to help them do their schoolwork. They describe dozens of different education-related uses of the Internet. Virtually all use the Internet to do research to help them write papers or complete class work or homework assignments. The students employ five different metaphors to explain how they use the Internet for school: The Internet as virtual textbook and reference library, as virtual tutor and study shortcut, as virtual study group, as virtual guidance counselor, and the Internet as virtual locker, backpack, and notebook.
Many schools and teachers have not yet recognized—much less responded to—the new ways students communicate and access information over the Internet. Students report that there is a substantial disconnect between how they use the Internet for school and how they use the Internet during the school day and under teacher direction. For the most part, students’ educational use of the Internet occurs outside of the school day, outside of the school building, outside the direction of their teachers. While there are a variety of pressures, concerns, and outright challenges in providing Internet access to teachers and students at school, students perceive this disconnect to be the result of school administrators setting the tone for use at school, the wide variation in teacher policies regarding Internet use in and for class and poor and uninspiring quality of Internet-based assignments. Students say they face several roadblocks when it comes to using the Internet at schools. In many cases, these roadblocks discourage them from using the Internet as much, or as creatively, as they would like. They note that quality of access, heavy-handed filtering and the inequalities in home access among students constitute major barriers to Internet use in and for school.
Of course, student use of the Internet for school does not occur in a vacuum. Students’ experiences, and those of their states, districts, schools, teachers, and parents, strongly affect how the Internet is adopted in schools. Nonetheless, large numbers of students say they are changing because of their out-of-school use of the Internet—and their reliance on it. Internet-savvy students are coming to school with different expectations, different skills, and access to different resources.
8/14/2002 | Report | Doug Levin, Sousan Arafeh, Amanda Lenhart, Lee Rainie
Using the Internet is the norm for today’s youth. Due in large part to high profile and sometime controversial education technology public policy initiatives, it is conventional wisdom that much of this use occurs in schools. The American Institutes for Research was commissioned by the Pew Internet & American Life Project to conduct a qualitative study of the attitudes and behaviors of Internet-using public middle and high school students drawn from across the country. The study is based primarily on information gathered from 14 gender-balanced, racially diverse focus groups of 136 students, drawn from 36 different schools.
Internet-savvy students rely on the Internet to help them do their schoolwork. They describe dozens of different education-related uses of the Internet. Virtually all use the Internet to do research to help them write papers or complete class work or homework assignments. The students employ five different metaphors to explain how they use the Internet for school: The Internet as virtual textbook and reference library, as virtual tutor and study shortcut, as virtual study group, as virtual guidance counselor, and the Internet as virtual locker, backpack, and notebook.
Many schools and teachers have not yet recognized—much less responded to—the new ways students communicate and access information over the Internet. Students report that there is a substantial disconnect between how they use the Internet for school and how they use the Internet during the school day and under teacher direction. For the most part, students’ educational use of the Internet occurs outside of the school day, outside of the school building, outside the direction of their teachers. While there are a variety of pressures, concerns, and outright challenges in providing Internet access to teachers and students at school, students perceive this disconnect to be the result of school administrators setting the tone for use at school, the wide variation in teacher policies regarding Internet use in and for class and poor and uninspiring quality of Internet-based assignments. Students say they face several roadblocks when it comes to using the Internet at schools. In many cases, these roadblocks discourage them from using the Internet as much, or as creatively, as they would like. They note that quality of access, heavy-handed filtering and the inequalities in home access among students constitute major barriers to Internet use in and for school.
Of course, student use of the Internet for school does not occur in a vacuum. Students’ experiences, and those of their states, districts, schools, teachers, and parents, strongly affect how the Internet is adopted in schools. Nonetheless, large numbers of students say they are changing because of their out-of-school use of the Internet—and their reliance on it. Internet-savvy students are coming to school with different expectations, different skills, and access to different resources.
Stated Educational Technology Director's Association
Toolkit for 2003 - Tons of information about technology leadership.
About the National Leadership Institute (NLI)
On December 6-10, 2003, SETDA hosted the second annual National Leadership Institute (NLI). The NLI was developed in conjunction with the U.S. Department of Education. Participation at the NLI included more than 105 state leaders from 46 states and the District of Columbia. There were also 10 staff members from the U.S. Department of Education, more than 25 resource specialists and directors from six of the Regional Technology in Education Consortia (R*TEC).
The NLI was an intensive hands-on workshop structured to produce deliverables that will aid state technology leaders in effectively implementing the No Child Left Behind Act of 2001. A planning committee comprised of SETDA members developed the work group topics and the Institute's agenda to ensure relevant and significant areas of focus.
Each Institute participant selected one of the following work groups.
Group One: Building Partnerships & Leveraging Resources
Group Two: Technology Leadership Skills for 21st Century Challenges
Group Three: Data Collection/Data Driven Decision-Making
Group Four: Professional Development Models/On-Line Learning
Group Five: Virtual Schools/Distance Learning
The outcomes of the five work groups are included in the 2003 SETDA National Leadership Institute Toolkit: States Helping States Implement No Child Left Behind. While the Toolkit was developed for use by state leaders, SETDA does encourage sharing the tools broadly so that all educators and administrators can utilize the Toolkit to assist them in improving learning for all students through the use of technology. Additional copies of the Toolkit can be downloaded at www.setda.org.
About the National Leadership Institute (NLI)
On December 6-10, 2003, SETDA hosted the second annual National Leadership Institute (NLI). The NLI was developed in conjunction with the U.S. Department of Education. Participation at the NLI included more than 105 state leaders from 46 states and the District of Columbia. There were also 10 staff members from the U.S. Department of Education, more than 25 resource specialists and directors from six of the Regional Technology in Education Consortia (R*TEC).
The NLI was an intensive hands-on workshop structured to produce deliverables that will aid state technology leaders in effectively implementing the No Child Left Behind Act of 2001. A planning committee comprised of SETDA members developed the work group topics and the Institute's agenda to ensure relevant and significant areas of focus.
Each Institute participant selected one of the following work groups.
Group One: Building Partnerships & Leveraging Resources
Group Two: Technology Leadership Skills for 21st Century Challenges
Group Three: Data Collection/Data Driven Decision-Making
Group Four: Professional Development Models/On-Line Learning
Group Five: Virtual Schools/Distance Learning
The outcomes of the five work groups are included in the 2003 SETDA National Leadership Institute Toolkit: States Helping States Implement No Child Left Behind. While the Toolkit was developed for use by state leaders, SETDA does encourage sharing the tools broadly so that all educators and administrators can utilize the Toolkit to assist them in improving learning for all students through the use of technology. Additional copies of the Toolkit can be downloaded at www.setda.org.
Presentation about Teenage use of Internet and the Implications for Education and the Future
http://www.pewinternet.org/ppt/2003%208.14.03%20--%20Singapore%20Youth.Net%20Conference.ppt#258,1,Teenage Life Online: The Rise of the Networked Generation Lee Rainie – Director Youth.Net Conference - Singapore August 12, 2003
Partnership for 21st Century Literacy Skills
This site is chock-full of information about 21st century literacy skills, tools for determining your organization's level of 21st century literacy skills, and help to implement and integrate technology and 21st century literacy skills in to curriculum (including subject maps with benchmarks for 4th - 12th grade).
Enjoy!
http://www.21stcenturyskills.org/
Enjoy!
http://www.21stcenturyskills.org/
Creating a Mission Statement
Leader to Leader Institute - Formerly the Drucker Foundation - http://www.leadertoleader.org/leaderbooks/sat/mission.html
Building a mission statement. This web site also has a lot of information about leadership in the non-profit sector. Powerful resources!
La
Building a mission statement. This web site also has a lot of information about leadership in the non-profit sector. Powerful resources!
La
Thursday, February 10, 2005
Copyright Information for Students
"Intellectual Propery Primer" from Court TV, student forum of high school students on teh complex legal and moral questions raised by downloading music, games and movies on the Internet.
Other links:
Copyright Kids: http://www.copyrightkids.org
iSafe: http://www.i-safe.org
Power to Learn: Internet Smarts: http://www.powertolearn.com/internet_smarts
Other links:
Copyright Kids: http://www.copyrightkids.org
iSafe: http://www.i-safe.org
Power to Learn: Internet Smarts: http://www.powertolearn.com/internet_smarts
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