Teaching For Rigor And Relevance


Published on

Published in: Business, Technology

Teaching For Rigor And Relevance

  1. 1. Teaching for Rigor and Relevance Why, What, How
  2. 2. Sometimes teaching feels like this . . .
  3. 3. The “New” Rs <ul><li>Dr. Willard Daggett – International Center for Leadership in Education </li></ul><ul><li>Rigor, Relevance, Relationships </li></ul><ul><ul><li>Why is change needed? </li></ul></ul><ul><ul><li>What needs to be changed? </li></ul></ul><ul><ul><li>How do we implement such changes? </li></ul></ul>
  4. 4. An Answer to the WHY
  5. 5. The World is Flat <ul><li>Thomas L. Friedman </li></ul><ul><li>Describes the unplanned cascade of technological and social shifts that effectively leveled the economic world </li></ul><ul><li>Implications for educational systems </li></ul><ul><ul><li>http://www.eschoolnews.com/eti/2005/05/000835.php </li></ul></ul>
  6. 6. The Flatteners <ul><li>Fall of the Berlin Wall / rise of Windows OS </li></ul><ul><li>Netscape IPO / dotcom boom </li></ul><ul><li>Work flow software / design, display, manage, and collaborate </li></ul>
  7. 7. The Flatteners <ul><li>Open sourcing / self organizing collaborative communities </li></ul><ul><li>Outsourcing </li></ul><ul><li>Offshoring </li></ul><ul><li>Supply-chaining </li></ul><ul><li>In-forming (affinity networks) </li></ul>
  8. 8. The Flatteners <ul><li>The Steroids: Digital, Mobile, Personal, and Virtual </li></ul><ul><ul><li>These are all the “new” gadgets, technologies, social norms, and etc. that are accelerating the other flatteners </li></ul></ul>
  9. 9. In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. Eric Hoffer
  10. 10. Get flat or be flattened
  11. 11. Gathering data for the WHAT http://www.leadered.com/nesswelcome.shtml
  12. 12. Items to Consider for the HOW <ul><li>Learning profile of the digital natives </li></ul><ul><li>Emerging 21 st century literacies </li></ul><ul><li>Rigor and relevance framework </li></ul><ul><li>Impact of Web 2.0 technologies on learning </li></ul>
  13. 13. The Nomadic Grazing Patterns of Digital Natives <ul><li>Digital Natives are used to receiving information really fast. </li></ul><ul><li>They like to parallel process and multi-task. </li></ul><ul><li>They prefer their graphics before their text rather than the opposite. </li></ul>Digital Natives, Digital Immigrants – Marc Prensky (NCB University Press, Vol. 9 No. 5, October 2001)
  14. 14. The Nomadic Grazing Patterns of Digital Natives <ul><li>They prefer random access (like hypertext). </li></ul><ul><li>They function best when networked. </li></ul><ul><li>They thrive on instant gratification and frequent rewards. </li></ul><ul><li>They prefer games to “serious” work. </li></ul>Digital Natives, Digital Immigrants – Marc Prensky (NCB University Press, Vol. 9 No. 5, October 2001)
  15. 15. Methodology <ul><li>Today’s teachers have to learn to communicate in the language and style of their students. </li></ul><ul><ul><li>This doesn’t mean changing the meaning of what is important, or of good thinking skills. </li></ul></ul>http://transl8it.com
  16. 16. The New Literacies <ul><li>Play — the capacity to experiment with one’s surroundings as a form of problem-solving </li></ul><ul><li>Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery </li></ul><ul><li>Simulation — the ability to interpret and construct dynamic models of real-world processes </li></ul><ul><li>Appropriation — the ability to meaningfully sample and remix media content </li></ul>Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - Henry Jenkins 10/19/06
  17. 17. The New Literacies <ul><li>Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. </li></ul><ul><li>Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities </li></ul><ul><li>Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal </li></ul><ul><li>Judgment — the ability to evaluate the reliability and credibility of different information sources </li></ul>Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - Henry Jenkins 10/19/06
  18. 18. The New Literacies <ul><li>Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities </li></ul><ul><li>Networking — the ability to search for, synthesize, and disseminate information </li></ul><ul><li>Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. </li></ul>Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - Henry Jenkins 10/19/06
  19. 19. Rigor/Relevance Framework <ul><li>The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education to examine curriculum, instruction, and assessment. </li></ul><ul><li>The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement. </li></ul>http://www.leadered.com/rigor.html
  20. 20. Knowledge Taxonomy <ul><li>Knowledge Taxonomy is a continuum based on the six levels of Bloom's Taxonomy, which describes the increasingly complex ways in which we think </li></ul><ul><li>The low end involves acquiring knowledge and being able to recall or locate that knowledge </li></ul><ul><li>The high end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways. </li></ul>http://www.leadered.com/rigor.html
  21. 21. Application Model <ul><li>Five levels that describe putting knowledge to use </li></ul><ul><li>While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations. </li></ul>http://www.leadered.com/rigor.html
  22. 22. http://www.leadered.com/rigor.html
  23. 23. Quadrant A – Acquisition <ul><li>Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. </li></ul>http://www.leadered.com/rigor.html
  24. 24. Quadrant C - Assimilation <ul><li>Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. </li></ul>http://www.leadered.com/rigor.html
  25. 25. Quadrant B – Application <ul><li>Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations. </li></ul>http://www.leadered.com/rigor.html
  26. 26. Quadrant D – Adaptation <ul><li>Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. </li></ul>http://www.leadered.com/rigor.html
  27. 27. Web 2.0 The evolution of the semantic read/write web
  28. 28. Web 1.0  Web 2.0
  29. 29. What is Web 2.0? <ul><li>Web 2.0 is a term often applied to a perceived ongoing transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving web applications to end users. </li></ul><ul><ul><li>Tim O’Reilly </li></ul></ul>
  30. 30. Applications of 21 st Century Skills <ul><li>Blogs </li></ul><ul><li>Podcasts </li></ul><ul><li>Wikis </li></ul><ul><li>Social learning </li></ul>
  31. 31. Blogs
  32. 32. Blogs <ul><li>A blog is a website for which an individual or a group frequently generates text, photographs, video or audio files, and/or links, typically (but not always) on a daily basis. </li></ul>
  33. 33. Why the sudden popularity of blogs? <ul><li>RSS - Really Simple Syndication </li></ul>
  34. 34. Bloglines http://www.bloglines.com/
  35. 35. Google Reader Labs https://www.google.com/reader/view/
  36. 36. The Power of RSS <ul><li>RSS + Feed Reader/Aggregator = personalized learning/affinity network </li></ul><ul><li>RSS is not limited to blogs </li></ul><ul><ul><li>News feeds </li></ul></ul><ul><ul><li>Podcasts </li></ul></ul><ul><ul><li>Wiki edits and discussions </li></ul></ul><ul><ul><li>Social bookmarking </li></ul></ul><ul><li>Multiple users </li></ul>
  37. 37. Blogs in School? <ul><li>Blogs are tools, and like any tools they can be used or misused. </li></ul><ul><ul><li>Misuse occurs more often when there's a lack of instruction </li></ul></ul>
  38. 38. Why Students Shouldn’t Blog <ul><li>People will read it. </li></ul><ul><li>People might not like it. </li></ul><ul><li>They might share test answers with others. </li></ul><ul><li>They might be found by a child predator online </li></ul><ul><li>They might write something inappropriate. </li></ul><ul><li>They might find something inappropriate. </li></ul><ul><li>They might get other students to start blogging. </li></ul>http://blogging101.wikispaces.com/whywhynot
  39. 39. Why Students Should Blog <ul><li>People will read it. </li></ul><ul><li>They might like it. </li></ul><ul><li>They might share what they've learned with others. </li></ul><ul><li>They might participate in a collaborative learning project. </li></ul><ul><li>They might become inspired to learn. </li></ul><ul><li>They might inspire others to learn. </li></ul><ul><li>They might get other students to start blogging. </li></ul><ul><li>If they don't talk in class, they might on a blog. </li></ul>http://blogging101.wikispaces.com/whywhynot
  40. 40. Successful Tips for “Book” Blogs <ul><li>Get comfortable with blogging </li></ul><ul><li>Choose a relevant book [article, topic, etc.] </li></ul><ul><li>Devise interesting questions </li></ul><ul><li>Solicit the author’s involvement </li></ul><ul><li>Welcome bloggers [experts] from outside the classroom </li></ul>Erik Langhorst – “The Dixie Clicks” 12/1/2006
  41. 41. Daily Scribe
  42. 42. Extending Class Discussion
  43. 43. Student Work Showcase
  44. 44. Student-Initiated Content
  45. 45. Student Sharing
  46. 46. Tips for Blogging http://blogging101.wikispaces.com/bloggersbeware
  47. 47. To Learn More . . . http://jdorman.wikispaces.com/+Blogs
  48. 48. Blog Hosting for Schools <ul><li>Blogmeister - http://classblogmeister.com/ </li></ul><ul><li>Edublogs - http://edublogs.org/ </li></ul><ul><li>Blogger - https://www.blogger.com/ </li></ul><ul><li>21 Classes - http://21classes.com/ </li></ul>http://jdorman.wikispaces.com/+Blogs
  49. 49. Podcasts
  50. 50. Podcasts <ul><li>iPod + Broadcast = Podcast </li></ul><ul><ul><li>Podcasting is the method of distributing multimedia files, such as audio programs or music videos, over the Internet using either the RSS or Atom syndication formats, for playback on mobile devices and personal computers. </li></ul></ul>
  51. 51. Why use podcasts? <ul><li>Podcasts enable students to share their knowledge and expertise with others through a creative outlet. </li></ul><ul><li>Podcasts tap into a mode of media input that is commonplace for digital natives. </li></ul><ul><li>Podcasts empower students to form relationships with the content and each other in relevant ways. </li></ul>
  52. 52. How can podcasts be used? <ul><li>In the classroom, educators and students can use podcasts to inform others about class news, current events, and areas of interest. </li></ul><ul><li>Students can use a podcast forum to persuade their peers to help others, make a difference, or try something new. </li></ul><ul><li>Podcasts can also be used to edutain others through creative narratives . </li></ul>
  53. 53. How can podcasts be used? <ul><li>Podcasts engage students in thinking critically about their speaking fluency and communication skills. </li></ul><ul><li>The opportunity to create a podcast about what students would like to discuss and share with others is extremely motivating. </li></ul>
  54. 54. Ideas for Podcasts <ul><li>Daily practice lessons recorded by the teacher or students </li></ul><ul><li>Narratives </li></ul><ul><li>Conversations </li></ul><ul><li>Oral histories </li></ul><ul><li>Vocabulary and/or concept practice </li></ul><ul><li>Oral tests </li></ul>
  55. 55. Ideas for Podcasts <ul><li>Pod-tours </li></ul><ul><li>Unit or topic podcasts as overview/review of unit </li></ul><ul><li>Oral reports </li></ul><ul><li>Supplement instructional materials with existing podcasts created by others </li></ul><ul><li>Information for parents </li></ul>
  56. 56. My Class Unit Podcast Segments Select one event or decision and hypothesize about what would have happened if the result had been different Rewind the Mind Discuss the economic impacts of one event, trend, law, etc. Business Report Explain the motivation for and effects of one new cultural trend Cultural Commentary Define and explain the impact of one invention or innovation Innovation Station Explain and use two vocabulary words Vocab Vibes Overview one governmental/political trend Political Policy
  57. 57. My Class Unit Podcast Segments Responsible for sewing together all the podcasts segments – creating intro and outro segments, adding transitions and music, and crediting contributors Intro/Outro Explain the motivation for and effects of one law or court case Legal Learning Select one event, law, trend, individual, etc. and provide your personal opinion Editorial Edition Review one Internet site – giving specific details about the contents of the site Web Wowzers Explain what it was like to grow up in this era Kids' Korner Interview one character Living History
  58. 58. Other Enduring Benefits <ul><li>Along with the use of technology there are certain responsibilities that educators and students need to follow. </li></ul><ul><ul><li>Educators need to instruct students on safe and acceptable use of technology in and outside of the classroom. </li></ul></ul><ul><ul><li>Not only do students need to learn how to appropriately research, but also how to safely and properly share information online. </li></ul></ul><ul><ul><li>Podcasts allow students to learn first hand about copyright laws and fair use issues. </li></ul></ul>
  59. 59. Jumping in with both feet . . . <ul><li>Listen to a few podcasts online </li></ul><ul><ul><li>iTunes > Source List > Podcasts > Education </li></ul></ul><ul><ul><li>http://www.podcastalley.com/ </li></ul></ul><ul><ul><li>http://www.ipodder.org/ </li></ul></ul><ul><ul><li>http://epnweb.org/ </li></ul></ul><ul><ul><li>http://www.jakeludington.com/archives/000405.html (“Podcasting with Windows Media Player) </li></ul></ul><ul><li>Get a feel for the genre </li></ul><ul><ul><li>Podcasts are not “polished” – production value is secondary to the content </li></ul></ul>
  60. 60. Searching for Podcasts - iTunes
  61. 61. Subscribing to Podcasts
  62. 62. Examples of Podcasts <ul><li>History On Air </li></ul><ul><li>Matt's Today in History </li></ul><ul><li>Speaking of History </li></ul><ul><li>Monticello Podcasts </li></ul><ul><li>Colonial Williamsburg History Podcasts </li></ul><ul><li>Lewis and Clark Trail Podcasts </li></ul><ul><li>Discovery Channel Podcasts </li></ul><ul><li>NPR Podcasts </li></ul><ul><li>PRI Radio Podcasts </li></ul><ul><li>BBC Radio Podcasts </li></ul><ul><li>ABC News Podcasts and Vodcasts </li></ul><ul><li>Smithsonian Podcasts </li></ul><ul><li>Podictionary </li></ul><ul><li>Mrs. D’s Producers (my class podcast) </li></ul><ul><li>Radio Willow Web (elementary school in Omaha, Nebraska) </li></ul>http://jdorman.wikispaces.com/+Podcasting
  63. 63. Creating a Podcast <ul><li>Write your script. </li></ul><ul><li>Practice. </li></ul><ul><li>Record your audio file. ( Audacity ) </li></ul><ul><li>Edit your audio (Effect > Normalize) </li></ul><ul><li>Add and credit legally useable music ( optional ) </li></ul><ul><li>File > Save Project. </li></ul><ul><li>File > Export as MP3 > Edit ID3 Tags </li></ul><ul><li>Upload the MP3 file to a web server. ( GCast and Audioblogger ) </li></ul>http://jdorman.wikispaces.com/+Podcasting
  64. 64. Audacity – Audio Editing Software <ul><li>http:// audacity.sourceforge.net / </li></ul>http://jdorman.wikispaces.com/+Podcasting
  65. 65. Publishing Your Podcasts - GCast
  66. 66. To Learn More . . . http://jdorman.wikispaces.com/+Podcasting
  67. 67. Wikis
  68. 68. Wikinomics <ul><li>In the last few years, traditional collaboration—in a meeting room, a conference call, even a convention center—has been superceded by collaborations on an astronomical scale. </li></ul><ul><li>Today, encyclopedias, jetliners, operating systems, mutual funds, and many other items are being created by teams numbering in the thousands or even millions. </li></ul><ul><li>While some leaders fear the heaving growth of these massive online communities, Wikinomics explains how to prosper in a world where new communications technologies are democratizing the creation of value. </li></ul>http://www.wikinomics.com/
  69. 69. What is a Wiki? <ul><li>A wiki is a type of website that allows users easily to add, remove, or otherwise edit and change most available content. </li></ul>
  70. 70. How is a Wiki Constructed? <ul><li>A single page in a wiki is referred to as a &quot;wiki page&quot;, while the entire body of pages, which are usually highly interconnected via hyperlinks, is “the wiki” </li></ul>
  71. 71. Are Wikis Safe? <ul><li>Wikis are generally designed with the philosophy of making it easy to correct mistakes, rather than making it difficult to make them. </li></ul>
  72. 72. Are Wikis Safe? <ul><li>Thus while wikis are very open, they provide a means to verify the validity of recent additions to the body of pages. </li></ul><ul><ul><li>The most prominent, on almost every wiki, is the &quot;Recent Changes&quot; page—a specific list numbering recent edits, or a list of all the edits made within a given timeframe. </li></ul></ul>
  73. 73. Tracking Changes
  74. 74. Tracking Changes
  75. 75. Using Wikis as a Source <ul><li>Wikipedia is as reliable as other external sources we rely on. </li></ul><ul><li>Properly written articles cite the sources, and a reader should rely on the Wikipedia article as much, but no more, than the sources the article relies on. </li></ul><ul><ul><li>If an article doesn't cite its sources, it may or may not be reliable. </li></ul></ul><ul><li>A More Reliable Wikipedia? </li></ul><ul><ul><li>http://discoveryeducation.typepad.com/pennsylvania/2007/02/a_more_reliable.html </li></ul></ul>
  76. 76. What the Experts are Saying <ul><li>Wikis are helping young people develop “writing skills and social skills by learning about group consensus and compromise—all the virtues you need to be a reasonable and productive member of society.” </li></ul><ul><ul><li>Jimmy Wales, founder of Wikipedia </li></ul></ul>
  77. 77. What the Experts are Saying <ul><li>“The media is controlled by people who have the resources to control it,” he says. “Wikis show that all of us have an equal opportunity to contribute to knowledge.” </li></ul><ul><ul><li>Andy Garvin, head of the Digital Divide Network </li></ul></ul>
  78. 78. Ways to Use Wikis <ul><li>Use wikis as formats for subject guides and supplemental resources. </li></ul><ul><li>Invite students and teachers to annotate and augment your course content on a wiki. </li></ul><ul><li>Make wikis meeting places for learning communities inside and outside the school. </li></ul><ul><li>Link librarians and teachers in your district in a collaborative enterprise. </li></ul><ul><li>Create interactive learning activities (WebQuests, collaborative research, etc.) </li></ul>
  79. 79. Class Wikis
  80. 80. Class Wikis – Online Content
  81. 81. Class Wikis - Webquests
  82. 82. Class Wikis - Webquests
  83. 83. Class Wikis – Student Collaboration
  84. 84. Class Wikis – Student Collaboration
  85. 85. Class Wikis – Student Collaboration
  86. 86. Class Wikis – Student Collaboration
  87. 87. Professional Learning Communities
  88. 88. PLC – Professional Research
  89. 89. PLC – Virtual Training
  90. 90. PLC – Curricular Collaboration
  91. 91. PLC – Supporting Teachers http://holicong.wikispaces.com/New+Teachers
  92. 92. Links to Getting Started <ul><li>Wiki Walk-Through http://www.teachersfirst.com/content/wiki/ </li></ul><ul><ul><li>What’s a wiki? </li></ul></ul><ul><ul><li>Who uses wikis? </li></ul></ul><ul><ul><li>Wikis or blogs? </li></ul></ul><ul><ul><li>How to use wikis with students. </li></ul></ul><ul><ul><li>Ideas for activities, projects, collaborations, etc. </li></ul></ul><ul><li>Using wikis in Education (blog) http://ikiw.org/ </li></ul><ul><li>Classroom use of wikis </li></ul><ul><ul><li>http://www.teachinghacks.com/wiki/index.php?title=Wikis </li></ul></ul><ul><ul><li>http://dorman-data-digest.wikispaces.com/ </li></ul></ul>
  93. 93. Wikispaces <ul><li>Wikispaces is offering K-12 organizations their premium membership for free </li></ul><ul><ul><li>No advertisements </li></ul></ul><ul><ul><li>Greater storage capacity </li></ul></ul><ul><ul><li>Enhanced privacy settings </li></ul></ul>http://www.wikispaces.com/site/for/teachers100K
  94. 94. To Learn More . . . http://jdorman.wikispaces.com/+Wikis
  95. 95. Social Learning Social Bookmarking and Networking http://jdorman.wikispaces.com/Social+Learning
  96. 96. Social Learning – Web 2.0 http://jdorman.wikispaces.com/Social+Learning
  97. 97. PageFlakes http://www.pageflakes.com
  98. 98. Diigo http://www.diigo.com/
  99. 99. Diigo http://groups.diigo.com/groups/edn
  100. 100. Del.icio.us http://del.icio.us/
  101. 101. Stu.dicio.us http://stu.dicio.us/
  102. 102. Stu.dicio.us Features <ul><li>Note-taking </li></ul><ul><ul><li>Note commenting </li></ul></ul><ul><ul><li>Note sharing </li></ul></ul><ul><li>Keyword link to Google and Wikipedia </li></ul><ul><li>To-Do Lists </li></ul><ul><li>Schedule </li></ul><ul><li>Document storage/tracking </li></ul><ul><li>Grade organizer </li></ul><ul><li>Privacy Features </li></ul><ul><li>RSS Feeds </li></ul><ul><li>Integration with Facebook </li></ul><ul><li>Social Networking </li></ul>http://stu.dicio.us/
  103. 103. SlideShare <ul><li>SlideShare is a free service for sharing presentations and slideshows </li></ul><ul><li>Users can upload PowerPoint, OpenOffice, Keynote or PDF presentations, tag them, embed them into blogs or websites, browse others' presentations, and comment on individual slides </li></ul><ul><li>Transcripts of presentations will be indexed by internet search engines and show up in search results </li></ul>http://www.slideshare.net
  104. 104. Embedded SlideShare File http://jdorman.wikispaces.com/Conferences
  105. 106. Ning <ul><li>As part of Ning's free service, you can create a full social network that you can customize and brand as your own </li></ul>http://www.ning.com
  106. 107. Ning <ul><li>Social Networking </li></ul><ul><ul><li>invite new members, meet new people, and make new friends </li></ul></ul><ul><ul><li>enjoy a full message center with address book importing </li></ul></ul><ul><ul><li>set different privacy settings for every photo, video, and blog post </li></ul></ul><ul><li>Full Customization </li></ul><ul><ul><li>Add your own logo, branding, and visual design </li></ul></ul><ul><li>Features </li></ul><ul><ul><li>Photo, video, blog sharing </li></ul></ul><ul><ul><li>Discussion forums </li></ul></ul><ul><ul><li>Embed widgets </li></ul></ul><ul><li>Management Dashboard </li></ul><ul><ul><li>public or private </li></ul></ul><ul><ul><li>moderate photos and videos before they are posted, as desired </li></ul></ul><ul><ul><li>delete members, photos, videos, blog posts, chatters, and forum posts, as desired </li></ul></ul>http://www.ning.com
  107. 108. Ning Network
  108. 109. Flickr <ul><li>What you can do with your photos: </li></ul><ul><ul><li>Upload </li></ul></ul><ul><ul><li>Tag </li></ul></ul><ul><ul><li>Geotag (mapping) </li></ul></ul><ul><ul><li>Blog </li></ul></ul><ul><ul><li>Comment </li></ul></ul><ul><ul><li>Organize </li></ul></ul><ul><ul><li>Organize into online photo albums with annotation </li></ul></ul><ul><ul><li>Form/join groups </li></ul></ul>http://www.flickr.com
  109. 110. Applications for Flickr <ul><li>Virtual field trip </li></ul><ul><li>Categorize, analyze, evaluate images </li></ul><ul><li>Geography practice </li></ul><ul><li>Picture books-documentaries </li></ul><ul><li>Display original artwork </li></ul><ul><li>Online scavenger hunts </li></ul><ul><li>Process live field trips </li></ul><ul><li>Upload exported (jpeg) Inspiration graphic organizers </li></ul><ul><li>Import photos into Google Earth and Google MyMaps </li></ul>
  110. 111. The Ease of Video <ul><li>Eyespot </li></ul><ul><ul><li>http://www.eyespot.com/ </li></ul></ul><ul><li>Jumpcut </li></ul><ul><ul><li>http://www.jumpcut.com/ </li></ul></ul><ul><li>Cuts </li></ul><ul><ul><li>http://www.cuts.com/ </li></ul></ul><ul><li>Creative Commons </li></ul><ul><ul><li>http://creativecommons.org/ </li></ul></ul><ul><li>Teacher Tube </li></ul><ul><ul><li>http://www.teachertube.com/ </li></ul></ul>
  111. 112. To Learn More . . . http://jdorman.wikispaces.com/Social+Learning
  112. 113. The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler
  113. 114. The Danger of Illiteracy
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.