Weblogs...why should I care?

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A presentation I did for school administrators on October 18,2006. I recorded the first 12 minutes of the presentation up to the slide labelled, "Rich Professional Learning"

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  • A nice presentation, simply reinforces what a blog is and its utility.
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  • Weblogs...why should I care?

    1. 2. Why would anyone want a blog?
    2. 3. “ We were creating web pages back in the 90’s!”
    3. 4. What’s different?
    4. 5. Introducing Blogs
    5. 6. What are blogs?
    6. 7. updated regularly
    7. 8. places content in reverse October September August July June May April March February January
    8. 9. subscribeable c
    9. 10. requires no knowledge of html
    10. 11. one click publishing
    11. 12. Comments
    12. 13. Types of Blogs
    13. 14. Teenage Angst
    14. 15. Cat Diaries
    15. 16. Photo Blogs
    16. 17. Video Blogs
    17. 18. Online Newsletter
    18. 19. Resource List
    19. 20. Disposable Blogs
    20. 22. Rich Professional Learning
    21. 23. Why Should I care?
    22. 24. Audience
    23. 25. Communication
    24. 27. Comments … the benefit was being able to plug into the mind of a very sharp teenager and connect on a professional level across generational lines. I witnessed the evolution of her thought processes and writing skills as she dealt with feedback. Blogs allow a teacher to literally take their kids out into the world from classrooms anywhere in America. I’d do it again in a heartbeat Scott Higham Pulitzer Prize journalist
    25. 29. Examples
    26. 30. Michaelle Jean
    27. 31. Bob Langert VP McDonalds
    28. 32. Clayton Wilcox Superintendent Tampa, FL
    29. 33. Clarence Fisher Grade 7/8 Snow Lake, MB
    30. 34. Konrad Glogowski Toronto, ON Grade 8
    31. 35. Darren Kuropatwa Winnipeg, MB High School Math
    32. 36. Kathy Cassidy Moose Jaw, SK Grade 1
    33. 37. Alan Stange Principal Central Butte, SK
    34. 38. The last word
    35. 40. Make time
    36. 41. Start reading weblogs
    37. 42. Move your offline conversations online
    38. 43. “ Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on “authority” are no longer valid; in order to function, authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught.” Paulo Freire
    39. 44. Learning is Conversation

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