Leadership & Technology presenation to the Baltimore County Pubic Schools - Office of Fiscal Services Featuring Insights to Action, Social Media, Mindmanager, XBRL.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Thanks in part to efficient search engines such as Google, on-line reading has become for many the primary way that people read. This talk will discuss how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
Leadership & Technology presenation to the Baltimore County Pubic Schools - Office of Fiscal Services Featuring Insights to Action, Social Media, Mindmanager, XBRL.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Thanks in part to efficient search engines such as Google, on-line reading has become for many the primary way that people read. This talk will discuss how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
A talk delivered at the University of Oslo on a dual level theory of new literacies. For the published work, see: http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Institute keynote 2011
1. The Perfect Storm in Literacy
Education:
Needing New Literacies for New
Times
Donald J. Leu
New Literacies Research Lab
Neag School of Education
University of Connecticut
Portions of this material are based upon work supported by the U.S. Department of Education under Award No.
R305G050154 and No. R305A090608. Opinions expressed herein are solely those of the author and do not necessarily
represent the position of the U.S. Department of Education.
3. Important Funding and Support
From:
• Ray and Carole Neag
• The Carnegie Corporation of New York
• IES, U.S. Department of Education
• The National Science Foundation
• North Central Educational Research Lab
• PBS
• The Annenberg Foundation
• William and Flora Hewlett Foundation
• Bill and Melinda Gates Foundation
• Australian Council of Educational Research
• OECD
• Schools and teachers around the world.
5. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
6. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
7. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
8. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
4. Common Core State Standards: Seeking Safe Harbor
9. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
4. Common Core State Standards: Seeking Safe Harbor
5. The New Literacies Research Lab: Informing The
Passage
10. The Central Ideas
1. Two Images of Our Destination Port: New Literacies
In The Classroom
2. The “Perfect Storm” in Literacy Education: Three
Fronts Converge
3. Can We Weather This Storm? Current Misalignments
in Assessments, Public Policy, and Instruction
4. Common Core State Standards: Seeking Safe Harbor
5. The New Literacies Research Lab: Informing The
Passage
6. What Can We Do Together?
11. Two Images of Our Destination
Port:
New Literacies in the Classroom
14. Grade 8, Language Arts: Online
International Projects
¡Hola! I find some web
sites. I Send ideas to
Tomas and Ben in the
Jose, Costa Rica U.S.
We’re on it!
Making a web
page now.
Hey! Shall we
do Gary
Paulson???
Ben and Tomas, Willimantic
Monique, South Africa
15. A Basic Principle in New Literacies
Classrooms:
The Last Should Be First
16. A Basic Principle in New Literacies
Classrooms:
The Last Should Be First
18. The “Perfect Storm” in Literacy
Education:
Three Fronts Converge
The Internet has become this generation’s
defining technology for literacy and
learning.
19. The “Perfect Storm” in Literacy
Education:
Three Fronts Converge
The Internet has become this generation’s
defining technology for literacy and
learning.
Online New Literacies require additional
reading and writing skills, dispositions, and
social practices.
20. The “Perfect Storm” in Literacy
Education:
Three Fronts Converge
The Internet has become this generation’s
defining technology for literacy and
learning.
Online New Literacies require additional
reading and writing skills, dispositions, and
social practices.
The workplace has dramatically changed,
requiring online reading comprehension,
communication, and problem solving skills.
21. I.
The Internet Has Become This Generation’s
Defining Technology For Literacy and
27. Our Students Have Changed
Since 2005, students aged 8-18 in the U.S. have
been spending more time reading online per day
than reading offline: 48 minutes per day vs. 43
minutes per day. (Kaiser Family Foundation, 2005).
In Accra, Ghana:
66% of 15-18 year olds report having gone
online previously; (Borzekowski, Fobil, &
Asante, 2006).
28. II. Online New Literacies Require
Additional Reading and Writing Skills,
Dispositions, and Social Practices
29. The New Literacies of Online
Reading Comprehension: Data
From Think Aloud Protocols
A problem-based, meaning construction
process that requires additional reading
comprehension skills beyond those
required for offline reading.
Define a problem
Locate
Castek, 2008; Coiro & Dobler, 2007;
Evaluate Henry, 2007; Leu, Castek, Hartman,
Synthesize Coiro, Henry, Kulikowich, & Lyver, 2005;
Leu, Kinzer, Coiro, & Cammack, 2004
Communicate Leu, O’Byrne, Zawilinski, McVerry,
& Everett-Cacopardo, 2009
30. Online and Offline Reading
Comprehension Are Not Isomorphic
(r=0.19, n = 89, N.S.)
Leu,
Castek, Online Reading
Hartman, Comprehension =
Coiro, ORCA Blog
Henry,
Kulikowich, Offline Reading =
Lyver, 2005 Connecticut
Mastery Test (CMT)
of Reading
Comprehension
31. Additional Evidence:
Predicting Online Reading Comprehension
R2 Additional R2 Additional R2 Total R2
Offline Reading Domain Previous Online Online Reading
Comprehension Knowledge Reading Comprehension
Comprehension
.351* .074 .154* .579*
Offline Reading Comp.=
CT State Coiro, 2007
Reading Test
Online Reading
The new literacies of online reading comprehension
Comprehension =
ORCA Quia
52. Preliminary Taxonomy Of Online
Reading Comprehension Skills and
Strategies
See
Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D.
(2008). Research on instruction and assessment in the new literacies of
online reading comprehension. In Cathy Collins Block, Sherri Parris, &
Peter Afflerbach (Eds.). Comprehension instruction: Research-based best
practices. New York: Guilford Press. Available online at: http://
www.newliteracies.uconn.edu/pub_files/instruction.pdf
The new literacies of online reading comprehension
53. III. The Workplace Has Dramatically
Changed, Requiring Online Reading,
Communication, and Problem Solving Skills
The “General Motors” Model of Economic
Management
CEO
1. Command and control
2. Lower levels of
education required. Upper Level Management
3. Wasted intellectual
capital Upper Middle Level Management
4. Highly inefficient
Wasted
5. Lower productivity intellectual
Middle Level Management
6. Little innovation capital
7. Little need for higher
level and creative Line Supervisors
thinking.
Workers
54. In a Flattened World: Opportunities
Expand but Competition Increases
How do economic units increase productivity?
Flatten The Organization into Problem Solving Teams
Team Team Team Team Team
Greater Intellectual Capital Use = Greater Productivity
These teams take full advantage 1. Define problems
of their intellectual capital to 2. Locate information
the extent their education 3. Critically evaluate information
system has prepared them for 4. Synthesize and solve problems
this. 5. Communicate solutions
55. Which tool has been used by
economic units to increase productivity
and compete?
The Internet
Team Team Team Team Team
Online Reading Comprehension Recent productivity gains are due to
1. Define problems using the Internet to share
2. Locate information information, communicate, and solve
3. Evaluate information problems (van Ark, Inklaar, &
4. Synthesize and solve problems McGuckin, 2003; Friedman, 2005;
5. Communicate solutions Matteucci, O’Mahony, Robinson, &
Zwick, 2005).
56. Implications For Literacy
Education?
Problem-based, online learning essential
Effective online information and
communication skills required.
57. Public Policies:
Nations Respond
Japan has broadband in nearly every
home that is 16 times faster than the
broadband in US homes for $22 per
month. (Bleha, 2005)
This generation’s defining technology for reading.
58. • Mexico has e-Mexico, a policy designed
to provide every citizen and every school
with an Internet connection (Ludlow,
2006).
This generation’s defining technology for reading.
59. • Finland provides every teacher with 5
weeks of release-time, professional
development with integrating the Internet
into classroom instruction.
60. International Assessment
Initiatives
2009 PISA International Assessment of
Reading – Digital Literacies
Programme for the International
Assessment of Adult Competencies
(PIAAC) – Problem Solving in
Technologically Rich Environments
This generation’s defining technology for reading.
61. Can We Weather This Storm?
Current Misalignments in Reading
Assessment, Public Policy, and
Instruction
62. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
This generation’s defining technology for reading.
63. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
...students’ ability to read search engine
results during state reading
assessments.
This generation’s defining technology for reading.
64. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
...students’ ability to read search engine
results during state reading
assessments.
...students’ ability to critically evaluate
information that is found online to
determine its reliability.
This generation’s defining technology for reading.
65. Not a single state measures...
...students’ ability to compose clear and
effective email messages in their state
writing assessment.
all students to use a word processor on
their state writing assessment.*
*See Russell & Plati, 1999; 2000; 2001. They report
effect sizes of .57 – 1.25 for word processor use on MCAS.
See also Russell & Tao, 2004 who report 19% more 4th grade
students classified as “Needs Improvement” would move up to
the “Proficient” performance level with word processors.
66. Instruction: The Rich Get Richer
and The Poor Get Poorer
Neglecting research into online reading
comprehension perpetuates public policies that
help the rich get richer and the poor get poorer.
63% of children from households earning more than
$75,000 annually reported that they used the Internet
at school, but only 36% of children from households
earning less than $15,000 annually (Lazarus, Wainer,
and Lipper, 2005).
Leu, McVerry, O’Byrne, Zawilinski,
Castek, J., Hartman, D.K. (2009).
69. What Can We
Conclude?
The Internet is this generation’s
defining technology for reading.
A Perfect Storm: Some states and
nations place their students, and
societies, at risk by continued inaction
or poorly informed public policies.
70. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
71. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
72. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
73. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
74. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
75. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
76. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
77. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
78. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
79. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
80. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
81. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
82. The Common Core State
Standards: Navigating To Safe
Harbor?
“To be ready for college, workforce training, and life in
a technological society, students need the ability to
gather, comprehend, evaluate, synthesize, and
report on information and ideas, to conduct
original research in order to answer questions or
solve problems, and to analyze and create a high
volume and extensive range of print and nonprint texts
in media forms old and new.” Online
Reading Comprehension:
(Introduction, p. 4) Identify a problem
Lo cate information
Evaluate information
Synthesize information
Communicate information
83. ELA College and Career Anchor Standards:
Online Reading Comprehension
Online Reading Comprehension:
Synthesize and Evaluate Online Information
Reading
AS7. Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.*
Online Reading Comprehension:
Communicate Online Information
Writing
AS6. Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
AS8. Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
Online Reading Comprehension:Locate, Evaluate, Synthesize
84. The Latest Research From The New
Literacies Research Lab:
Our Work to Inform The Passage
85. Teaching Models For The Future
Within 7-10 years ALL classrooms will
have 1:1 computing
42
86. The TICA Project, an IES-funded grant to
study online reading comprehension
instruction in 1-1 laptop classrooms.
The new literacies of online reading comprehension
88. IRT: Phase I
Teacher-led Basic Skills
Teacher-led demonstrations of basic
Internet use skills and cooperative learning
strategies
Explicit modeling by teacher
Largely whole class instruction
Mini-lessons as transition to Phase II
89. IRT: Phase II
Collaborative modeling
of online reading strategies
Students presented with information
problems to solve.
Work in small groups to solve those
problems.
Exchange strategies as they do so.
Debrief at the end of the lesson.
Initially: Locate and Critical evaluation
Later: Synthesis and Communicate.
91. IRT: Phase III
Inquiry
Initially, within the class.
Then, with others around the world.
Internet Morning Message of the Day
Student Online Collaborations
96. A project designed to develop valid,
reliable, and practical assessments of
online reading comprehension. CT,
Maine, and NC. (IES, USDOE)
Three formats: Multiple Choice, Open
Internet, Closed Simulated Internet
97. What Can We Do, Together, to
Reach Safe Harbor?
98. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
99. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
100. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
Better Reading and Writing Assessments
101. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
102. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
103. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
104. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
Greater Research
105. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
Greater Research
School Leadership and Vision
106. What Can We Do, Together, to
Reach Safe Harbor?
Institutes Like This One
Better Standards
Better Reading and Writing Assessments
Far Greater Professional Development
Instruction with New Literacies
Exceptional Online Curricula
Greater Research
School Leadership and Vision
State and National Funding for 1-1 computing
110. LET THE WORK AND
THE LEARNING BEGIN!
THIS TALK IS AVAILABLE AT
SLIDESHARE: http://www.slideshare.net/
djleu/booth-bay-dinner-talk-8426770
58
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20 minutes or less\n
20 minutes or less\n
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The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.\n