Edmodo training presentation 12 june 2012, shows how easy is use Edmodo on your school.
Check it out! More fun for the students, more convenience for the teachers. And it is free!
Edmodo training presentation 12 june 2012, shows how easy is use Edmodo on your school.
Check it out! More fun for the students, more convenience for the teachers. And it is free!
This is a Moodle 2 version based on the original Moodle Tool Guide created by Joyce Seitzinger.
It is a 2 page version with more tools, resources and aspects of Moodle 2 included.
OpenDesk makes the teacher to focus on learning. delivery with the use of re-usable computer application and content. The collection makes the teacher review and use educational software to match the design of understanding and performance.
Darko Grabar Accessible e-learning in the cloudeucunet
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop D - The Technology.
This is a Moodle 2 version based on the original Moodle Tool Guide created by Joyce Seitzinger.
It is a 2 page version with more tools, resources and aspects of Moodle 2 included.
OpenDesk makes the teacher to focus on learning. delivery with the use of re-usable computer application and content. The collection makes the teacher review and use educational software to match the design of understanding and performance.
Darko Grabar Accessible e-learning in the cloudeucunet
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop D - The Technology.
Faculty, Visuals, and Values: Shaping a Learning Technology EcosystemMichael Greene
Given at EDUCUASE ELI16
In 2012, Duke University's Center for Instructional Technology (CIT) began experimenting with MOOCs with an interest in both open education and campus impact. Today, faculty are increasingly interested in content mashups and technology integrations that go far beyond the average course site. Presenters share how CIT evaluates technology tools and platforms to meet faculty needs, maps the Duke learning technology ecosystem, and tests new technologies for fit. In this presentation I discuss the methods and applications used, the results of Canvas and Open edX testing (summer 2015) and an Open edX pilot (spring 2016), and the values shaping the ecosystem moving forward.
OUTCOMES:
-Compare learning ecosystems, needs, and aspirations among session participants
-Identify strategies for visualizing a learning ecosystem
-Assess methods and applications for evaluating technology platforms
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
5. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
6. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
proprietor of the
Dynamic Math Classroom Press
7. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
proprietor of the
8. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
proprietor of the
Council for Technology in Math
Education - CLIME
9. CLIME is the Council for Technology in Math Education
Meeting in Washington - several venues - check http://
clime.org for details
13. Talk in three parts:
•Set the Stage
•Examples of Activities using Dynamic
Software & Web 2.0 tools
14. Talk in three parts:
•Set the Stage
•Examples of Activities using Dynamic
Software & Web 2.0 tools
•Making a difference in bridging the
Digital divide in Learning
34. 1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
35. 1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
36. 1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
37.
38. “I think they [the Standards] are going in the right
direction but they are incredibly conservative, from
my point of view. But again, I’d make reservation
that if one has to work within the framework for
schools as they are and curriculum as it is, maybe
there isn’t very much room for making radical
change. One of the ways in which the council is
conservative is that it does not make full use of a
computer -based construction of learning. I think
the would have done much better if they had
originally integrated Logo in their proposals. But
there is no question that an imaginative Logo-using
teacher wants to follow these Standards can do it
better with Logo.”
Seymour Papert
39. “I
think they [NCTM] would
have done much better if
they had originally integrated
Logo in their proposals.”
53. Vision #2
Technology Principle p.26
“Teachers should use technology to enhance
their students' learning opportunities by
selecting or creating mathematical tasks that
take advantage of what technology can do
efficiently and well—graphing, visualizing, and
computing. […]
54. Vision #2
Technology Principle p.26
“Teachers should use technology to enhance
their students' learning opportunities by
selecting or creating mathematical tasks that
take advantage of what technology can do
efficiently and well—graphing, visualizing, and
computing. […]
Spreadsheets, dynamic geometry
software, and computer microworlds
are useful tools for posing
worthwhile problems...”
68. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
69. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
70. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
71. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
72. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
73. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
74. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
75. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
76. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
77. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
78. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
79. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
80. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
81. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
82. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
83. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
84. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
85. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
95. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
96. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning.
97. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
98. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
Through unique and compelling “projects”
99. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
Through unique and compelling “projects”
that embrace dynamic software & Internet tools
100. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
Through unique and compelling “projects”
that embrace dynamic software & Internet tools
that empower students to collect, create,
collaborate, and contribute.
103. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posing worthwhile
problems...
104. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posing worthwhile
problems...
but this is not enough.
105. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posing worthwhile
problems...
but this is not enough.
What’s needed to tip us over is
using...
113. Examples of Math Activities
The Famous
Jinx Puzzle Stock Market
114. Examples of Math Activities
The Famous
Jinx Puzzle Stock Market
Runners
115. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Runners
116. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
117. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Measuring the
circumference
Earth
118. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth
119. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth
Great Green
Globs Contest
120. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server
Great Green challenge
Globs Contest
121. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server
challenge
Billiards
Great Green
Globs Contest
122. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server
challenge
Billiards
Great Green
Globs Contest CMDB75
Activities 2.0
in the works!
212. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
213. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
★ What drives learning should be intrinsic
214. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
★ What drives learning should be intrinsic
★ Assembly required
215. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
★ What drives learning should be intrinsic
★ Assembly required
★ Finding a balance between students and
teachers needs (i.e. between teaching
and learning)
219. Barry Fishman writes:
quot;... Based on my own research and experience, and the research of many
colleagues in the learning sciences and related fields, I firmly believe
that technology can transform teaching and learning environments and
help students achieve beyond what is possible without the support of
technology. ...
221. Barry Fishman writes:
It is a tremendous challenge to translate knowledge
about teaching with technology from schools that
are currently doing extraordinary things—both on
their own and in the context of focused research
projects—into knowledge that is broadly usable by
the majority of schools.
222. Barry Fishman writes:
It is a tremendous challenge to translate knowledge
about teaching with technology from schools that
are currently doing extraordinary things—both on
their own and in the context of focused research
projects—into knowledge that is broadly usable by
the majority of schools.
Nonetheless, it is a key challenge that must be met
in order to employ technology effectively in school
improvement efforts...quot;
223.
224. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
225. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
226. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
This challenge brought to you by the friends of
CLIME. Become one!
http://clime.org
227. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
This challenge brought to you by the friends of
CLIME. Become one!
http://clime.org
CIESEmath Database - show list!
collaborate with me if you are interested
228. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
This challenge brought to you by the friends of
CLIME. Become one!
http://clime.org
CIESEmath Database - show list!
collaborate with me if you are interested
The New DMC database 2.0
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
My plan this morning is to share with you some stories about how the synergy of Web 2.0 collaborative tools and math software tools can get us to the tipping point in mathematics education.
My plan this morning is to share with you some stories about how the synergy of Web 2.0 collaborative tools and math software tools can get us to the tipping point in mathematics education.
NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
Maybe Logo didn’t fail – its influence are out there; we just need a tipping point.
We may have it already we just need to know what to do with it.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Go to jarkata’s link off line.
Take the Challenge!
Take the Challenge!
Take the Challenge!
Take the Challenge!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!