education & tech

mLearning, teacher, scholar, social media

Education + Tech

Education & Tech, was created to build hope that education based on social technologies, can transform the new century, and enable abundance not only spiritually but economically. Milton Ramirez, Ed.D. - @tonnet is the founder & editor. He is a teacher, tech blogger, writes on education, and hails this blog from Union, NJ. For further questions, tips or concerns please e-mail him to:miltonramirez [at] educationandtech [dot] com

Teacher + Scholar

If you are a regular to Blog Education & Tech, you shall remember that I am a blogger and I'd written a post about education almost everyday since 2003. Education & Tech provides you with education news, expert tech advice, classroom management ideas, and social media tools for educators, administrators, parents and k-12 students.

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The False Idea of Overloading of Information

TechWhimsy says that overload of information on the www sounds like a First World problem and refers to it on these terms, "a bunch of hyper-connected individuals who have found that 'Life 2.0' has left their brains crammed with more information than they can process, leaving them anxious, jaded, or worn out (or all of the above)."

Some people also think that the internet will collapse into a few years, will it be a problem generated by the overload of information? The editor of TechWimsy wants to give you a clue on where the real problem is:

"Where does the problem lie? Consuming large amounts of media is actually pretty easy. You can see a video from 2007 by 4 hour work week guru Tim Ferriss of Robert Scoble outlining how he reads 600+ news feeds every day as just one example of how to do it (although I don’t know if Scoble still consumes media in quite this way). The difficulty is in absorbing the information, filtering it and synthesising and sharing it. Normal people don’t have this problem. I’m sure that most people who consume massive amounts of data do it for fun and personal interest and don’t have the inner need to process it to a level that writers and other web professionals do.

The people experiencing the most difficulty are the amateurs writing, digging, twittering, friending, stumbling and otherwise staying connected for the fun of it. These are people who have a full time job and often families of their own where reading and processing information is done in their spare time, time that could be spent de-compressing, socialising, unwinding and experiencing. Be aware that I’m not passing judgement on how people choose to spend their spare time (I’m one of these people described above after all), but it explains to me why this malaise seems to have become the echo-meme du jour."

Wonder what is the solution?

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Education Today 07/31/2008

Objections to Social Learning: Wasting Time!

John at Library Clips weighs in on 15 Objections to Using Social Learning:

"Kevin shares a classic success story at Intel, involving finding a person with the right skill to help you with your task, simply because they participate, their on the map, they are visible and findable in their blog posts. Further to this they are now a new contact in your network.

“There was a person who needed to accomplish a task. To do so, that person needed to use a piece of software they had never heard of, let alone knew enough about to functionally use it. It would take months to learn it and complete the task.

Instead of forging on, they searched the blogs and found someone who mentioned that they did another project using the software. This second person was contacted and asked to help. Within a matter of a few weeks the project was done.

Now, tell me, how many blog posts was the efficiency gain worth? Add up not only the time saved by one individual, but the advantages for a quicker ‘time to market’ for this project.”

Collaboration Is important, But Persistence Is Critical

"A valid source is a valid source, forget which news organization came up with it. In the linktribution environment, you link to content."

This is part of a post buzzed about Monica Guzmán's (Seattle) incident where her The Big Blog couldn't link to the competition, because editors haven't agree on this matter.

One time Guzman wanted to link to a Seattle Times story because Seattlepi.com didn't have the story. At first her editors didn't want her to do so because that was the competition's work, but she insisted. Her editors eventually said if the PI doesn't have a story, she can link to the Times as a last resort.

She dropped out from the group blog experience! We are glad she acted her own way, because as she established, "It's about the collaboration, not the scoop!"

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DEN NI 08: Following the Ed-Tech Conference

Discovery Educator Network National Institute for 2008. Discovery is doing an ed-tech conference with about 100 attendandnts, all this week, and Academic Aesthetic is there to offer you by pictures, liveblogging (not so live, affirms the AA editor) or video, all incidents around such important event.

I really liked the video and same as the 'Art Guy' says, I would like to challenge you to find "how many faces you can recognize."

We should be broadcasting events with same experience this 'geek' educator does it. So sad the only thing we know is, he loves teaching technology, but he also loves teaching art, and in this day and age he doen’t think he can really separate the two.

Great page you should bookmark it and visit. It is encouraging to see what else is going on in the educational world…and world wide web!!!

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How Education Emerged in Old Scot Empire

When I was going to the University, I remember our teacher was asking for us to read many books on Philosophy and while visiting the Public Library last month, I just happen to grab a great book written by Arthur Herman, How Scots Invented the Modern World.(or How Scots Contributed to the Modern World, as some claim, the title of the book should be. We don't write reviews on books but that way he presents History is pleasant and we were refreshing our memory on Enlightenment, not the French that most of you had learned but the Scottish.

Scottish immigrants were poor but more educated and skilled than their European counterparts. Herman makes the case that the American system owes more to Scotland's revolution than to France's. And then, Scottish Enlightenment deserves more credit than it gets. John Knox, a writer and strict evangelical preacher pursued as goal, turn Scots into God’s chosen people and Scotland into the New Jerusalem. He wiped out Catholicism and embraced Calvinism. So, Scottish society enveloped these principles. The author claims that Knox is for Scots what Luther meant to Germans.

The formula for democracy is own to Knox and Buchanan, rather than John Locke, as many assure. They believed that political power ordained by God was not vested to kings or nobles but in the people. What American Constitution says, We the People. For these two Scottish, "all political authority ultimately belonged to the people...The people was always more powerful that the rulers they created; they were free to remove them all" (pg. 18)

Enlightment Scotish people explained better than anyone else has ever done, why British market-oriented (or Whig) notions of liberty allowed both freedom and prosperity to flourish. In justifying the Whig theory of liberty, the Scots prepared the way both for the framers of the American Constitution and for the classical liberalism of the last two centuries -for free trade, The Edinburgh Review, the Manchester School, and the Dow Jones Industrial Average.

And we've stopped to read attentively the reference to the Act for Setting Schools, it was in 1696 that Scotland Parliament passed this act. Adam Smith and David Hume wrote not only for intellectuals but for a reading public. "Library's records show books were loaned to the local baker, the blacksmith, the cooper, farmers, stonemasons, quarriers, tailors and household servants."(pg. 25) And that's how Robert Burns become a respected poet in Scotland.

The Middle Ages in Scotland were represented by great universities like Glasglow and St. Andrews. The problem of faith between Episcopalian (English) and Presbyterian (Scottish)made almost impossible to interchange universities for students. Only Episcopalian were allowed in Oxford, Cambridge or the Trinity College in Dublin. That's why the University of Edinburg, Aberdeen's Marischal College and King's College, like Glasglow and St. Andrews were international centers of learning but they never became the ivory towers as the eighteen century Oxford and Cambridge did.

Smith in the Wealth of Nations certifies that almost the whole common people was taught "to read, and a very great proportion of them to write and account." It was the beginning to universalize education. So, they had seated basis to literacy and numeracy as fundamental skills for living in a complex modern society as today we have.

Here you can read a summary of the book chapter by chapter.

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Education Today 07/27/2008

Learning Communities Nurture Graduate Teacher-Researchers

Doctoral education and postdoctoral training programs fail to prepare future faculty to be effective teachers.Teaching as Research is deliberate, systematic and that's why Delta (part of the National Science Foundation) has a proposal of four core elements of a learning community:

1) Shared learning and discovery -Teacher is not the only one who knows, his roll changes to a 'facilitator.'

2) Functional relationships -Create an environment of meaningful connections.

3) Inclusive learning environment -When working in groups, these produce a higher quality output if diverse perspectives are represented.

4) Connections to other learning experiences -Again, connectivity is the vehicle for the sharing resources and delegation of responsibilities.

The Future and Reality of Web 2.0

We've been writing on education for more than eighteen months now and every once in a while had mentioned Stephen Downes posts. Since he has many posts and we aren't capable to read them all on a daily basis, we have to filter all that information on a weekly basis. Today, we just accomplished it that's how this post came up to be presented.

What's the Future of the Web?



Technology Review (need registration) asked technology innovators and luminaries, what the Web might be into next ten years. Thirteen visions were collected by Kristina Grifantini and they range from the pessimistic 'total end of privacy' to the optimistic 'developer empowerment'. The most common theme is the 'mobile web' and perhaps the most unlikely is 'we will all have chips in our brains', summarize Downes.

Who Are the New Philosophers of the Web 2.0.?



With so many people speaking and writing on education it's hard to follow the conversations when you have other activities more than be online checking feed subscriptions and getting the screen radiations from your computer. The Twain Blog writes on why not all teachers can catch up with all stuff the new philosophers of the Web 2.0. (Upper echelon of education technologists and bloggers ) are working on and are very much familiar.

The gap is evident and expanding, particularly between core teachers and these generation of online experts. This instructional technology educator, make a list of six wishes, in order to keep "connectivity with the teachers [he] work with."

After all, his wishes will stay on hold because, he can’t accomplish them. He has to work!

Misuse of Words in Learning



We need to simply stop defining learning as work, homework, lessons, classes, lectures and redefine these as aspirational activities; sessions, challenges, projects and clubs, writes Donald Clark. He says we have seven bad language habits we should avoid while learning(not teaching) and he suggests, in place of teaching we must promote a language of learning with words that instill positive values. These words include: trust, respect, quality, responsibility, unity, peace, thoughtfulness, happiness, patience, care, appreciation, honesty, understanding, love, friendship, humility, hope, simplicity, tolerance, courage, cooperation and freedom.

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Downes' Speech on 'The Internet in the Classroom'




Mike anticipated this document before I have. He not only cited to the Downes's Speech in Spain (Internet in the Classroom), but has also translated part of his speech. Job we were pending with gabinetedeinformatica.net However, to fill Fernando Santamaría's expectations, here we present our work based on Esperanza Román's blog [es], she writes:


I agree with all those who praise Downes' figure, because of his genuine and indisputable commitment to the education world (although some prefer to concentrate solely on the most folkloric of his so evocative edupunk speech, also too eduhippie atrezzo and his digital shop much edupop ). Also, like Diego [es] said, I don't think Downes simply took neither a good nor a bad impression of the audience by the questions that were done to him. Nor do I believe that Downes is aware of how strange some of his answers sounded, in interpreter's mouth (I haven't had time able to hear the original audio) or how difficult it can be for many teachers and professionals to follow his advice on how to steal time to the clock.

That is why I applaud from here that we talk and write about what it's been really thought of the affirmations, both, of Downes(certainly not to radical at this time) and any other person of the stature of this educator. As many have said, some of the ideas presented by Downes are anything but innovation (which does not mean that they are not valid). Others may be debatable and others, improved after some restatement. But the most important ideas, in my personal opinion, are:

- Think about all of them.
- Look for the applicability it has in our immediate surroundings.
- Try to answer all by ourselves, those questions that provoked certain strange in Downes, like the assuption that in the conference room where he pronounced his speech, there weren't more laptops among the audience.
- Recognize with no shame that our standard of "connectivity" is lower than the U.S. but even so, we have many ideas on how we work and collaborate in the web, even facing immense technological limitations from our countries in general and our work environments in particular.
- Follow up the conversations, so that all the voices are listened, not only those in agreement with the majority or with the state-of-the-art fashions.

These are the reasons why I've committed, voluntarily and in a altruistic way, to the Conectivistas [es] group (Connectivism). We sincerely believe that the most appropriate way of advancing knowledge in this field is collaboration and dialogue among people interested in improving education, maximize technology, analyse the influence it has on society and, commit to these benefits, so they can be enjoyed by all sectors of the population.

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The Power of Organizing to Change Schools in America

It's being a way long since I wasn't able to read a post like Chris Lehmann's wrote last week. He's been reading Clay Shirky's book Here Comes Everybody and looks at how some of those principles can be applied to facilitating change in schools; Lehmann is sure that some of the frustration about change shows up when you compare it to the blinding speed of change in so many other facets of our evolving society right now.

A continuation we reproduce a paragraph we think, calls everyone to take action, because as Lehmann says, 'hard' shouldn't be the reason we don't do it!


"We could use the tools we have to start a call for change. We could look to set up a core set of principles for school reform that harnesses the best pedagogies and the new tools. We could look to build a coalition of administrators, teachers, parents and students to take action in the upcoming campaign. What might it look like? Shirky points out that for collective action to work, the action must require enough effort on the part of those taking action that decision-makers take notice. We could all go to used bookstores and look for old, beat-up textbooks and send them to our Congressmen with a flyer saying, "Is this how students should learn in 2008?" and a list of our core principles and goals. We could coordinate it all with Web 2.0 tools. We could follow up with an online petition to the McCain and Obama campaigns asking for a presidental debate on educational issues."

That's not a secret, the rapid pace of technological innovation has affected virtually every sector of the American marketplace – except education. Today’s schools look largely the same as they did a century ago. There may be more Internet access and more computers in classrooms, but the traditional public educational model – one teacher guiding a large group of students through a lesson – has not changed, at all.

What are you waiting for?

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The Internet Benefits Scientists and Journalists

Last week, you read a a post on Wired (Science) on "internet searching for scientific articles is bad for researchers" in reference to an article published in Science by University of Chicago sociologist James Evans ([not yet available online). What are the aspects touching educational researchers? What have you gained -or lost , from the internet's rise? asked Bradom Kein, the author of Wired's article.

Researchers and investigators are against Evan's conclusions and we've collected the most significant from the thread of comments in Is Internet Bad for Science?

"Science is self correcting when properly practiced. Plagiarized or improperly conducted research will lead to improperly formed and incorrect conclusions. The internet is no worse for science than the calculator is bad for math."

"There are some old articles which are referenced and cannot be found online and one must make the occasional trip to the musty section of the library - usually the dank basement - something to be done on those rainy Sunday afternoons when one can indulge in reading about the exploits of those who did the gritty pioneering work.. But it is not that much of an annoyance, as one can use the time to ponder in a different mental gear - a faculty often underused these days. Also, there's something to be said for the value of "classic" papers that aren't yet available online. My grad adviser could find insights that we would never have thought of in work published in the 1940's or earlier."


"The way that google structures its listing makes it difficult to find the more obscure texts. Couple that with the laziness of users who no longer wish to browse further than the top 10 in the listing, and it makes for very bland academic readings." In other words "Separate the wheat from the chaff."

And speaking of Educational Sciences: "The knowledge is general, but encourages people to pursue certain topics in depth."

Now, how will researchers will be affected with the outsourcing editing and translation of research database papers?. I was touched by a post written today by Roy Peter Clark, taking to copy editors: "I need copy editors to know that Eva Longoria is not the wife of Tampa Bay Rays baseball phenom Evan Longoria. I need them to know that a Florida cracker is not something you eat, and that it may or may not be offensive to some readers. I need a Rhode Island copy editor to know that you don't dig for clams; you dig for quahogs, a word of Indian origin -- American Indian. I need copy editors who know that Jim Morrison of The Doors went to St. Pete Junior College, that beat writer Jack Kerouac died in St. Petersburg, Fla., but is buried in Lowell, Mass. I want them to know that Lakewood High School is different from Lakewood Ranch High School. I want them to know that 54th Avenue North in St. Petersburg is 108 blocks north of 54th Avenue South."

Do we still have language barriers to talk about science? How research gets influenced with those resources re-elaborated by people, others than native speakers?

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Education & Tech News for Educators 07/21/2008

Differentiated Instruction

Differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum.

This conception oppose Clayton Christensen's vision of student-centric learning: "Software platforms will enable students to teach other students by developing tools and putting them into the user network. Isn’t it better to have the professionals teach, and the learners learn? No, not necessarily. We often learn better when we teach than when we listen to a teacher."

What do you think, is one better than the other?

Support Preparation of Teachers for Digital Learners

If you live in the U.S. I will appreciate deeply you respond to this call to action. Hilary Goldman (ISTE Director of Government Affairs) writes in an email dated 07/15/2008 and originally spread out by M. Guhlin. What is the Preparing Teachers for the Digital Age Program? This program would revamp the existing Preparing Tomorrow’s Teachers to use Technology. The updated program will provide consortia with two options to address the preparation of our nation’s teachers: a) Develop long-term partnerships focused on effective teaching with modern digital tools and content that substantially connect pre-service preparation of teacher candidates with high-needs schools; or, b) Transform the way schools of education teach classroom technology integration to teacher candidates.

Below is the text of Goldman's e-mail:

I just learned from Senate staff that no decision has been made yet about the Preparing Teachers for Digital Age Learners program inclusion in the final higher education reauthorization bill, and that the program is still in the mix of conversations. NOW is the time to voice your support for this program. You can send a letter of support through the URL below, or call your Senators offices directly, you can find the telephone number on www.senate.gov and ask to speak to the legislative aide who handles education issues.

Action: Contact your U.S. Senators and Representative to request that the “Preparing Teachers for Digital Age Learners” program be included in the final Higher Education Act Reauthorization bill. Use this URL to send a letter to your two U.S. Senators and U.S. Representative: http://capwiz.com/edtech/issues/alert/?alertid=11056961&type=CO

This URL will bring you to a prepared letter that can be edited to personalize with your comments as well as an area to type your name and address. Make sure to authenticate and click send.

Background: Many of you may already be aware that the “Preparing Teachers for Digital Age Learners” program that the ISTE SIGTE developed for the reauthorization of the Higher Education Act has been included in the House bill as Title II-B of H.R. 4137, The College Opportunity and Affordability Act of 2007.” The program is not included in the Senate bill. House and Senate negotiators are meeting to work out the differences between the two chambers’ passed bills. Members of Congress must hear support for this program from their constituents if the program is to be included in the final bill.

For more information about the Preparing Teachers for Digital Age Learners program and a copy of the legislation please go to: http://www.iste.org/Advocacy/Feb08-support

If you have any questions, feel free to contact Hilary Goldmann at hgoldmann@iste.org or 202 861-7777.

Hilary Goldmann
Director of Government Affairs
International Society for Technology in Education
1710 Rhode Island Avenue
Washington, DC 20036
202.861.7777 x-119 fax: 202.861.0888
Membership Services: 1.800.336.5191


Join in , support the education of your relatives, your friends and the next generation of american citizens!

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Carnival of Education. Getting Close to the Two Hundreds

Carnival of Education
Photo by SteveSpangler
I am writing on this blog for more than four years and I've read many blogs, surprisingly I've never felt the necessity to write on these events that are created to support those bloggers, educators and writers, who stepped forward on determined issues, as in our case the Education.

Today, while reading on Disrupting Class by Clayton Christensen, I happened to check out his links and what I've discovered was an excellent blog written by NYC Educator. After this long period, writing and reading blogs on education and technology, I thought no more blogs needed to be find. How wrong I was.

An interesting aspect of Carnivals of Education we came across, while reading NYC Educator, was the number of carnivals these blogs had patronized during month of July. All three pages we will refer to, are getting close to the two hundreds of voiced links and post on education, in a particular sequence! And I even wrote a single post on these matters. Why do you think is important to subscribe to this kind of events? Or, is it irrelevant that you might to skip it and keep moving?

Carnival of Education, July 2008



Carnival of Education, 178 Edition. Held by Educator Blog.

Carnival of Education, 179th Edition. Held by Scheiss Weekly; and,

Carnival of Education, 180th Edition. Held by Steve Spangler.


There are some precious jewels to grab among these carnivals. Surely you will benefit from at least one of them.

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One Web Day: September 22, 2008

I came across to a website dedicated to promote the celebration of Internet good use. All bloggers are invited, and there is a contest about writing a story on how the web has transformed your life or the lives of a community you belong to, or the city you live in or your country, which means it goes worldwide. The story needs to be factual but you have the choice to be businesslike, narrative or even poetic. The stories can be reflections of how the web has transformed people’s lives, in the individual, political, economic, cultural and spiritual sphere.

OneWebDay.org is calling on this contest and has published the experiences from a student from a locally popular Institute of Engineering in India, currently in his third year of Information Technology. What it wonders me is his conclusions that he hasn’t learned anything from the Internet! Well, here in the States we have a great respect for students and professionals coming from India. Will Sivasubramanian Muthusamy be asserted on his appreciations? He explains the reasons why this student has learned anything from the Internet. "While we have institutions in India such as the Indian Institute of Technology where the facilities and quality of education match if not surpass the standards of some of the most renowned institutions in the world, this story truly reflects on the Internet access facilities and the attitude of the authorities in several schools / colleges across India."

One of the reasons developed countries enjoy a great advancement and their social networks work perfectly is the access to the Internet. David Sasaki has reason when he says there are three obstacles to a truly global conversation, he writes that censorship, lack of digital inclusion and language are the causes not all people are and feel included in mega networks as the Internet is. This is precisely what could be happening in India with Prabhu (the student who shared the story).

Those are good reasons not only to the hear when the world is talking but to join One Web Day 2008. Are you listening? The world is talking.

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Teacher's Roll Model: Learning to Fail!

All people interested in education weren't present at the NECC 2008, that's why, still after two weeks we keep reading notes and trying to pick what it's interesting for us. We will pick a post from Bud Hunt from Colorado, where he speaks about the Day of Teacher Play and we've found one of his paragraphs quite not only interesting but philosophical:

Our students need to see us struggle and reach and grow and try and explore and learn and fail and stand back up at the end and say, 'Wow. What’d I learn here?' That’s probably the best motivation for them to get their hands dirty. And we’ve never any credibility if we ask kids to do something that we won’t do.


Isn't that a jewel! How many colleagues are thinking of this. It's human nature to be scared of failing but teachers are humans and then, they are also entitled to fail. Nothing wrong with failing, teachers fail, students fail. The fact of the matter is, we wouldn't the knowledge accumulated today, if scientists were always correct.

I was trying to find a related post in Technorati about Geoff Powell session, What Effective Computer-Using Educators Know about Teaching: An International Perspective and unfortunately we couldn't find any. While focusing on increasing their technical fluency, we run the risk of assuming that all teachers understand foundational learning theory and child-centered classroom practice.

The only record I've found is the liveblogging made by Bud the Teacher. (Bud Hunt).

Want to add to this story? Let us know in comments, subscribe in a reader or send an email to the author at miltonramirez@educationandtech.com . You can share ideas for stories on the Education & Tech.


Education & Tech News for Educators 07/16/2008

Web 2.0.: Ideas for Educators

Thanks to a friend of mine who's working towards the making of a wiki around Open Educational Resources. I've discovered this CC place where researchers and writers share their work on education.

Quentin D’Souza is the author of these Ideas on web 2.0 and he is an Elementary Resource Teacher in the Academic Information and Communication Technology Department at the Toronto Catholic District School Board.

The document [pdf] is geared towards an introduction to RSS, but carries on a bit further into topics such as tagging, social bookmarking, wikis and more.

Drupal: A Tool For Classroom Connections

I am not familiar with this management content's tool but many people is using it and it's said, Drupal is not so difficult to learn as other mangement content applications in the market.

Must be that easy that Reggie Ryan was able to help a teacher to set groups for 125 kids!

'Drupal runs on the familiar combination of Apache, PHP and MySql. It is supported through a vibrant community anchored by Drupal.org, an incredible resource. Drupal has won numerous awards and is widely regarded as one of the best choices for deploying a system to manage content and users on the web.'

Web 2.0.: Social Media Strategies

Ken Steele, in his presentation to the 2008 AARAO Conference, 'Diverse Perspectives: A New Generation of Students', has written an interesting and lengthy presentation on how universities and colleges can connect with learners who are educated and active in social technologies.

Academicgroup.com gives it credit on Connecting with the Facebook Generation: Social Media Strategies for Web 2.0 [pdf]. Here the most relevant paragraph:

"Web 2.0 is already old hat for today’s high school students, who take for granted the streaming video of YouTube, photo-sharing on Flickr, the three-dimensional experience of virtual worlds like Second Life, and “always-on” friendships via Twitter and Facebook. What should guidance and admissions professionals know about social media, and how can they leverage social networks as a potentially powerful channel for communicating with a new generation"

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Education & Tech News for Educators 07/14/2008

Marzano and Web 2.0: Ed Tech That Works - NECC 2008

Stephanie Sandifer has opened up discussion on the topic: "In this day of high-stakes testing and frequent complaints from teachers that they “don’t have time to use technology” in the classroom, this presentation seeks to bridge the gap to help teachers see that technology doesn’t have to be an add-on that distracts them from focusing on the curriculum."

Disrupting Class: An Approach to a Student-Centric Learning

Do we already have tools and online apps that allow for at least some of this (student generated learning)? Perhaps not as seamless and as easy as the 'Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns' author describes, but do we not already have Web 2.0 tools that can be used in combination with one another to create an environment where this kind of user-developed product can be created and shared?

Are you interested in answer these questions?

EFL Teachers for Cuenca City, Ecuador

The Centro de Estudios Interamericanos (CEDEI) is situated in Cuenca, Ecuador. The organization seeks qualified EFL teachers for October 2008. The Center is a not-for-profit institution of higher learning founded in 1992, dedicated to the study of American languages and cultures. To foster understanding among the people of the Americas, their organization sponsors a variety of academic activities independently and in conjunction with universities in North and South America. CEDEI has three locations in Cuenca, offering English classes to more than 700 students with a staff of at least 40 teachers.

Cuenca is a province of Ecuador and it is located high in a valley in Ecuador's southern Andes. Cuenca city has more than 400,000 inhabitants and is the third largest city in the country (after Quito and Guayaquil). Cuenca enjoys spring-like temperatures year round, during night time it's a bit chilly. In 1999, Cuenca was designated a UNESCO World Heritage site

The positions available are EFL teachers for children, high school, and adult groups.

Qualifications required: a Bachelor's Degree, a TEFL/CELTA/TESOL or other related certificate, and must be a native English speaker. Desired qualifications also include experience working with all ages starting at 7 years old to adults, teaching Business English, Pronunciation, and TOEFL Preparation.

Teachers are expceted to work between 15-20 contact hours per week with opportunities for extra tutoring and conversation classes. Most classes are Monday-Saturday but teachers will have a five-day week. CEDEI [es] also offers an environment where teachers are supported in their professional development with frequent workshops, curriculum shares and a well-stocked resource room.

If you meet the needed qualifications send via e-mail your updated resume and attach letters of recommendation – one of your references should be able to describe your teaching abilities.

Starting pay is $275 USD per 50-hour adult class, $220 USD per 40-hour children’s class, and $234 USD per 36-hour Saturday class. They offer classes over a 10-week and 5-week teaching cycle. Starting pay for tutorials is $5.50 per hour. While teachers don’t earn a lot of money by international standards, they do earn enough to live comfortably in Ecuador and gain much in teaching experience and cultural exchange. There are other perks included.


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Education & Tech News for Educators 07/13/2008

School 2.0: Progressive Pedagogy and 21st Century Learning

Videos and slides(very well designed) of Chris Lehmann's presentation at NECC Summit. Original ideas, experiences, we all should continue talking about. Chris is the principal of the Science Leadership Academy in Philadelphia, Pennsylvania.

How do we convince people that progressive pedagogy (integrating tech. or not) is not inconsistent with the goals of federal and state policy?

As for me, Progressive Pedagogy is a new concept, all teachers should participate. Try to understand it: "We teach kids, not subjects"

How important are Lehmann's ideas? Well, Wesley Fryer calls him "one of the most visionary school administrators in the United States."

Edublogs.tv   launched on Wednesday and they have 1137 Videos Watched!



We've already posted on Edublogs but, this weekend while we set aside some time to read our subscriptions, we've found Edublogs joins in to the big leagues in provinding video hosting (TeacherTube, YouTube, Blip.tv). This is really useful beacuse teachers need their very own channel.

The next screenshot, shows the progress of Edublogs.tv from Wednesday night to Saturday after noon:

The ideant of 'transforming teaching, learning and leadership through the strategic application of technology", Miguel Guhlin shares his experiences using the brand new service and he still looks for some answers: a) How many video/audio files can be stored in an account? How much space? I'm looking for a replacement for Podomatic.com, on which I'm about to reach the 500 meg limit for my podcasts; b) When will Creative Commons integration -great question Derekeb tweeted- be added to this? c)Can we change "My Music" to "My Podcasts?" d) Could you make the description box a bit bigger? It would be nice to paste in URLs to the text that goes with it; e) Is it possible to embed images in the podcast description? and, f) How about adding recently uploaded audio/podcasts to the front page, in addition to the list of videos there?

James Farmer was paying attention to Edublogs.tv buzz and he already aswered some of Mike questions in a comment posted in Around the Corner, administrated by Guhlin.

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IPhone Falls Short When We Talk About Educational Tools


Credit: Budtheteacher

You've probably ran across three criteria for web futures and I did step over this collection of tools presented by Vicki Davis at the EduBloggerCon08 . I am also investigating on Open Education Resources (OER -If any of you can help me with this, it will be rewarding). Why? Because, with so many free tools out there that help us to collaborate, share, learn, chat, talk and teach, at this moment; it's difficult to choose from, how should we decide? And which tools are proper for us? Which are for our classrooms? Why bother creating new resources, as OER, if we already have enough in the spectrum.

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Education & Tech News for Educators 07/09/2008

Kids & Family Reading Report by Scholastic

The Kids & Family Reading Report, a national survey of children age 5-17 and their parents and conducted by Scholastic, released a new study today, where they find that 75% of kids age 5-17 all agree with the statement, “No matter what I can do online, I’ll always want to read books printed on paper.”

The 62% of kids surveyed say they prefer to read books printed on paper rather than on a computer or a handheld device.

They also found that kids who go online to extend the reading experience – by going to book or author websites or connecting with other readers – are more likely to read books for fun every day!

If this is true then someone else in the tech diaspora is wrong, What do you think?

Manual Arts High School, A Teacher's Schedule Day

The Angeles Times has a column, for those who are not familiar with it, called The Homeroom. In this section, bloggers interested in the education matters write and publish their ideas. Last week, Rebecca Trounson wrote a history from one The Homeroom bloggers, Antero García.

Antero Garcia teaches English at Manual Arts High School in South Los Angeles. Garcia has a master’s degree in education from UCLA’s Graduate School of Education and Information Sciences. And we think his tale is seen on more than one of the crowded schools in the States (Elizabeth Board Education handles over five thousand students only in its Secondary level!)

Its very sad what these poor colleagues go through. Teachers are dragged through hell because of No Child Left Behind and are constantly mistreated. No one wants to see that. Every minute is accounted for. Every second. They should at least have their own room. Only lip service is really paid to education.

This is what Antero wrote -related by Rebecca Trounson, "The only slight snag in the entire scenario is that there isn’t enough room for every teacher to have his or her own classroom. I’ll be one of several teachers who will be 'roving' or traveling from one classroom to another throughout the school day."

Imagine if this is happening in America, what might be exposed to, schools overseas. Garcia continues: "Although traveling from classroom to classroom isn’t necessarily the ideal teaching situation, I’ll admit that I don’t mind it that much. Sure, I don’t have my own desk, my own bookshelf, or even a lot of board or wall space for student work. However, I can often use these drawbacks as excuses to pillage and plunder the resources of my oh-too-kind hosts... I’m also privy to the innovative and exciting lessons taking place in other teachers’ classrooms. Sure, I may need to hustle a bit faster to get to my classroom on time (just like the students), but at least I can see something interesting when I get there."

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Education & Tech News for Educators 07/07/2008

Three Obstacles to a Truly Global Conversation

Outreach head of GVO has written a summary of what it means to reach 'blogging community' in a social extent. He challenges you to answer questions like: What does it look like? Where do they live? What languages do they speak? What are their ethnicities, interests, political leanings, sexual orientations? What religions do they practice, or for that matter, not practice?

He says three are the obstacles, not exclusives: censorship, lack of digital inclusion and ....guess what, language!

Nobody Wants to Hear About Science Now

Technology has changed the way we used to perceive the notion of science. Before, everyone was reverent to this concept and mathematicians invented ideas, notions and axioms to explain their science, thus it became the scientific method and asked to demonstrate what mathematicians can hardly show.

It's been a long way until everyone accepted what should be called science. In this century although, kids and youngsters don't want to read (a premise to comprehend science), they are more interested in the solutions more than in the problems. In other words they bypass something that is a requirement to build science, the object.

Humble postdoc, Duncan Rilley has brouht up a very trivial question, Who owns the science? If nobody wants to hear about science now, except those who started their research before 80's or went to college as babyboomers, then we are not developing science. Funds to scientifical research are not being poured and the government is the only one to fund national security researching. Is it estrange we cannot solve yet the highest cause of mortality, a cure for cancer?

Is there anyone reading this post who thinks, science still is ahead of technology as it used to be or is it that we are making research only to serve technology and in its only direction. As for me, it's necessary to reinvent the concept of science, first of all, and secondly, put investigation up front as top priority. Science was made to solve the object of a problem, not just to built the most infinitesimal silicon's chip or alter the DNA, which by the way has been the most revolutionary finding of the last century.

I will close calling Riley again, he closed his post diligently, "If you would like to join the debate, and you are anywhere near Manchester, UK, you might be interested in Who Owns Science?, a public lecture and debate. Join Anna Ford chair a discussion lead by Nobel laureates John Sulston and Joseph Stiglitz on just who the hell is it who owns this crazy little thing called Science?"

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EdTech Weekly Round Up Meetings, Invitation

Doug Belshaw, EdTechroundupDoug Belshaw has envisioned a unique project which has been aired only once but, as he put it, 'few problems which delayed getting the the first EdTechRoundup Weekly show out until today.'

You read it. They’ve decided as a group that their weekly Sunday meetings contain enough ideas and useful discussion to start getting it out there as podcasts.

Conversations about using tecnology in education are being presented this Sunday at 8pm BST (July 6th, your local time) and the invitations are for everyone in the blogosphere.. Belshaw has promised the rounding up will be about what they’ve found useful in the world of educational technology now, but they also have a special guest, Mike Jones!

If you are able to attend please do it so, If not, at least hear the podcasts.

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Celebrating Independence Day!

Education & Tech: News for Educators

Some Not So-Good News About U.S. Education - Survey shows tendency from fair to poor

I am pretty sure this is not science and shows only an statistical inference but, obviously, something is happening,( no just now) with the U.S. Education. How come half of Americans may think, educational system is doing only a fair to poor job of preparing students for college and the workplace, even though education ranks behind only the economy and gas prices as a top issue for Americans.

The other half? They think education system is falling behind that of other countries, and six in 10 said the quality of American schools has declined in the past 20 years.

Science or Technology...?.

It seems extrange we still have to discuss these things today. At the same time, it's impossible to just skip it and just...move on.

Help David to complete his post and help educational community to clarify such a philosophical dilema: "I am not certain that Computing can ever be a science in that it does not have a body of fundamental knowledge independent of other sciences. It is a very important technology, perhaps the most important at the present time and thus deserves academic study."

Michael Wesch, his Conceptions on the Future of Education


This video is about Wesch's Web 2.0 wisdom presented at the University of Manitoba on June 17th. 'It is all about media literacy and how he engages his students at Kansas State University. This 66 minute video is well worth the time in order to get a glimpse of how he tries to make students knowledge-able' says Stephen Downes

During his presentation, Michael Wesch, an cultural anthropologist, explains his attempts to integrate Facebook, Netvibes, Diigo, Google Apps, Jott, Twitter, and other emerging technologies to create an education portal of the future.

'It’s basically an ongoing experiment to create a portal for me and my students to work online,' he's explained. “We tried every social media application you can think of. Some worked, some didn’t.”

If you are not yet familiar with professor Wesch work, consider subscribing to his YouTube channel.

Update:

Jack Chorowski also says, 'Web 2.0 shows that everyone is better than anyone; a large group working together can create information rivaling the content of experts.'

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Social Networks Are Good/Bad for Friendship and Cyberbullying

Now that all students and most teachers are on Summer break, it's a good time to make some reflexions on what's going on with the so mentioned social networks, particularly Facebook and MySpace. Forget about photo or music networks.

Society cannot stand and watch what's happening in their neighborhoods when students are being assaulted or bullied because of what they wrote in any of those online boards pertaining to either Facebook or MySpace. Officials are taking steps, but it's necessary the family intervention, which by the way it's difficult, now that the average family income is too low and parents have to spent more hours working to take food home.

I've heard some are commanding: "Shut down the computer!". But that is not a practical solution. I've also witnessed the prohibition of be involved in social networks while at home. Wrong step. Why all these practices are wrongly addressed?
Michelle Davis has the answer: Students are using social-networking sites more and more Despite the fact that most schools and families block access to such sites, 9- to 17-year-old spend about nine hours a week in the Internet, according to a 2007 study by the NSBA -Alexandria (National School Boards Association). The study found that 96 percent of those with online access had used social-networking technology—including text messaging—and 81 percent said they had visited a social-networking Web site at least once within the three months before the study of among 1200 students, was conducted. See pdf study report here.


With such high percentage, it shows clearly that neither officials, nor parents, can just block by verbal decisions the access to these social sites. We cannot afford a new incident like Megan Meier case, but at the same time we all have to be prepared to not to get way off as the incident at Canadian Ryerson University.

"To recap what happened: 16-year-old Megan Meier of suburban St. Louis thought she was befriending a local boy over MySpace. They formed an online friendship and corresponded frequently. As it turned out, the boy was actually a fake MySpace account created by a local woman named Lori Drew and a friend of hers, to see what they could learn about Meier’s friendship with her daughter. Eventually, they used the account to break up the online relationship, dismissing Meier in an extremely cruel way. Soon afterwards, Meier hanged herself." -Source: Andy Carvin

In the other case, "study groups may be a virtual trademark of the Ivory Tower – but a virtual study group has been slammed as cheating by Ryerson University. First-year student Chris Avenir is fighting charges of academic misconduct for helping run an online chemistry study group via Facebook last term, where 146 classmates swapped tips on homework questions that counted for 10 per cent of their mark." -Quoted by MGuhlin.

Students, teachers and parents have to make clear decisions and guidelines as how the behaviour of the younsgter will be carried out at school, at home and publicly at sites like the popular Facebook and MySpace. Keep educating students about online-safety matters and how to use sites such as those mentioned, responsibly. If you fellow teachers are using social-networking sites for such educational purposes, you should establish clear guidelines for how you intend to communicate with students via those sites. A good example for teachers, as MGuhlin likes to call it, is this Twitter post, 'encouraging more respectful and productive interaction between students by turning the class into a community.'

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