Recent Bookmarks and Annotations
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Scholarships & Fellowships Available for the College of Education - University of Florida Foundation on 2009-11-25
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Barbara and Richard Anderson Scholarship
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Glenda Ward Caro Fellowship in Education
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Denton L. Cook and Vivian H. Cook Scholarship
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Stella Meissner Scholarship Fund
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Ocean pH Dropping 10 Times Faster than Predicted: Marine Food Webs at Greater Risk as Oceans Grow More Acidic | Suite101.com on 2009-11-23
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Yet the process and degree of acidification is not a simple formula, according to the study's authors. A region's pH can fluctuate 0.24 units in a 24-hour cycle and 1.5 units over the course of a year. And levels can fluctuate from one year to the next. Despite these fluctuations, however, one characteristic is abundantly clear - the pH levels are plummeting - and faster than expected.
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cean pH levels are affected by many factors, such as the availability of sunlight, the temperature of the water, the amount of phytoplankton, and of course, atmospheric CO2 concentrations.
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Emergency Management Institute - FEMA Independent Study Program on 2009-11-09
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UF Distance Learning :: Academic Programs :: Certificate Programs :: Educational Technology on 2009-11-09
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EDG 6931 Designing and Delivering Online Content
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EDG 6931 Designing and Delivering Online Content
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- EME 5207 Designing Technology Rich Curricula
- EME 5405 The Internet in Education
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EME 6205 Digital Photography
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EME 6205 Digital Photography
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EME 5207 Designing Technology-Rich Curricula
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Degrees on 2009-11-08
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EME 5404: Instructional Computing II
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EDG 6931 - Issues & Research in Ed. Tech.
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EME 5207: Designing Technology-Rich Curricula
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Calendar on 2009-11-04
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ESE 6939 - Instructional Design
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EDG 6931 - Issues & Current Research in Ed. Tech.
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EDG 6931 - Designing & Delivering Online Content
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EME 5207 - Designing Tech Rich Curr
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EME 5403 - Instructional Computing I
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EME 5404 - Instructional Computing II
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EME 5405 - Internet in Education
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EME 6205 - Digital Photography
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EME 6945 - Practicum in Educational Media
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EDE 6325: Guided Inquiry/Classroom Research
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EDG 6910: Supervised Research
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EDF 6616: Education and American Culture
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EDE 6047: Teacher
Leadership for School Change
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The 21st-Century Digital Learner | Edutopia on 2009-10-06
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One of the strangest things in this age of young people's empowerment is how little input our students have into their own education and its future.
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have almost no choices at all about how they are educated -- they are, for the most part, just herded into classrooms and told what to do and when to do it
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when it comes to how we structure and organize our kids' education, we generally don't make the slightest attempt to listen to, or even care, what students think about how they are taught.
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've heard some teachers claim that this is nothing new. Kids have always been bored in school. But I think now it's different. Some of the boredom, of course, comes from the contrast with the more engaging learning opportunities kids have outside of school.
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Working the Web for Education on 2009-10-05
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Getting a take on the stuff of the Web proved comforting in that basically the Internet offers lots of information and some learning experiences. Doesn't this sound like the familiar terra firma of the classroom teacher?
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It is not an encyclopedia (although encyclopedia are available there). It is not abundant in its resources for non-reading elementary students (although there are plenty of images). It is not the storehouse for archived historical documents (yet).
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But the Web (just out of toddlerhood in human years) continues to grow exponentially, becoming more robust and sophisticated in what seem like six month increments. So if something you want or need is lacking, either put it up yourself, or wait a few months and check again
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educators will recognize old friends like references, resources and lessons, but the breadth, depth, immediacy, passion, and interactivity available in the Web-based brethren open up an entirely new way to educate.
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So the suggestion is, as you search for Web sites, don't look for the online equivalent of your textbook or handouts (though they may exist), look for the sparks that create insights, the contrasts that excite problem solving, the bells and whistles that motivate, the passion that inspires.
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when the teacher is the source of the information, the learning path tends to be teacher-to-learner, sometimes skipping the critical process of learning along the way. When the source of information, interaction, opinion, imagery, etc. is other than the teacher - i.e., the Internet and its netizens - what is the teacher now supposed to do?
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The point for educators is clear: if more information and expertise might be available to learners via the Internet (Web sites, E-mail correspondence, listservs, etc.), what value do teachers add to students' education?
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Cognitive psychology has been persuasive in arguing that the expert learner's rich fabric of meaning (AKA schema) doesn't come from acquiring a single strand of knowledge, but from weaving together relationships among topics into a complex and synthetic whole.
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constructivism suggests that truly comprehensive understanding of a complex topic comes from learners stitching together the facts, relationships, perspectives, variations, and non-examples from an array of contextually rich (not "text usually limited") inputs.
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the power of the Internet has liberated teachers to move from the industrial Age of assembly line learning to an Information / Communication Age where they can no longer sphincter the firehose flow of information shooting through our society. So we get to take on the roles that have been suggested by the learner-centered strategies: facilitator, guide-on-the-side, mentor, coach, etc.
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what other value do we add to support students? There seem to be three main areas: creating a learning environment, shaping Web-based activities, and hands-on facilitation while students are in the learning process.
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Perhaps you too have seen technology used as a "Lesson Plan in a Can:" rolling a two hour Hollywood movie with little or no tie-in to learning activities, letting students play computer games divorced from other classroom studies, surfing the Net, or online chatting. It's a little surprising that teachers who wouldn't dream of sending students to the library without a learning task and who would never sanction class time for students to pass notes, do see surfing and chatting as somehow inherently educational just because they involve the Internet. This is a natural response to a new technology.
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It's a much more efficient process to create a Webpage that collects the locations in a Topic Hotlist. This solves the computer-specific nature of bookmarks and also makes your collection available to everyone in your school, district and the world (nothing like maximizing your effort!).
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the learning strategy is similar: give the students a breadth of materials on the topic they are studying. What's missing is the exact learning you'd like the students to achieve. Those tasks and instructions are probably on the handout they're working on, not the Webpage they're using to gain insights, experiences, and information
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Learners use the Scrapbook links to explore aspects of the topic that they feel are important. They then download or copy and paste these scraps into a variety of formats: newsletter, desktop slide presentation, collage, bulletin board, HyperStudio stack, or Web page. The students' creations will now be richer and more sophisticated because of resources that had never been available in their classrooms before.
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By allowing students to pursue their own interests amid an abundance of choices, the Multimedia Scrapbook offers a more open, student-centered approach that encourages construction of meaning
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The main difference between the first two formats and the following three is that
Treasure Hunts,
Subject Samplers, and
WebQuests target specific learning, rather than merely sending students to Web sites hoping they will find something useful there and create cognitive sparks.
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The basic strategy here is to find Web pages that hold information (text, graphic, sound, video, etc.) that you feel is essential to understanding the given topic. Maybe you gather 10 - 15 links (and remember, these are the exact pages you want the students to go to for information, not the top page of a huge Web site). After you've gathered these links, you pose one key question for each Web site you've linked to.
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By choosing questions that define the scope or parameters of the topic, when the students discover the answers they are tapping into a deeper vein of thought, one that now stakes out the dimensions or schema of the domain being studied. Finally, by including a culminating "Big Question," students can synthesize what they have learned and shape it into a broader understanding of the big picture.
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in a Subject Sampler learners are presented with a smaller number (maybe half a dozen) of intriguing Web sites organized around a main topic.
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Rather than uncover hard knowledge (as they do in a Treasure Hunt), students are asked about their perspectives on topics, comparisons to experiences they have had, personal interpretations of artworks or data, etc. Thus, more important than the right answer is that students are invited to join the community of learners surrounding the topic, for students to see that their views are valued in this context. Use a Subject Sampler when you want students to feel connected to the topic and to feel that the subject matter really matters.
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a WebQuest is an inquiry activity that presents student groups with a challenging task, provides access to an abundance of usually online resources and scaffolds the learning process to prompt higher order thinking. The products of WebQuests are usually then put out to the world for some real feedback.
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Current events, controversial social and environmental topics work well. Also anything that requires evaluation or scientific hypothesizing will evoke a variety of interpretations. The reason the Web is so critical is because it offers the breadth of perspectives and viewpoints that are usually needed to construct meaning on complex topics.
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Student Opportunities — Central Intelligence Agency on 2009-09-25
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you will be given an annual salary; an optional benefits package that includes health, dental and vision insurance, life insurance, and retirement; and up to $18,000 per calendar year for tuition, mandatory fees, books, and supplies. You'll be required to work at an Agency facility in the Washington, D.C. metropolitan area during summer breaks and to maintain full-time college status during the school year with a minimum cumulative 3.0/4.0 GPA. We will pay the cost of transportation between school and the Washington, D.C. area each summer and provide a housing allowance.
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We ask that you agree to continue employment with the Agency after college graduation for a period equal to 1.5 times the length of your college sponsorship.
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FCRR Progress Monitoring & Reporting Network - WAM Student Login on 2009-09-24
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field below, type the Key provided today by your teach
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