March 2006

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Both Google and Microsoft have been beta testing new search engine interfaces. Google adds a ‘green bar’ to the left-hand side of the search engine, which reveals a result count for web, images, groups, froogle and local results. Unfortunately, this is only available to random users right now (this article describes how to bypass it). You can try out Microsoft’s new live.com, which includes thumbnails, RSS feed searches and more scrolling options.

To see screenshots and read more, go to Michael Arrington’s article at TechCrunch.com

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One of my biggest pet peeves while traveling is going to a hotel where I will have to pay for an internet connection/Wifi in addition to the hotel bill!

Fortunately, hotelchatter.com recently posted this article: Best WifFi Hotels 2006.

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In December (2005), the journal Nature conducted a scientific study of the accuracy of scientific entries in Wikipedia (on online, free & editable encyclopedia) vs. Encyclopedia Brittanica. You can view the original results here.

 

Yesterday, Encyclopedia Brittanica struck back, with this lengthy press release. Ultimately, they requested Nature to retract their article. A summary of the release (albeit jaded) was compiled by arstechnica. A more balanced review can be found at The San Jose Mercury News. It should be noted that it took three months for Encyclopedia Brittanica to respond, and this document was internally written without external review.

 

As expected, Nature wrote back defending its original study, mainly citing how they obtained each article and that the reviewers were blind as to the source (EB vs. Wiki). This statement elegantly sums it up: “We realised that in some cases our reviewers’ criticisms would be open to debate, and in some cases might be wrong. But this applied as much to criticisms of Wikipedia as of Encyclopaedia Britannica.” At the end of the letter, Nature firmly defends its original study by stating: “We do not intend to retract our article.”

This argument is a grand example of what we are teaching about the internet, and what the future of the internet can be. For instance, it highlights the concerns about an open and editable internet versus one where users pay for their content. There are pros and cons to each approach, and we can easily highlight them in the classroom.

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This site describes an creative way to use Google Earth in your classroom – search for asteroid impact craters! You may not ‘discover’ anything new, but the process in searching for these impacts is a great learning tool. See http://www.astroseti.org/impacts.php for details.

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Wikipedia offers a list of software programs that you can store and run on a portable device, such as a USB flash drive. You can run these programs on any computer without much modification of the host computer’s hard drive. Especially helpful are the media players, portable Firefox, and OpenOffice. Check out the list here.

See also: List of open source software packages, freeware, shareware

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You Are What You Post
by Michelle Conlin

This Yahoo Finance article discusses the fact that that there is no such thing as an eraser on the Internet.” In times where our students are posting personal and provacative information about themselves in healthy does to sites such as MySpace and Xanga, this surely offers a teachable moment.

As educators, we can encourage our students to podcast and blog in an educational setting, while exposing them to the dangers of personal disclosure on the internet, while illuminating the future consequences of their impetuous actions.

I would also encourage you as educators to see what your students are posting about you and other teachers in your building. Search through MySpace, Xanga, Google and Rate My Teacher (and many others). Be careful, as there is often graphic and offensive language on these sites. Note that some students post pictures of themselves as well – if there is any nudity, this can be construed as child pornography.

In closing, I will add a personal story where this did affect me and a student. I had a former student who decided to create a site on Xanga with my name as a pseudonym (that is, he pretended to be me for fun). This was mostly harmless, and not directly offensive to me – it was actually somewhat comical. In any case, a student from another school (who had been kicked out of my summer school class and knowing that it wasn’t me running the site) posted a very offensive message – a death threat. Obviously, this was found and turned over to the police. Knowing the student, I was fairly convinced that I was in no danger, but in our post-Columbine era, that didn’t matter much to the police. Thus, thinking he was anonymously posting something to a site where he thought no one would see it, this student now has this activity on police record.

You can access this site here.

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One of my favorite web and print magazines is Wired. As a science teacher and gadget lover, Wired definitely has it all for me. You can definitely visit the website anytime, but a subscription is only a mere $10!

Some of these science topics are not only interesting, but also show a real-world application of the science that I teach.

There’s also a plethora of pertinent technology information – keep informed about the history of our powerful tools in technology, and keep abreast of new trends on the rise (check out the last article on using RFID tags for student identification).

And don’t miss the ever-popular “Found”. These are pictures or visions from the possibility of future.

Tech Tools your thing? Visit Wired’s Gadget Lab to see reviews of the newest items on the market.

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I was surprised to discover that our district has a detailed plan for use of technology. This 94 page document entitled “In Support of Digital Age Student Learning – Information (Library Media) and Technology Plan, 2006-2009” can be found in the Featured Publications sections at the bottom of our district homepage (http://www.aasd.k12.wi.us/).

Here is an outline of the document:

  • The summary, introduction and background are worth reading – these sections nicely explain the need for this document and the goals outlined inside it.
  • In step with any good executive report, page 10 displays the district’s “Technology and Media Mission”. In the mission, the district describes a shared vision that encompasses: equitable access, skilled personnel, professional development, technical assistance, content standards and curriculum resources, student-centered teaching, assessment and accountability, community support, and a few other items
  • The next section deals with an examination of our “Current Status and Needs Assessment” (p. 20)
  • As educators, the most interesting part of the report starts on p. 53 – “Program Goals & Objectives”, which leads into the “Implementation Action Plan” on page 58. The Goals are outlined below:
    • GOAL 1: Educators will use technology as a tool to collect, review and/or analyze data to inform instruction.
    • GOAL 2: Educators will design lessons that effectively deliver curriculum content.
    • GOAL 3: Students will possess the skills to access and create new knowledge; self assess and communicate (disseminate through the use of media and technology resources).
  • p. 64 – 65 discuss the Budgeting for the goals listed above
  • “Monitoring Progress and Evaluating the Plan” is found on p. 69
  • And p. 74 Discusses “Procedures and Policies”

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Want to make a PDF (portable document format) file, but don’t have the software? Try Express PDF at http://www.expresspdf.com/. You can upload a document, and they’ll send you the PDF file via your e-mail!

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“In the summer of 2004, technology and education innovators and visionaries convened in Big Sky, Montana, to explore the challenges affecting the introduction of technology to improve the teaching and learning of science. In particular, they explored what educational leaders know about applying technology to improve the quality of science education for all students, and what leaders need to know to ensure that emerging technologies are more successfully integrated into K–12 classrooms and more effectively applied in out-of-classroom inquiries.”

 

 

With the help of NSTA, this is the document that was put together: “A New Digital Divide: Emerging Technologies and America’s Classrooms”, and it can be accessed here: http://science.nsta.org/enewsletter/lmr.pdf

 

 

While the document specifically addresses technology in the science classroom, the challenges that it addresses have no discipline boundaries; as educators, these are questions that we must address. “Based on what is known today, participants agreed that universal access to task-appropriate technologies, coupled with teacher preparation and professional development designed to enhance science and technology teaching and learning, should become a national priority.” This is of course, a concern that must be addressed by all educators in the 21st century classroom.

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