The title says it all. I think it has a pretty good library of videos. I like the fact that the transcript is highlighted to the right of the video. Very slickly produced by the History channel. What's not to like? Your thought?
I think this is a GREAT resource with massive potential. If you teach any current issues/sociology/modern history courses then this tool is a must. Even if you teach courses like 'algebra' then this tool has potential. I spent less than five minutes looking at the query 'regression analysis' and found two valid content related applications of regression analysis that I could easily use with an algebra I, II or precal course. As an example in the first resource I came across this http://web.sny.tv/news/article.jsp?ymd=20090424&content_id=1499716&vkey=1 article from SNY.tv that mentions "each (interception) in the minus column costs you approximately six points on average over many years of regression analysis." I can see just having an algebra I course examine/explain what that means mathematically, I can see allowing some students to group, decide what data they would need to confirm that analysis and if you wanted let them analyze the data or look for the analysis that has already been done by contacting the author/NFL. If I can find that kind of information within 5 minutes then imagine what someone with imagination could do!Great resource, a must share with your core content teachers and I firmly believe this tool could quickly vault up the list of most useful very ,very quickly. I can't let this go without thinking about differentiation in the classroom, I search for a topic, let groups look at the timeline and choose their own reading (if I have a group that will be challenged by their choice, I might point them to another reading that might scaffold their understanding), but I've built in choice, built in the ability to manage the sources, opened up the ability to quickly find multiple types of sources (video, blogs, primary sources).
The BSRI consists of a list of 60 personality characteristics and is self-administered. Participants are asked to rate themselves on a scale of 1 to 7 how much of a given personality characteristic they believe to possess. To score the BSRI, one simply adds together all 20 masculinityscores and all 20 femininity scores, and then divides each of these totals by 20. The remaining 20 items in the inventory are neutral, “filler” characteristics.
The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools. What is in each cell?Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.Transformation The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.ActiveIndicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library. CollaborativeIndicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.ConstructiveIndicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.AuthenticIndicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.Goal DirectedIndicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.You can download the Technology Integr
In the ever emerging world of microblogging sites, edmodo is designed for use in classrooms or at least designed for use by teachers to keep students updated on assignments, sharing during backchannel discussions. A little cleaner looking than twitter and doesn't have the same clutter or posts that are not warranted. Probably still blocked in schools, but at least worth looking at if you are considering microblogging with your students for instructional purposes.
Swivel is a great data source for students and teachers alike. You can create graphs right on swivel or download the data sources and create your own. The data set shown in the link is food expenditures at home and away from home by year since 1933. I really like the food expenditures away from home since 1947, it looks like a nice exponential decay function. It would be nice to have students analyze what happened in 1947 to cause the graph to change its behavior. If you are a SS or American History teacher, I think looking at the initial aspect of this data would be interesting given that the data mirrors the great depression and as America came out of the depression the amount of money spent on food items at home decreased, until the advent of WWII!
If you missed Angela Cunningham's post on backchannelling then I encourage you to take a look at it. If you are interested in finding out more about backchanneling, then this is the place to go. There is a significant amount of resource information and articles about teachers incorporating backchannelling in classrooms, mostly at the post-secondary level.
Using the arts to teach biology. Stanford instructor records 5 raps that describe different aspects of his biology curriculum for his students. I'm not sure they are incredible examples, but they do set a tone that music can/will help students understand/remember the material more effectively. It's not for everyone, but is another example of differentiating instruction for those who need/want/like to receive information in different formats. Why does the format have to be lecture? (My pessimistic response is that the lecturer learns best by that modality therefore dictates that others should learn that way!)
A nice compilation of trig facts. I think it is interesting that it is using tech to introduce the information in a semi-static manner. I know it's just one application, but it is yet another example of doing something old in a new way. I like it as a reference/study tool, but don't expect a lot from it.
Having students explain their reasoning behind problem solving and teaching conceptual understanding shows efficacy. http://www.sciencedaily.com/releases/2009/04/090410143809.htm This article about Bethany Rittle-Johnson and Percival Matthews research about the topic is another study that adds fuel to the conceptual fire!
IF you are looking for a site to help students make informed decisions, or for them to learn how to present both sides of an issue procon.org is a great place to start. The site takes controversial topics and presents a very thorough argument for many sides of the topic. It also provides an overview that is less detailed that students can use as a quick conversation starter.
Great extension of using a video in the classroom. I love the idea and hope others will offer their thoughts. Check out Angela Cunninghams discussion http://contentliteracy.ning.com/profiles/blogs/using-technology-in-the in the Content Literacy Ning
A dowloadable desktop application, centered around open source model, haven't downloaded and played with it. Am just bookmarking it for later development. They have apps for math, science, language, geography and some misc.
Unfortunately, this guy, Shawn Wheeler, just stopped his podcast and changed jobs, but there are some great resources for designing and creating your own podcast. Yet, another resource for delivering content to students that I think teachers would do well to explore.
Another digital storytelling resource. This resource focus' on using the modality for content storytelling, so if you've been reluctant to explore digital storytelling in your classroom, then think again. It's a great set of ideas for developing rigorous stories for content of multiple grades and content areas.
Nice little set of quizzes that students can take quickly. Helps memorize some of the features and other facts students need to know for unit study. Interactive and fun. I took two of the quizzes and need to work on my great lakes. How well can you do?
Interesting blog from a fellow Classroom 2.0 member. He is interested in math, technology, and is working on his masters in technology integration. A worthy read if you are looking for someone to stretch your thinking.