Blog posts

Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of <a class="WikiLink" id="p-7631a6586157c294aa699e0dcfa6247009df9eb5" href="http://tpck.pbwiki.com/knowledge">knowledge</a> required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of <a class="WikiLink" id="p-1c3a09d9d8f9a2f36c4a6a96334e9cb8c8b73a34" href="http://tpck.pbwiki.com/teacher%20knowledge">teacher knowledge</a>. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: <a class="WikiLink" id="p-04a7e13fcccc9ce90d762d5ad9c4442057ac593b" href="http://tpck.pbwiki.com/Content%20%28C%29">Content (C)</a>, <a class="WikiLink" id="p-5130be6af8b735c398544ec6c4e19f0e33182732" href="http://tpck.pbwiki.com/Pedagogy%20%28P%29">Pedagogy (P)</a>, and <a class="WikiLink" id="p-24908791cfef8217a8a27816741bc46d8da4b717" href="http://tpck.pbwiki.com/Technology%20%28T%29">Technology (T)</a>.

ToonDoo is a wacky way to get creative with comics. You can now create your own comic strips, share them or insert them in your blogs with just a few clicks and drag-n-drops! <br> So what are you waiting for? Let’s get started!

100 percent of incoming liberal arts freshmen surveyed use online sources, most think it’s easy to know when to document a source but nearly half couldn’t determine when one was required

Jay Crim and Shekar Davarya spent the summer of 2002 driving across the country on Route 66, collecting interviews with the people who live, work and travel on the old road. The audio, video and images on this map are the result of that summer, and offer a glimpse into what life was like on the now-decommissioned highway and what remains for those who still travel the road.

<p>Perhaps the most fundamental property of a constructivist learning environment is that it offers a context for student learning. </p> <p>Context-embedded learning has been a cornerstone of the constructivist movement since the early 1900’s. Now, nearly a century later, video games and simulations can offer new contexts for student learning that would not have been available to students in the past.</p>

As the brilliant German educator Kurt Hahn (the founder of Outward Bound) said, teaching people who are aren’t ready is like “pouring and pouring into a jug and never looking to see whether the lid is off.”

People have radically different learning styles and abilities, and effective learning—learning that benefits <i>all</i> students—is necessarily individualized and self-paced. This is the elephant in the classroom from which no teacher can hide.

Finally, whereas that first compulsory-education law in Massachusetts was competency-based, the system that grew in its wake requires <i>all</i> young people to attend school, no matter what they know. Even worse, the system provides no incentives for students to master material quickly, and few or no meaningful options for young people who do leave school.

In today’s fast-paced world, education needs to be spread out over a lifetime, and the main thing we need to teach our young people is to love the process of learning.

In the conversation economy, dialogue rules.

<b>The following's a list of Second Life tutorials.</b> This isn't meant to be a complete compilation, but specifically lists tutorials I've personally viewed and have found helpful. I (<a href="http://wiki.secondlife.com/wiki/User:Torley_Linden" title="User:Torley Linden">Torley Linden</a>) started this with the intention of providing an easy-access resource for SL vidtuts, because currently (2007-02-27), they're scarce and hard-to-find.

Natalia Zelmanov, a girl in the virtual world of Second Life. With pretty clothes, <a href="http://slnatalia.blogspot.com/2006/11/build.html">tutorials</a>, <a href="http://slnatalia.blogspot.com/2006/11/siteseeing-and-exploring.html">cool places to visit</a>, and really bad dating advice.

Good conduct has always been a matter of education, a matter of character, not a matter of legislation.

I am all for civility, reasoned discourse, and coherent and respectful discussion in the blogosphere, as I am on discussion boards, in email, chat rooms, and even in real life. But I don't control the world, I can't tell you how you should be phrasing your sentences or conveying your thoughts, nor would I want to. Yes, there are certain views that are beyond what I will tolerate in my hosted discussion space, but <b>I still support your right to have those views</b> even if I occasionally click that "delete" button and kick your comment into the ether.

Users of primary sources have always needed to examine their sources critically, but now with the proliferation of electronic resources from a wide variety of web site producers, evaluation is more important than ever before. Users of web resources must now consider the authenticity of documents, what person or organization is the internet provider, and whether the electronic version serves their needs. This brief guide is designed to provide students and researchers with information to help them evaluate the internet sources and the quality of primary materials that can be found online.

The term "invisible web" or "deep web" refers to the vast repository of information that search engines and directories don't have direct access to, like databases at university libraries, sites that require passwords to view, or sites that for some reason don't want search engines to crawl them. Unlike pages on the visible Web (that is, the Web that you can access from search engines and directories), information in databases is generally inaccessible to the software spiders and crawlers that create search engine indexes.

<p><cite><b> WHAT THE KNOWLEDGE OF THE HISTORY OF MATHEMATICS AND OF THE PARTICULAR SUBJECT CAN OFFER US: </b></cite> </p><ul> <li>A human vision of science and of mathematics: not just truths, methods, techniques coming from nowhere, not just facts and skills without soul, without history, but the results of the efforts of persons motivated by deep interest and passion; not as godlike science, but human and so incomplete and fallible; the human side of the great discoveries and discoverers.</li> <p></p><li>A frame in which all elements appear in their right place: not facts centuries apart in their origin presented together in the same bag without a single remark, but explorations in their own context and with their own motivation; past fashions in order to be able to understand present fashions; the deep connections along time of the different leitmotivs of the mathematical symphony.</li> <p></p><li>A dynamical vision of the evolution of mathematics: the motivation and driving forces at the roots of the ideas and methods of the subject; the primordial creativity around each particular subject, its genesis and its progress</li></ul>