I’ve been wanting to put together a comprehensive post on the Web 2.0 tools available for the classroom. Not surprisingly, someone has beat me to it.
I enjoy this take on the “take a photo of yourself everyday” meme that has recently been popular.
Great stuff. And I think this could be an easy-to-model assignment (digital story-telling through stop-frame animation) for the K-12 classroom. Of course, the drugs, cheating and drinking may not be the most suitable context.
Too good not to pass along, this animation makes a point in 90 seconds that would take – well, a lifetime – to explain any other way. Oh, and for those who aren’t sure, I can assure you, the dates and boundaries of the empires depicted are quite accurate (I’ve studied this).
Very nicely done.
So what’s actually left of the Internet that’s not owned by Google, Yahoo, Amazon, Microsoft or News Corp? I think I’ll watch Epic 2015 yet another time.
Update: The BoingBoing story re: GooTube is quite interesting. Check it out.
I really need one of these.
… to attend NECC 2007.
Teachers love freebies. It is in our genes. And as Americans, we value our liberty: including free speech, freedom of religion, and the freedom to organize. As free and open source software such as Moodle, OpenOffice, the Firefox web browser, and the Linux operating system begin to appear in schools across the country (and the world!), many teachers and administrators know that the software is available â€œfor free,â€ but fewer realize that these free software applications grant specific freedoms to their users.
* The freedom to run the program, for any purpose.
* The freedom to study how the program works, and adapt it to your needs.
* The freedom to redistribute copies so you can help your neighbor (students!).
* The freedom to improve the program, and release your improvements to the public, so that the whole community benefits.
These freedoms are based on a compelling vision of â€œinformation ethicsâ€ sharply different than that currently taught in American schools and libraries. It is an approach based on the fundamental and concrete imperative to help your neighbors and students, rather than the abstract economic construct of protecting intellectual property on behalf of corporations and producers. Even if you donâ€™t agree with it, you need to understand the argument behind free and open source software, one of Tom Friedmanâ€™s great flatteners.
Beyond the ethical arguments, these freedoms have great practical value to schools. Free software isnâ€™t just a free sample. The freedom to run the program cannot be revoked or limited. The freedom to adapt the program means that a school canâ€™t be trapped by a single vendor. Because you are free to redistribute the program, copies of all free software can be sent home with each child, or posted for download on the school website. And the freedom to improve the program allows open ended communities to form around applications like Moodle, each member adding new features to grow the whole.
Participants will learn about the origins, history and philosophy of free and open source software, as well as the Creative Commons and open content initiatives. The definitions of â€œfree software,â€ â€œopen sourceâ€ and other key terms will be explored in detail. We will delineate the terms of important licenses such as the GNU General Public License and Creative Commons licenses, and discuss their significance for your school . Finally, participants will consider some guidelines for choosing licenses for their own creations.
Long live the movement.
We are in the process of setting up an online community for a group of interns (preservice teachers) in our Faculty. These interns were all given laptops for their classrooms and will be given appropriate ICT PD opportunities throughout the semester.
One of these “digital interns” asks, “What would you do if every student had their own computer in class?” While the question is fairly general, I’d love to see members of the edublogosphere lend her some ideas.