http://www.internet4classrooms.com/on-line.htm
Online practice modules for assistance with training on Microsoft Office and other computer skills. Includes things such as PowerPoint Viewer - for those that do not have PPT. Other programs such as Dreamweaver and Webquest are also highlighted.
Tuesday, July 03, 2007
Civics Online
http://www.civics-online.org/
Developed for Michigan, this site has a wealth of information on Civics issues and activities. The section on Resources is particularly good. Activities can also be found by entering core democratic values as an indicator. I also like the civics glossary http://www.matrix.msu.edu/~civics/glossary/search_results.php?type=1.
Developed for Michigan, this site has a wealth of information on Civics issues and activities. The section on Resources is particularly good. Activities can also be found by entering core democratic values as an indicator. I also like the civics glossary http://www.matrix.msu.edu/~civics/glossary/search_results.php?type=1.
Paradigm Online Writing Assistant
http://www.powa.org/
One of the questions that pops up from instructors at almost every workshop is 'Where are there good writing Websites?' and my answer is, ' I'll keep looking...' This one may give some hope that there are sites available. I called the Paradigm Online Writing Assistant, and has help with organizing, writing and editing, along with some specifics on various essay styles. One of the best sections is entitled "Six Problem Areas" which covers topics such as subject-verb agreement, shift in tense, shift in person etc. Each topic is explained, examples are given and there is an accompanying activity. If you are looking for some solid help with writing, this may just be the source.
One of the questions that pops up from instructors at almost every workshop is 'Where are there good writing Websites?' and my answer is, ' I'll keep looking...' This one may give some hope that there are sites available. I called the Paradigm Online Writing Assistant, and has help with organizing, writing and editing, along with some specifics on various essay styles. One of the best sections is entitled "Six Problem Areas" which covers topics such as subject-verb agreement, shift in tense, shift in person etc. Each topic is explained, examples are given and there is an accompanying activity. If you are looking for some solid help with writing, this may just be the source.
Wednesday, June 20, 2007
Commentary: Sotir: Past and Future Still Quite Tense
I spend a lot of time and energy thinking, reading and talking about technology. As I've often said however, KNOWING technology is not the same as really USING it. The landscape of education has dramatically altered from the 20th to the 21st century. Case in point: most of the major universities (http://en.wikipedia.org/wiki/MIT_OpenCourseWare) are now putting not just course outlines and reading lists online, but the entire course, including things such as tests and quizzes, lecture notes, textbooks and even streaming video of the professor teaching the course. The information content is no longer the main purpose of education. Information is available everywhere and any time, at the drop of a keystroke. Content alone is not proprietary. The key is learning how to find, filter and use that content effectively.
My high school age nephew said that he just can't function without My Space. Most adults, if they've even heard of My Space, manage to exist quite well without it. For kids, it is their social network. Previous generations have networked in everything from malt shops to Woodstock. This generation not only uses the Web for academic and job related skills, but it is also their preferred method of social communication. Since continued use of a tool increases the skill in which you use it, the sky is truly the limit for the next generation in terms of how effectively they will use the Web.
Web 2.0 addresses the interactivity of the Web. Instead of the static Web sites of the past, today's sites, Blogs and Wikis draw you into them, allowing for both input and feedback. Every day I run across new and amazing tools to make information easier and more accessible. And each builds on the information and skills learned in the past, even if the past is now measured in days and months, not decades.
Consider the number of codes and passwords you use to register and login to these wondrous sites. I realized many years ago that the single index card I kept in my wallet was woefully inadequate. Today I have the information on a Rolodex (how retro), and I am on my second set of Rolodex cards. Theoretically, keeping them on my PDA or cell phone would make sense, but I could lose one of those, or, as in the case of my cell phone, mistakenly throw it in the washing machine. That Rolodex isn't going anywhere. I remember a former colleague who kept notes on old punch cards. That always impressed me, mostly because I wondered where he was able to still find so many of the 'ancient' (in computer years) punch cards to use for that purpose. I suppose it was his link with the past. The old Rolodex is part of my past, but it is continually being populated with my links to the present and future. There's a nice rhythm to that, I think.
My high school age nephew said that he just can't function without My Space. Most adults, if they've even heard of My Space, manage to exist quite well without it. For kids, it is their social network. Previous generations have networked in everything from malt shops to Woodstock. This generation not only uses the Web for academic and job related skills, but it is also their preferred method of social communication. Since continued use of a tool increases the skill in which you use it, the sky is truly the limit for the next generation in terms of how effectively they will use the Web.
Web 2.0 addresses the interactivity of the Web. Instead of the static Web sites of the past, today's sites, Blogs and Wikis draw you into them, allowing for both input and feedback. Every day I run across new and amazing tools to make information easier and more accessible. And each builds on the information and skills learned in the past, even if the past is now measured in days and months, not decades.
Consider the number of codes and passwords you use to register and login to these wondrous sites. I realized many years ago that the single index card I kept in my wallet was woefully inadequate. Today I have the information on a Rolodex (how retro), and I am on my second set of Rolodex cards. Theoretically, keeping them on my PDA or cell phone would make sense, but I could lose one of those, or, as in the case of my cell phone, mistakenly throw it in the washing machine. That Rolodex isn't going anywhere. I remember a former colleague who kept notes on old punch cards. That always impressed me, mostly because I wondered where he was able to still find so many of the 'ancient' (in computer years) punch cards to use for that purpose. I suppose it was his link with the past. The old Rolodex is part of my past, but it is continually being populated with my links to the present and future. There's a nice rhythm to that, I think.
"If you do not think about the future, you cannot have one". John Galsworthy, Swan Song
Wednesday, June 13, 2007
Review: Filamentality
http://www.kn.sbc.com/cgi-bin/fil3.pl Filamentality
I really have to learn to be less excited when I find great new tools, but I get excited at the hardware store too, so...
Filamentality is an AT&T site that lets you create your own categorized lists of URLs in a Hotlist. And yes, it is a Web site which gives you a URL site that hosts your list. And it puts them in the categories of your choice. How can anyone NOT be excited by this?? It's very easy to do, and a sample site I put together within minutes can be viewed at: http://www.kn.att.com/wired/fil/pages/listadultedjs.html
However, since having all the cool tools means I can also use them, you can see the same hotlist address at:
http://tinyurl.com/2rfvhm because the Tiny URL site was able to reduce the 56 characters to 25. I may need oxygen...
Also, you can use this site to create and host Webquest for your students. As if the Hotlist was not enough.
I really have to learn to be less excited when I find great new tools, but I get excited at the hardware store too, so...
Filamentality is an AT&T site that lets you create your own categorized lists of URLs in a Hotlist. And yes, it is a Web site which gives you a URL site that hosts your list. And it puts them in the categories of your choice. How can anyone NOT be excited by this?? It's very easy to do, and a sample site I put together within minutes can be viewed at: http://www.kn.att.com/wired/fil/pages/listadultedjs.html
However, since having all the cool tools means I can also use them, you can see the same hotlist address at:
http://tinyurl.com/2rfvhm because the Tiny URL site was able to reduce the 56 characters to 25. I may need oxygen...
Also, you can use this site to create and host Webquest for your students. As if the Hotlist was not enough.
Sunday, June 10, 2007
Review: Sony Reader ebook
http://www.learningcenter.sony.us/assets/itpd/reader/Reading is one of life's most impressive pleasures. I love the smell of a brand new hardcover (a.k.a. the 'new book' smell) as I open it on a lazy summer afternoon. Reading on a computer is obviously possible, but has never 'felt' the same as reading from a real book. Scrolling makes me crazy, and you just can't get comfortable. The other issues are flicker, and general eye strain. And I can't see a thing when reading a screen in sunlight. So when I got a glimpse of the new Sony Reader, I thought...in my best 'I majored in Lit' snob attitude...ha! this is just not the real deal.
But, I may have spoken too soon. This device is a little smaller than the average hardcover, and light, about 9 ounces. Easier to fit into an average sized purse than a hardcover. Flicker? Nope. Able to be read by my quickly aging eyes? No problem, just increase the text size. Scrolling? Not that either, since it shows a page at a time, and you click a forward button to change to the next page. The reader accepts both Memory Stick and SD flash memory cards, so it will also play your photos. And there's a USB plug, so it could be used to download and read websites, JPEGs or PDF docs. And you can share your ebooks with several of your electonically equivalent friends. Ah, but battery life...that's always a concern with electronics said I. Not so. The battery life, as they are selling it, is equivalent to "7,500 page turns" between charges. Even with my love of reading, that's darned impressive. I wanted to hate it. Really I did. But...
Wow. That's it. All I have left to say is 'wow'. And if anyone is looking to buy me the perfect gift, I hope they read this review. And have about $349.99. I'm worth it.
Wikipedia on the Reader:
The Sony PRS-500 Reader is an ebook reader for the U.S. market. It uses an electronic paper display developed by E Ink Corporation, that has 166 dpi resolution, four levels of grayscale, is viewable in direct sunlight, requires no power to maintain the image, and is usable in portrait or landscape orientation. The $349.99 reader uses an iTunes Store-like interface to purchase books from Sony's Connect eBook store. It also can display Adobe PDFs, personal documents, blogs, RSS newsfeeds, JPEGs, and Sony's proprietary BBeB ("BroadBand eBook") format.
The digital rights management rules of the Reader allow any purchased eBook to be read on up to six devices (at least one of those 6 must be a PC). Although you cannot share purchased eBooks on other people’s devices and accounts, you will have the opportunity to register five Readers to your account and share your books accordingly. At this time Sony has no plans to introduce time-expiring books in the U.S.
Monday, June 04, 2007
Bright Idea: Tiny URL's
http://tinyurl.com/
Sometimes the smallest idea makes the biggest sense. Clipmarks and I-Lighters are tools we can use. Here is another that eases the pain of technology, at least a little. Tiny URL (http://tinyurl.com/) takes those incredibly long URL's and cuts them down to size. Their site says:
Are you sick of posting URLs in emails only to have it break when sent causing the recipient to have to cut and paste it back together? Then you've come to the right place. By entering in a URL in the text field below, we will create a tiny URL that will not break in email postings and never expires.
You put in the long URL, and it makes a short one for you. How sweet is that!
Note: You can also add a link to your browser toolbar to make it even easier to use. Directions are on the site.
Sometimes the smallest idea makes the biggest sense. Clipmarks and I-Lighters are tools we can use. Here is another that eases the pain of technology, at least a little. Tiny URL (http://tinyurl.com/) takes those incredibly long URL's and cuts them down to size. Their site says:
Are you sick of posting URLs in emails only to have it break when sent causing the recipient to have to cut and paste it back together? Then you've come to the right place. By entering in a URL in the text field below, we will create a tiny URL that will not break in email postings and never expires.
You put in the long URL, and it makes a short one for you. How sweet is that!
Note: You can also add a link to your browser toolbar to make it even easier to use. Directions are on the site.
Thursday, May 31, 2007
Review: ClipMarks: Web/Blog Save Tool
If one is good...then others will follow. I recently wrote about my unbounded joy with the i-lighter product: I-Lighter http://www.i-lighter.com/ which allows you to keep only the parts of the Web site that you want to keep. As a researcher, this is a wonderous tool.
In technology, where one appears, so do others. The newest tool similar to I-Lighter is called Clipmarks. Like the I-Lighter product, it is a free site which offers an easier way to access information. Sure, you can use RSS feeds to guide you to the sites you crave, but Clipmarks will let you grab pieces of news or blogs and catalog them. You will need to download the Clipmark program (which puts a nifty little clip into your tool bar and lets you access the tool quickly).
Well then, you say smugly, why not simply hot link the URL? Of course, if you want to share the entire Web site, that is always possible. But others might not want to read all of the site, and you might want to share only the salient portion.
To use, highlight the parts of the Web site you choose, and save them to the Clipmark site: http://clipmarks.com/. Or post them directly to your Blog.
This works for videos (such as You Tube sites) and photos and...well, see it. I bet you will use it, or that your friends and colleagues would wish that you did.
also see: Tech Tools: I-Lighter http://www.i-lighter.com/
http://del.icio.us.com
http://technorati.com
In technology, where one appears, so do others. The newest tool similar to I-Lighter is called Clipmarks. Like the I-Lighter product, it is a free site which offers an easier way to access information. Sure, you can use RSS feeds to guide you to the sites you crave, but Clipmarks will let you grab pieces of news or blogs and catalog them. You will need to download the Clipmark program (which puts a nifty little clip into your tool bar and lets you access the tool quickly).
Well then, you say smugly, why not simply hot link the URL? Of course, if you want to share the entire Web site, that is always possible. But others might not want to read all of the site, and you might want to share only the salient portion.
To use, highlight the parts of the Web site you choose, and save them to the Clipmark site: http://clipmarks.com/. Or post them directly to your Blog.
This works for videos (such as You Tube sites) and photos and...well, see it. I bet you will use it, or that your friends and colleagues would wish that you did.
also see: Tech Tools: I-Lighter http://www.i-lighter.com/
http://del.icio.us.com
http://technorati.com
Friday, May 25, 2007
Commentary: Curriki.org, A New Way to Learn: Update
I have to admit that I have a nasty habit of saving Web sites to my cell browser to review later. I also admit that it has come in handy when I am waiting on line at the grocery, or waiting for the freight train to pass. So, the other day I went down the list while watching a train go forward and backwards across the only route I could use to get where I was going. I accessed Curriki.org, which I had marked with a star indicating it was worth a more in depth review.
Curriki was developed by Scott McNealy, the chairman of Sun Microsystems (talk about using resources efficiently). He wanted to develop a Website where you can get anything you want to learn, K - 12, browser-based and free. He used Wikipedia as a model to create a collection of online courses that can be updated, improved, vetted and added to by innovative instructors throughout the world. Curriki.org started in January 2006 and now has more than 450 courses percolating, and more than 3000 members. Anybody can study and learn any of the courses available. It isn't meant to replace schools but to supplement them, and the courses it offers may not be available locally. What a boon this is for small towns and school districts with limited resources. Teachers can access classroom-tested content materials and assessments that are current and multimedia-based. See it at: http://www.curriki.org/xwiki/bin/view/Main/WebHome
Update: 6/8/07:
Dear Curriki member Judith Sotir,
Thank you for being part of the Curriki community!
Curriki continues to work in support of a global education community - one that makes available the best content and curricula for teaching and learning.
We've been adding content and updating our tools to help you and the other 30,000 Curriki members-to-date develop, publish, and access open source curricula. Check out the new Curriki.org, including:
Currikulum Builder:
Available as of June 1, this first-of-its-kind editing tool enables members to develop curriculum materials through a collaborative, wiki-based platform. View the Stoichiometry lesson that one educator created using the Currikulum Builder here: http://www.curriki.org/xwiki/bin/view/Coll_rmlucas/Stoichiometry
To create resources or develop a collection of resources using the Currikulum Builder, or just to add one of your favorite resources to the Curriki repository, log in to Curriki and use the orange box buttons on the member home page. Use your personal member section, My Curriki, to access all your contributions and collections.
Content Partnerships:
Curriki strives constantly to build our repository of learning resources through partnerships. We are currently working with organizations in South Africa, Canada, the U.K., India, and the U.S. to bring more curricular content to the international community. Access the contributions of current "Featured Partners" here: http://www.curriki.org/xwiki/bin/view/Main/FeaturedPartners
Are you part of an organization or institution that can share high-quality content and curricula with the global community? Please send any information or inquiries to Curriki at info@curriki.org
Curriki is YOUR community, so let us know what you think of the site’s new features and tools, and send suggestions to info@curriki.org about what you’d like to see in the future. If you would like to volunteer to test new Curriki tools as they are built, review content, or lead a Curriki project, visit
http://www.curriki.org/xwiki/bin/view/Main/Volunteer.
PLEASE NOTE: As part of our recent re-launch, all resources that members uploaded to the Curriki repository prior to 6/1/07 have shifted from the Creative Commons 2.5 to the Creative Commons 3.0 license type, since the latter is the Curriki default license. If you do NOT wish to share resources under the Creative Commons 3.0 license, you must remove your resource(s) from the repository or change the license type. For information about license types, visit http://creativecommons.org/about/licenses/meet-the-licenses.
Thanks for being part of this unique open source education community!
--The Curriki Team
Curriki was developed by Scott McNealy, the chairman of Sun Microsystems (talk about using resources efficiently). He wanted to develop a Website where you can get anything you want to learn, K - 12, browser-based and free. He used Wikipedia as a model to create a collection of online courses that can be updated, improved, vetted and added to by innovative instructors throughout the world. Curriki.org started in January 2006 and now has more than 450 courses percolating, and more than 3000 members. Anybody can study and learn any of the courses available. It isn't meant to replace schools but to supplement them, and the courses it offers may not be available locally. What a boon this is for small towns and school districts with limited resources. Teachers can access classroom-tested content materials and assessments that are current and multimedia-based. See it at: http://www.curriki.org/xwiki/bin/view/Main/WebHome
Update: 6/8/07:
Dear Curriki member Judith Sotir,
Thank you for being part of the Curriki community!
Curriki continues to work in support of a global education community - one that makes available the best content and curricula for teaching and learning.
We've been adding content and updating our tools to help you and the other 30,000 Curriki members-to-date develop, publish, and access open source curricula. Check out the new Curriki.org, including:
Currikulum Builder:
Available as of June 1, this first-of-its-kind editing tool enables members to develop curriculum materials through a collaborative, wiki-based platform. View the Stoichiometry lesson that one educator created using the Currikulum Builder here: http://www.curriki.org/xwiki/bin/view/Coll_rmlucas/Stoichiometry
To create resources or develop a collection of resources using the Currikulum Builder, or just to add one of your favorite resources to the Curriki repository, log in to Curriki and use the orange box buttons on the member home page. Use your personal member section, My Curriki, to access all your contributions and collections.
Content Partnerships:
Curriki strives constantly to build our repository of learning resources through partnerships. We are currently working with organizations in South Africa, Canada, the U.K., India, and the U.S. to bring more curricular content to the international community. Access the contributions of current "Featured Partners" here: http://www.curriki.org/xwiki/bin/view/Main/FeaturedPartners
Are you part of an organization or institution that can share high-quality content and curricula with the global community? Please send any information or inquiries to Curriki at info@curriki.org
Curriki is YOUR community, so let us know what you think of the site’s new features and tools, and send suggestions to info@curriki.org about what you’d like to see in the future. If you would like to volunteer to test new Curriki tools as they are built, review content, or lead a Curriki project, visit
http://www.curriki.org/xwiki/bin/view/Main/Volunteer.
PLEASE NOTE: As part of our recent re-launch, all resources that members uploaded to the Curriki repository prior to 6/1/07 have shifted from the Creative Commons 2.5 to the Creative Commons 3.0 license type, since the latter is the Curriki default license. If you do NOT wish to share resources under the Creative Commons 3.0 license, you must remove your resource(s) from the repository or change the license type. For information about license types, visit http://creativecommons.org/about/licenses/meet-the-licenses.
Thanks for being part of this unique open source education community!
--The Curriki Team
Tuesday, May 22, 2007
Review: Tablet PC's
I am an unabashed fan of tablet PC's, and really don't understand why they don't cover a larger market share. Perhaps it's the weight issue, or the newness of writing on a tablet versus typing on a keyboard. Whatever the reason, they haven't caught fire in the marketplace. Perhaps the new Dell Latitude Tablet PC due out later this year will make a difference in the pen and touch category. It's a very lightweight convertible, and just might shake things up. See it in action at: http://direct2dell.com/one2one/archive/2007/05/18/15193.aspx
Monday, April 30, 2007
What's a...Widget?
http://techlearning.com/showArticle.php?articleID=196604383
"Widget:
a generic term for the part of a graphical user interface that allows the user to interface with the application and operating system. Widgets display information and invite the user to act in a number of ways. Typical widgets include buttons, dialog boxes, pop-up windows, pull-down menus, icons, scroll bars, resizable window edges, progress indicators, selection boxes, windows, tear-off menus, menu bars, toggle switches and forms."
from Technology and Learning April 2007 edition
Want to put Sudoko on your Blog? Check out www.widgets.yahoo.com for more info and other interesting and useful widgets.
"Widget:
a generic term for the part of a graphical user interface that allows the user to interface with the application and operating system. Widgets display information and invite the user to act in a number of ways. Typical widgets include buttons, dialog boxes, pop-up windows, pull-down menus, icons, scroll bars, resizable window edges, progress indicators, selection boxes, windows, tear-off menus, menu bars, toggle switches and forms."
from Technology and Learning April 2007 edition
Want to put Sudoko on your Blog? Check out www.widgets.yahoo.com for more info and other interesting and useful widgets.
Authentic News for ESL/EFL Learners
http://www.breakingnewsenglish.com
Check out this great site for some comprehensive news selections for ESL learners. Author and Webmaster Sean Banville prepares some ready to use lessons based on breaking news stories. Several new stories are presented each week at different levels with wonderful links; stories can be downloadable in Word.doc + PDF formats and range from very current ones to those dating back to Nov. '04. News articles can be viewed chronologically or by specific themes, including: Business English, Environment, Health, Issues, Lifestyle, Famous People and Gossip, Technology, and World News. These selections include a great variety of pre-reading activities to enhance vocabulary and overall comprehension and discussion questions with answers included. Listening is also available. In addition, Mr. Banville offers a free sample (PDF) showing various parts of his book, "1,000 Ideas & Activities for Language Teachers." Free website with donations accepted. You will be quite impressed with how comprehensive this site is!
Thanks, Robin. I would use this in conjuction with:
Today's Front Pages http://www.newseum.org/todaysfrontpages/
ESL Business News: A weekly podcast of international business news read in slow, clear English. Listen to the podcast and follow along in the accompanying script. http://www.eslbusinessnews.com/
Randall's ESL Cyber Listening Lab http://www.esl-lab.com/
Also, from Wikibooks: http://en.wikibooks.org/wiki/ATALL/Input#Speed_Control_.28Variable-Speed_Playback.29 This is a method for slowing the speed on computers of any spoken programs:
Speed Control (Variable-Speed Playback)
"Intermediate-level FL learners will undoubtedly find that many of the radio programs produced for domestic audiences use language that is simply too fast for good comprehension. While there is nothing one can do about this for normal broadcast radio, there are ways to control the speed of Internet radio.
Versions 9 and 10 Windows Media Player (WMP) for Windows XP includes a variable speed playback control for locally stored files in WMA, WMV, WM, MP3 or ASF format. Speed can be varied continuously from half (0.5) to twice (2.0) normal speed without changing the pitch of the audio (avoiding the “chipmunk effect”). (Users of WMP 9 should note that only slow (0.5), normal and fast (1.4) speeds can be selected from the Play command (Play > Play Speed). To set the playback speed anywhere between 0.5 and 2.0 (including negative speeds for backwards listening of some files!) go to View > Enhancements > Play Speed Settings.)
Although WMP speed control cannot be used for live or recorded (on-demand) streaming audio, some providers of FL Internet radio allow users to download their archived audio programs. Radio France Internationale, for example, allows users to download (“télécharger”) all of its recent news broadcasts in both RealPlayer and WPM format (go to audiocarte). One can download the desired broadcast in WMP by clicking on the WMP icon (an arrowhead inside of a multicolored circle) and then play it back as slow as 0.5 using the WMP 9 player for Windows XP.
QuickTime Player version 7 and higher (free) for Macintosh and Windows also permits speed control on playback of MP3 and some other types of audio files as well as MP4 (video). To use this feature, go to Windows -> Show A/V Controls and move the slider anywhere from 1/2 to three times normal speed. The ability of QuickTime Player to vary the playback speed of MP3 and MP4 files means that it is possible to play any audio or video podcasts at a slower or faster speed than normal. By right-clicking on an audio or video podcast in iTunes and selecting "Show Song File," the selected file can be opened and played with QuickTime Player instead of with iTunes which does not provide speed control.
iTunes does not allow variable-speed playback. However, by right-clicking (control-click for Macintosh) on a desired track and selecting "Show Song File", it is easy to find the actual MP3 file. Then right-clicking on the file will allow you to play the file using Windows Media Player or QuickTime Player. On the Macintosh with OS X, it is possible to drage the file into the QuickTime Player icon if you have this on your task bar to play the file."
Check out this great site for some comprehensive news selections for ESL learners. Author and Webmaster Sean Banville prepares some ready to use lessons based on breaking news stories. Several new stories are presented each week at different levels with wonderful links; stories can be downloadable in Word.doc + PDF formats and range from very current ones to those dating back to Nov. '04. News articles can be viewed chronologically or by specific themes, including: Business English, Environment, Health, Issues, Lifestyle, Famous People and Gossip, Technology, and World News. These selections include a great variety of pre-reading activities to enhance vocabulary and overall comprehension and discussion questions with answers included. Listening is also available. In addition, Mr. Banville offers a free sample (PDF) showing various parts of his book, "1,000 Ideas & Activities for Language Teachers." Free website with donations accepted. You will be quite impressed with how comprehensive this site is!
Thanks, Robin. I would use this in conjuction with:
Today's Front Pages http://www.newseum.org/todaysfrontpages/
ESL Business News: A weekly podcast of international business news read in slow, clear English. Listen to the podcast and follow along in the accompanying script. http://www.eslbusinessnews.com/
Randall's ESL Cyber Listening Lab http://www.esl-lab.com/
Also, from Wikibooks: http://en.wikibooks.org/wiki/ATALL/Input#Speed_Control_.28Variable-Speed_Playback.29 This is a method for slowing the speed on computers of any spoken programs:
Speed Control (Variable-Speed Playback)
"Intermediate-level FL learners will undoubtedly find that many of the radio programs produced for domestic audiences use language that is simply too fast for good comprehension. While there is nothing one can do about this for normal broadcast radio, there are ways to control the speed of Internet radio.
Versions 9 and 10 Windows Media Player (WMP) for Windows XP includes a variable speed playback control for locally stored files in WMA, WMV, WM, MP3 or ASF format. Speed can be varied continuously from half (0.5) to twice (2.0) normal speed without changing the pitch of the audio (avoiding the “chipmunk effect”). (Users of WMP 9 should note that only slow (0.5), normal and fast (1.4) speeds can be selected from the Play command (Play > Play Speed). To set the playback speed anywhere between 0.5 and 2.0 (including negative speeds for backwards listening of some files!) go to View > Enhancements > Play Speed Settings.)
Although WMP speed control cannot be used for live or recorded (on-demand) streaming audio, some providers of FL Internet radio allow users to download their archived audio programs. Radio France Internationale, for example, allows users to download (“télécharger”) all of its recent news broadcasts in both RealPlayer and WPM format (go to audiocarte). One can download the desired broadcast in WMP by clicking on the WMP icon (an arrowhead inside of a multicolored circle) and then play it back as slow as 0.5 using the WMP 9 player for Windows XP.
QuickTime Player version 7 and higher (free) for Macintosh and Windows also permits speed control on playback of MP3 and some other types of audio files as well as MP4 (video). To use this feature, go to Windows -> Show A/V Controls and move the slider anywhere from 1/2 to three times normal speed. The ability of QuickTime Player to vary the playback speed of MP3 and MP4 files means that it is possible to play any audio or video podcasts at a slower or faster speed than normal. By right-clicking on an audio or video podcast in iTunes and selecting "Show Song File," the selected file can be opened and played with QuickTime Player instead of with iTunes which does not provide speed control.
iTunes does not allow variable-speed playback. However, by right-clicking (control-click for Macintosh) on a desired track and selecting "Show Song File", it is easy to find the actual MP3 file. Then right-clicking on the file will allow you to play the file using Windows Media Player or QuickTime Player. On the Macintosh with OS X, it is possible to drage the file into the QuickTime Player icon if you have this on your task bar to play the file."
Thursday, April 26, 2007
Commentary: Sotir: What, Now It's Web 3.0??? (Updated 4/30/2007)
All I can say is that I hope you were all paying attention when I noted that the WWW has been upgraded to Web 2.0. I say that because this morning I ran across an article in informationweek.com about Web 3.0. Basically, the concept is to create a 'semantic Web development environment and database that will make computers smarter.' According to Information Week, 'Semantic technology, which helps computers understand data better, is particularly useful when combining large data sets...A keyword search generally returns only documents that contain the queried keyword. A semantic search would return ones related to the specific meaning of the search term (i.e., military tank but not water tank), as well as those related to synonyms (i.e., armored vehicles). '
OK, I think I have effectively embraced the interactive/collaborative/participational/'we are the world' side of Web 2.0 but before I even feel totally comfortable with that ( BTW: my original Web 2.0 commentary has not even been archived yet), they start developing Web 3.0. Hey, I use the browser on my cell phone several times a day. I check my Blogs AND I can download the newest Podcasts off of my phone. I am there, baby. Oh yeah. Bleeding edge blah,blah,blah. But now Web 3.0 touts an effort to make computers even smarter. Uh,what about us? Who's working on making US smarter?
I don't know about you, but I have to go upgrade my memory chips and take an aspirin 4.0.
update: April 30, 2007: For a very comprehensive article on Web 2.0 with an educational bent, check out:
http://www.techlearning.com/showArticle.php?articleID=196604380 The Web 2.0 'Pocket Dictionary' is especially good.
OK, I think I have effectively embraced the interactive/collaborative/participational/'we are the world' side of Web 2.0 but before I even feel totally comfortable with that ( BTW: my original Web 2.0 commentary has not even been archived yet), they start developing Web 3.0. Hey, I use the browser on my cell phone several times a day. I check my Blogs AND I can download the newest Podcasts off of my phone. I am there, baby. Oh yeah. Bleeding edge blah,blah,blah. But now Web 3.0 touts an effort to make computers even smarter. Uh,what about us? Who's working on making US smarter?
I don't know about you, but I have to go upgrade my memory chips and take an aspirin 4.0.
update: April 30, 2007: For a very comprehensive article on Web 2.0 with an educational bent, check out:
http://www.techlearning.com/showArticle.php?articleID=196604380 The Web 2.0 'Pocket Dictionary' is especially good.
Tuesday, April 17, 2007
Chat and Email in English
http://englishmaze.com/flash/e_pal_search.html
The English Maze allows students to find other English students worldwide to practice English skills. Students from any age (to 60+) can find online 'friends' to converse with, and can choose by occupation, country, age etc.
The English Maze allows students to find other English students worldwide to practice English skills. Students from any age (to 60+) can find online 'friends' to converse with, and can choose by occupation, country, age etc.
English Idioms and Proverbs
http://humanities.byu.edu/elc/student/idioms/idiomsmain.html
Meanings and examples of idioms and proverbs, with drawings by students to illustrate.
Meanings and examples of idioms and proverbs, with drawings by students to illustrate.
Diagramming Sentences
http://members.cox.net/teachro/
Do you ever wish you had a site that will help with diagramming sentences? Here it is~!
Do you ever wish you had a site that will help with diagramming sentences? Here it is~!
Thursday, April 12, 2007
Commentary: Sotir: Mom Blogs
When major media freaked at the news last month that moms in droves were ditching TV morning shows in favor of mommy blogs, one group wasn't at all surprised – the mommy bloggers and readers themselves.
Because the reality behind the startling statistic – nearly 450,000 women TV viewers lost last season (a decline of about 10 percent) – is as up close and personal as your next-door neighbor. One reader of my blog captured this intimacy perfectly:
"I really see the blogging community, for moms, as an 'over the back fence' community. Our grandmothers would visit with other neighbors as they hung out the laundry, they would chat with the milkman maybe, or catch up at the butcher shop, but in modern times we live in a world of strangers. It really brings in a sense of community." Christian Science Monitor: Moms help moms through blogs: By Barbara Curtis, Tue Apr 3 www.MommyLife.net
Why would anyone think this is a surprising statistic? Think about the age of the average new mom. In her twenties or early thirties, and if she didn't have technology at the moment of her birth, she had it by the time she went to grade school. Sure, its changed dramatically since that point, but while TV worked for the Boomer moms, this group needs more interaction, and venues such as I-Village and Blogs makes sense. Balancing work and kids and marriage means time is at a premium. Sitting down to watch a TV show, even with TIVO, is a major time commitment. The Internet is open and available 24/7. It's the middle of the night and your baby has colic? Get on the computer and the entire world will give you advice. Does it take a village? Yes, if it's a virtual one.
Because the reality behind the startling statistic – nearly 450,000 women TV viewers lost last season (a decline of about 10 percent) – is as up close and personal as your next-door neighbor. One reader of my blog captured this intimacy perfectly:
"I really see the blogging community, for moms, as an 'over the back fence' community. Our grandmothers would visit with other neighbors as they hung out the laundry, they would chat with the milkman maybe, or catch up at the butcher shop, but in modern times we live in a world of strangers. It really brings in a sense of community." Christian Science Monitor: Moms help moms through blogs: By Barbara Curtis, Tue Apr 3 www.MommyLife.net
Why would anyone think this is a surprising statistic? Think about the age of the average new mom. In her twenties or early thirties, and if she didn't have technology at the moment of her birth, she had it by the time she went to grade school. Sure, its changed dramatically since that point, but while TV worked for the Boomer moms, this group needs more interaction, and venues such as I-Village and Blogs makes sense. Balancing work and kids and marriage means time is at a premium. Sitting down to watch a TV show, even with TIVO, is a major time commitment. The Internet is open and available 24/7. It's the middle of the night and your baby has colic? Get on the computer and the entire world will give you advice. Does it take a village? Yes, if it's a virtual one.
Monday, April 09, 2007
Commentary: New Tools: Citizendium
From TechLearning (http://www.techlearning.com/content/ednews/index.php#article5)
Wikipedia Rival Goes Live
Citizendium, a new, free, user-created online encyclopedia, is designed to avoid some of the pitfalls that have bedeviled Wikipedia. While anyone can read and edit Citizendium, they will have to use a real name to do so. Larry Sanger, one of the co-founders of Wikipedia, believes that anonymity contributes to some of Wikipedia's more publicized faults. The volunteer contributors to Citizendium are expected to provide their real names, have that identify confirmed and submit a short biography. And their contributions will be reviewed for accuracy by experts in given fields. Sanger originally conceived of Citizendium as a fork of Wikipedia. A fork copies everything in a given product and then goes off in its own direction. But he decided that it made more sense to start from scratch than to first mine the Wikipedia content for any potential "gold." Given the increased barriers to participation, it's likely to be some time, if ever, before Citizendium, approaches Wikipedia's three million member accounts. Citizendium currently has about 900 authors and 200 editors. Of its 1,100 articles, only 11 display the green check that indicates that it has been "approved" by editors.
Source: Cincinnati.com
A lot of the workshops and lectures I do on technology center around Blogs and Wikis and podcasts etc. The question 'how many know what a Wiki is?' is generally followed by blank stares, until I give them Wikipedia as a base. Ah yes, most have heard of Wikipedia, and many have used it. For several years now, the online encyclopedia Wikipedia (www.wikipedia.org) has been drawing us into an interactive format for providing information. I tend to think that it epitomizes the Web 2.0 school of thought, where information is in constant flux and readers are more active participants.
Citizendium is the new kid on the block. Like everything else, it was inevitable that even the venerated Wikipedia would need a 2.0 type upgrade. To be fair, Wikipedia itself has evolved through its rather short life, but as with many things, there are inherent 'flaws', not the least being the relative anonymity of its authors. Citizendium takes on those flaws and ups the ante.
Wikipedia Rival Goes Live
Citizendium, a new, free, user-created online encyclopedia, is designed to avoid some of the pitfalls that have bedeviled Wikipedia. While anyone can read and edit Citizendium, they will have to use a real name to do so. Larry Sanger, one of the co-founders of Wikipedia, believes that anonymity contributes to some of Wikipedia's more publicized faults. The volunteer contributors to Citizendium are expected to provide their real names, have that identify confirmed and submit a short biography. And their contributions will be reviewed for accuracy by experts in given fields. Sanger originally conceived of Citizendium as a fork of Wikipedia. A fork copies everything in a given product and then goes off in its own direction. But he decided that it made more sense to start from scratch than to first mine the Wikipedia content for any potential "gold." Given the increased barriers to participation, it's likely to be some time, if ever, before Citizendium, approaches Wikipedia's three million member accounts. Citizendium currently has about 900 authors and 200 editors. Of its 1,100 articles, only 11 display the green check that indicates that it has been "approved" by editors.
Source: Cincinnati.com
A lot of the workshops and lectures I do on technology center around Blogs and Wikis and podcasts etc. The question 'how many know what a Wiki is?' is generally followed by blank stares, until I give them Wikipedia as a base. Ah yes, most have heard of Wikipedia, and many have used it. For several years now, the online encyclopedia Wikipedia (www.wikipedia.org) has been drawing us into an interactive format for providing information. I tend to think that it epitomizes the Web 2.0 school of thought, where information is in constant flux and readers are more active participants.
Citizendium is the new kid on the block. Like everything else, it was inevitable that even the venerated Wikipedia would need a 2.0 type upgrade. To be fair, Wikipedia itself has evolved through its rather short life, but as with many things, there are inherent 'flaws', not the least being the relative anonymity of its authors. Citizendium takes on those flaws and ups the ante.
I see Wikipedia as more the free-spirited, few rules hippie-type, and Citizendium being its more matured boomer type brother. Viva revolution! Check it out: http://en.citizendium.org/wiki/Main_Page
Commentary: Words of Wisdom
Tech Learning Quotes of the Month
The annual SUN Worldwide Education and Research Conference was held in February in San Francisco, with this year's theme being Education 2.0: Education in the Participation Age. The following quotes are from a student panel addressing educators, business executives, and researchers.
"In the '00s, information is being recognized as more valuable than ever before, and we're exchanging information at a much higher level than the previous age group."—University of California Berkeley student Darian Shirazi, explaining why universities should not limit information access through filtering.
"When college kids go on the Internet, they're not browsing. They know what they're looking for."—Santa Clara University's Lori Ma on how students are going to Google and other Internet sites for initial research rather than the campus library.
Also in February in San Francisco was the 26th annual Teaching Reading and Learning Diversity Conference, sponsored by reading software company Don Johnston. More than 600 educators and research professionals shared innovations and insights relevant to all aspects of technology and literacy. Below are a few highlights:
"By the year 2020, intellectual property as we know it will not exist." Mike Hall, technology director for the State of Georgia, on one aspect of the future impact of digital content.
"They're tech savvy, but not for teaching."—Sheryl Abshire, administrative coordinator of technology at Calcasieu Parish School System, on the high turnover rate of first-and second-year teachers and the need for high-quality professional development.
"The only people ready to use all the technology all the time are the students."—Eugene, Oregon's Howard Elementary school principal Kim Finch, speaking of her school's "journey of digital infusion."
source: http://www.techlearning.com/showArticle.php?articleID=196604309: Technology and Learning MagazineThe annual SUN Worldwide Education and Research Conference was held in February in San Francisco, with this year's theme being Education 2.0: Education in the Participation Age. The following quotes are from a student panel addressing educators, business executives, and researchers.
"In the '00s, information is being recognized as more valuable than ever before, and we're exchanging information at a much higher level than the previous age group."—University of California Berkeley student Darian Shirazi, explaining why universities should not limit information access through filtering.
"When college kids go on the Internet, they're not browsing. They know what they're looking for."—Santa Clara University's Lori Ma on how students are going to Google and other Internet sites for initial research rather than the campus library.
Also in February in San Francisco was the 26th annual Teaching Reading and Learning Diversity Conference, sponsored by reading software company Don Johnston. More than 600 educators and research professionals shared innovations and insights relevant to all aspects of technology and literacy. Below are a few highlights:
"By the year 2020, intellectual property as we know it will not exist." Mike Hall, technology director for the State of Georgia, on one aspect of the future impact of digital content.
"They're tech savvy, but not for teaching."—Sheryl Abshire, administrative coordinator of technology at Calcasieu Parish School System, on the high turnover rate of first-and second-year teachers and the need for high-quality professional development.
"The only people ready to use all the technology all the time are the students."—Eugene, Oregon's Howard Elementary school principal Kim Finch, speaking of her school's "journey of digital infusion."
I am a sucker for good quotes, and these really made me stop and think. The first quote "In the '00s, information is being recognized as more valuable than ever before, and we're exchanging information at a much higher level than the previous age group."— refers to universities not limiting information access through filtering. That is a valid point. Much of the learning applied today is through information gathering, not just the information itself. Filters, while arguably necessary, often filter the good with the bad, limiting access.
The second quote "When college kids go on the Internet, they're not browsing. They know what they're looking for."— also drives home the same point. While the campus library is still a viable resource, it is the ability to access information from many sources that defines the education process of today. We have become 'googlized' with the availability of search sites growing exponentially. Tools such as Technorati( http://technorati.com/) allow us to pull information from specific sources such as blogs, and give us the ability to further winnow down the information to the most relevant. And do the kids know how to search? By the time they get to the college level, yes. There is no way they can get through the amount of information available without developing that skill. However, with new technologies and search engines developing daily, that is a skill that requires constant upgrading to remain viable.
The quote on intellectual content: "By the year 2020, intellectual property as we know it will not exist."— also makes sense. Look at the number of top flight universities putting their intellectual content online, without cost. You can virtually 'attend' these institutions without leaving home. Streaming videos and podcasts give you access to the best professors, and even textbooks, long a bastion for intellectual content rights, are being made available online. It is no longer the information that is valuable, but rather the way the information is analyzed. As I have often said, merely having access to information is not the same as being able to use that information effectively. We were all bombarded with the phrase 'critical thinking skills' in the last part of the previous century, and that skill is even more necessary today. I think we have probably moved from 'critical thinking' to 'critical analysis', but the ability to sort through available information is indeed a critical skill.
"They're tech savvy, but not for teaching."—is unfortunately too true. Just having the tech skills does not mean you can use the skills appropriately to teach. What I see often in professional development is the lack of base understanding for using the skills being taught effectively. My sister-in-law is a teacher who wants to use technology in her classes, but is a late immigrant to the tech revolution. She said that often professional development programs sound like the 'wa wa wa' of the teacher from Charlie Brown. A lot of talk, but, without the base skills to put context into what she is supposed to be learning, it all flys over her head. Her base of knowledge is not appropriate to utilize the skill.
In addition to getting everyone on the same page prior to teaching a new skill or program, it is essential that the timing and experience coincides with actual use. Imagine learning how to use a computer without the computer in front of you. You see all that it can do, but with no actual hands-on use, the learning process is severely compromised. Professional development needs to be professionally developed as well. In some cases, it may be effective to give instructors a pre-test prior to the professional development program to determine the experience level of the audience. That survey may mean the difference between an effective PD program and a waste of time and resources.
I don't necessarily agree with the last quote "The only people ready to use all the technology all the time are the students."— Students are not all equally tech savvy either. It's true they are probably less afraid to use technology, but that does not equate with having the actual skill for using the technology. I think it is short-sighted to assume that we don't need to teach students how to use technology effectively. They may have been doing PowerPoint since the first grade, but that does not mean that they can create an effective PowerPoint presentation.
I can go to my high school and college-aged nephews and still make them say 'huh? what is that???' when I bring up the newest tech toys and tools. There is just too much out there. These are kids who were brought up on technology. Their father is an IT manager and their mother is a teacher. They can pull apart a computer with ease (and I often go to them to do just that), but it's hard to keep up with the newest technologies. That's when they come to their aunt. I think that today's kids are born cable ready, but that alone is not enough. I believe that the previous quote about new instructors being tech savvy, but not for teaching, bears this out. We need to re-design the curriculum from the students up to the instructors, without making assumptions on the way. Just as in any curriculum, skill levels tend to vary. We have to understand those differences, and learn to teach accordingly. As Aldous Huxley said, it is indeed 'a brave new world'.
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