A Rose By Any Other Name

a helpful friend by 46137
Attribution-NonCommercial-ShareAlike License

When someone wants to create a stir, make a buck, or earn a doctorate, they give the old wine a new name. Now is no different. Infographics are graphic organizers, sometimes called data visualizations, formerly referred to as charts and graphs.

There are some good examples here, but many of these are very weak in correlating data in a way that makes it more accessable.

Always be careful when you use free websites. Read the fine print of who owns your work, once you've used the web application. Unless they have changed their rules, Many Eyes (owned by IBM) owns your data visualization, so I don't use it.

No matter what, data visualization, oooooops infographics are here to stay. Using the best ones can help us understand concepts better than ever.

Amplify’d from www.makeuseof.com

10 Awesome Free Tools To Make Infographics

Wordle

Wordle lets you create word visualisations using text you enter. There are plenty of interesting designs to choose from. Enter whole books, short passages or see what other people have used. In this example, we can see the US constitution visualised.

Gapminder

GapMinder is a free Adobe Air (cross-platform by nature) application to ensure you have current data on major world issues and can create visualisations for your purposes. Data is updated yearly and released with new versions of the application. The visuals are also quite impressive!

Inkscape

Inkscape is a free vector graphic software available for many platforms. This is the ideal free option for the creation of your overall infographic. Simple and intuitive, you should have no problems importing your visualisations and combining them with other visuals to create your masterpiece.

See more at www.makeuseof.com

 

See this Amp at http://bit.ly/9EMsRr

Sunday's Simple Subject: Project Your Own IWB

Do you want an interactive whiteboard, but there is no money in the budget for this type of technology?

Well, now you can own a projector that has the capabilities to make any surface an interactive white board, all for a cost of $2,100 or less.

Epson and Boxlight are the two companies who have combined a computer projector with the interactive capabilities of the IWB technologies.

This would be an excellent value for schools that need a projector and want an interactive whiteboard.

clipped from www.eschoolnews.com Epson's new BrightLink 450Wi ultra short-throw projector eliminates the need for a separate IWB. In a move that could shake up the interactive whiteboard (IWB) market, two projector manufacturers have just released new products that can turn virtually any surface into an IWB. The development means schools no longer have to buy separate hardware to enjoy the benefits of IWBs, whose interactive surface and ability to engage students have made them quite popular in classrooms. “We would certainly consider this projector a game-changer,” said Claudine Wolas, project manager for Epson Electronics’ BrightLink 450Wi. “It’s not just the newest and latest in projectors, but in whiteboards as well.” Epson and Boxlight aren’t the first companies to come out with technology that can turn any flat surface into an IWB. But to use these other systems, schools will still need a digital projector—whereas Epson’s and Boxlight’s solutions are self-contained.

Sharing My PLN: YouTube Tools for Schools

Three very helpful web applications are described and demonstrated here by Adam Bellows, @edutecher. Teachers could benefit by using these applications to remove distractions when using YouTube videos.

Join with Me Today!

The Cause by Shavar Ross
Attribution-NonCommercial-NoDerivs License

While I'm not much a joiner, there are a few groups and activities that I believe deserve a multitude of participants.

If I do join a group, it's because the cause is educational and worthy in its mission. One of these is the ad hoc affiliation promoting the international blogging day, Ada Lovelace Day, Wednesday, March 24, 2010. It was initiated last year to recognize the aspirations and accomplishments of women in science, mathematics, engineering and technology.

Last year was their founding year, and I joined. I selected a young programmer, Tamsin Bowles, to honor on Ada Lovelace Day 2009. Read my Ada Lovelace Day 2009 post.

I'd like to invite you, my readers, to join me and pledge to blog for the Ada Lovelace Day 2010. It's a very simple process:

• Go to the Finding Ada website.
• Complete the simple pledge form.
• Decide who you will blog about on Ada Lovelace Day 2010.
• Blog on Ada Lovelace Day 2010, Wednesday, March 24th.
• Link your blog post to the Finding Ada website.
• Share your blog post on your networks.

Additional Resources:
Who is Ada Lovelace?
Finding Ada Blog
Finding Ada on Twitter
Finding Ada FaceBook Group

Winsome Wednesday: Marsha! Marsha! Marsha!

Your regularly scheduled Winsome Wednesday will be interrupted by the overwhelming news of the day: the introduction of the long awaited Apple iPad.

While the Apple iPad's name is already generating some discussion, overall the reviews have been very positive. It appears that most Apple lovers are glad to finally see a touch screen tablet with the Apple name on it.

What struck me immediately is that it's taken over a quarter of a century to even get close to the appliance that the technology gurus predicted we would have. Yes, it's the history of the joys of the free enterprise system. We were able to put a man on the moon within 8 years of predicting it, yet it's taken all this time to get here.

Well, here we are....a nice little appliance that you can purchase, so you can purchase more stuff from the Apple store. You will need to have an iTunes account when you buy the iPad.

Don't worry about not being able to take pictures or use a webcam, because you can use your iPhone for that. Oh yes, you won't be able to use this iPad as a phone, so I guess it's really not the appliance that was predicted in the 1980's. No worries, there will be an upgrade.

Qualitative Research: Using Technology in Class

bandwagon on web2.0 colors by davemc500hats
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In this article, Engaging Students with Engaging Tools Ed Webb has created a wonderful example of what I like to see, a reprise of a qualitative study into the uses of technology in the regular progression of improving students' use of technology while teaching class at the college level. Any teacher could use Ed Webb's protocol and replicate this research in their class.

A teacher could even expand on this research by giving a formal pre-post test of technology skills and an interest inventory. Using Google Forms, a teacher could easily present the tests and survey (inventory).

clipped from www.educause.edu Engaging Students with Engaging Tools Engaging Students with Engaging Tools By Ed Webb A new course teaching media, mass communication, and political identities in the Middle East and North Africa explored the use of social media in pursuit of effective learning. Using a variety of social media and other tools encouraged student engagement in and out of the classroom. Student responses varied from discomfort with the technology to enthusiastic adoption and continued use after the course ended. The 21 students in the class ranged from first years to seniors and came from several disciplines in the humanities and social sciences. Some were majoring in Middle East Studies or International Studies with a Middle East concentration, while others had little or no background in the region. At the start of the class almost all had Facebook accounts. Only one had a blog. None used Twitter. I inferred from their comments that comfort levels with digital technology ranged widely,

Another Balkanized Technology Rip-Off

Choices by koalazymonkey
Attribution-NoDerivs License

What new technology do you have that isn't already obsolete as soon as you buy it? Over the past thirty years, I can only think of one instance. I did actually buy a computer that didn't become obsolete within three years. Obsolescence is understandable it if the technology is truly developing, especially if greatly enhanced unique products are being produced. That doesn't happen very often.

From vinyl formats to programs to online image formats to music formats, the balkanized world of technology has introduced its most recent addition: E-BOOK READERS.

The concept of importance here is that the e-book reader world is balkanized, separated....segregated, for no good reason. One might surmise that it is greedy desire for exuberant overspending by the consumer. What is the purpose of planned obsolescence? Is this what drives the separation and format variations among the electronic publishers and e-book reader manufacturers?

Each e-book reader accepts a few electronic publication formats. NO e-BOOK READER accepts all formats of electronic publishing. This is the Betamax debacle all over again.

With a crippled world economy, I would suggest that e-book reader manufacturers and sellers should remember that the world has changed. Consumers can’t cavalierly be the engine of commerce. I believe that BUYING just for the sake of consumption must stop. It’s neither sustainable nor ethical.

PC World recently tested seven of the latest e-book readers that were available, except the newest one: Barnes & Noble’s Nook. It’s not available for testing yet.

I believe that the company who makes an e-book reader with access to all formats of electronic publications will win the market in the end. Pssst: publishers are you listening? You could solve this problem by selecting a publishing standard or allowing conversions to a variety of electronic publishing formats.

clipped from www.pcworld.com If you think the universe of e-book readers begins with the Kindle 2 and ends with the Kindle DX, think again. That universe is expanding rapidly. We recently completed thorough hands-on testing of seven of the top e-readers available today and came to a surprising conclusion: Our number one choice isn't from Amazon at all; it's the Sony Reader Touch Edition. Sony's $300 reader matches the Kindle 2's screen size and quality but adds a touchscreen and support for free e-books and Adobe ePub, an e-book file format that book publishers and resellers have widely embraced. Whereas Adobe's PDF reproduces a fixed image of a page, ePub permits text to reflow in order to accommodate different fonts and font sizes. Of course, no company's lead in the rapidly evolving e-reader market is safe. Barnes & Noble announced its Nook e-reader most people who got a peek at the device seemed to love it. Nook isn't yet available for thorough testing, however.

Technology and the Source

Dr.Fifer1863, officially Dr. Jim Beeghley, shared a wonderful posting on technology and primary source photographs. Any teacher who wants to learn more about using technology and primary sources to teach the American Civil War or any other educational topic, should read and learn from his blog. I also would like to direct you to another colleague who teaches using primary sources, Nancy Bosch. Her work in CSI is one of my favorites among her many project ideas.

Many of us are interested in using primary sources in our work and the work of students. I am especially reminded of our friend Nancy Bosch and her excellent work with students as shared with us in A Very Old Place. Many of us would like to use primary sources in teaching our students. We may need a bit of guidance, so I would refer you to Nancy's blog and the efforts of Dr. Jim Beeghley.

Primary sources can be more interesting, and are usually without bias, but not all. Dr. Jim Beeghley explains in his Teaching the Civil War with Technology blog post,Using Photographs from the LOC, that sometimes even primary sources can be flawed when the author inflates or changes the story in some small way.

Some authors of Civil War photographs, including famous ones such as Alexander Gardner, manipulated the scenes to make the photographs more graphic or exceptional. Their view of the "scene" may have been different than we think of today.

Dr. Beeghley provides several excellent ways that you and your students can use modern, available technology to lead "...our students to some analysis of these photos..." He explains how to access the wonderful resources of the Library of Congress photographs and their activities.

These lessons and related activities are ready to roll. I don't think you need to know much about photography or technology to achieve good results in the classroom. Just follow the directions, practice before and then use the tools and guidelines with your students.

Photograph Bibliography:
Photographed by: Barnard, George N. Compiled by:Hirst D. Milhollen and Donald H. Mugridge. Atlanta, Ga. View on Decatur Street, showing Trout House and Masonic Hall. 1864. Selected Civil War Photographs, 1861-1865. 1977. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA. No. 0698. March 29, 2009 Electronic address.

Opportunity: Speak for the Future

As educators, our primary duty lies in always looking to and speaking for the future.....that is what a teacher does. As an educator, interested in the re-integration of science into our future learning/teaching cycle, I join groups that share my ideals. Recently, a science advocacy group, Science Debate 2008, began by encouraging us to speak up in support of science and technology.

The main focus of Science Debate 2008 was to encourage the candidates to debate the trends and issues related to Science in the United States of America. Americans have long made innovations as science and technology serves us as the engine of economic stability in our country.

Those who joined in the call to bring science and technology back into the public sphere have political leanings that are as varied as the individual snowflakes in a snowstorm, yet we are united in an important cause to promote science and technology. I hope we can encourage the regeneration of science and technology to help stabilize and improve our economy.

Since the election ended, Science Debate 2008 continued to inform us about trends and issues about science and technology in the United States of America.




Just last week, I received an email with important information that detailed the proposed Nelson-Collins cuts in the economic stimulus and tax cut bill. NSF, NOAA, USDA, and a wide variety of governmental agencies focusing on research and education had their money slashed....theoretically. Many of us responded to the invitation to write our congressional representatives in the House and Senate.

After I received the information, I wrote both of my senators. While I knew the chances of them voting for any of the plans were slim, I encouraged them to ask those would vote to NOT cut the science job and education stimulus portion of this bill. I was only one of a multitude of concerned voters who encouraged our elected officials to strongly consider the job creating abilities of NSF, NOAA and other governmental agencies that could immediately grant monies to projects that will put people to work and educate them about science and technology.

As the elections of 2008 are past, Science Debate 2008 has been inspired to continue to support the efforts of individuals like YOU and me. They have listened to our suggestions and will be

"concentrating the majority of our focus on the broad goal of continuing to 'restore science to its rightful place in three ways: championing science debates among policymakers and those running for office; combating the erosion of science and science policy in the media; and new efforts to involve young people in science policy discussions."

Yes, their work is our work. Including young people is a sure fire way to integrate science, math, engineering and technology in their complete education.

WHAT AN OPPORTUNITY! Please join me and the thousands of others in working with Science Debate 2008 to find ways to integrate science and technology into the lives of our students and communities.

Graphic Organizers Revealed

Photo by Kaptain Kobold
Attribution-NonCommercial-ShareAlike License

When you SEE objects in your mind, do you sort them by their characteristics? by color or shape or size? OR Do you sort them in groups?

When you do this, you are VISUALIZING a graphic organizer that you can create in the World of Matter. The best graphic organizers are those that spring up organically in the course of working. The words and phrases can be organized as you think about them when the need arrives. You can put "stuff" together or to separate "stuff".

While there are many types of graphic organizers, the most common is probably the simplest to use. It is the T-Chart. Not only is it easy to use, it is also extremely effective in a wide range of applications, from brainstorming to assessment.

The T-Chart is a binary checklist, but it also has an advantage of providing data to develop questions that can guide the learner and teacher in more effective learning opportunities. Because of this characteristic, it is a great organizer.

What we know about graphic organizers, in general, ranks them, among instructional strategies, the best, most effective, and easy to implement in real world situations. In the seminal meta-analysis of learning strategies, Classroom Instruction That Works: Research Based Instructional Strategies, Dr. Robert Marzano, et al, dedicate an entire chapter to Graphic Organizers. They discuss the data, the instructional strategy and what implementation looks like in the classroom.

While the T-chart can be helpful in many areas, there is a use that relates to just-in-time learning and teaching which must happen at various moments in any form of constructivist paradigm, including project based learning. For instance, an important part of project is working as a team. If the team doesn't function well, the project will not meet expectations of the team or the supervisor/advisor.

Here is how a T-Chart can help. First ask team members questions...not too many questions, but questions like:
1. What does a team look like?
2. What does a team sound like?
Let each make lists, then join the lists in a brainstorming session USING THE T-CHART...remember...no judging or eliminating anyone's ideas.

Once the ideas are listed on the T-chart in the TWO categories, let each team member have an opportunity to explain or defend their ideas. Some may decide that their idea is similar to another. All team members will listen to each explanation, before they say anything negative or positive.

The team may think of other ideas while they are in discussion mode. When they are finished, the supervisor/advisor asks, "Do you see these ideas being implemented by your team? If not, how could you help to make your team look and sound more like the ideas discussed today?

If the team members aren't sure how they might help make the ideas come true, use another graphic organizer to plan how the team can fit their ideal.

Here is the point where the team interactions may dissolve into individual actions and distractions. Stop the conversation. Let them each take home a copy of the completed T-chart. Encourage them to think how can we (they) as a team can implement these ideas. Encourage them to get feedback from their part of the community (parents, siblings, friends, etc).

The next day, work through the process again. If this doesn't work, then "direct instruction" strategies must be put into play. For instance, advisor/supervisor will state: "Our teams WILL look like this". "Our teams WILL sound like this". "Here are the activities that must occur to make these ideas work". Then the team members will study this T-Chart and implement the ideas in their team interactions to be evaluated daily, using a rubric with goals developed from the T-Chart.

T-Charts are simple. T-Charts are cool. T-Charts are effective. Let's all use T-Charts.

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My Plurkadian Tag Cloud: Part 2

This screenshot is part 2 of my Plurkadian tag cloud. I am really still looking for an rss feed. Another aspect of this second part of my tag cloud, is that I noticed that some words are topics that I am against, not just what I am for...this is my story.

Say It Ain't So Joe!

Have you ever read an article that really hits a chord of dissonance in your brain? You can't forget it. It is like a car wreck, you want to look away, but you can't. Well, today I read just such a post, written by Mr. Robbo, entitled Are You Engaging Your Children?



One of the poignant, yet (in some cases) true statements was the one I wanted to look away from the most,

I also find it funny that teachers will boast about being computer illiterate, thinking that it will absolve them of any responsibility for not including technology in their classes. I bet these same people would not admit being unable to read or write, but as we move into the future being computer illiterate will also become shameful and embarrassing. To put it simply, future schools will not employ those who don't use technology in their classes and even if they do, the students wont listen.

Are you computer illiterate? Do you need to move into the 21st Century? Is this video a metaphor for what technology looks in your class?

Your school, your community and your colleagues must step up to the plate and work with everyone to develop professional development opportunities to encourage the use of the fantastic tools of interactive online living.

Look for help wherever you can find it and make a "see change" in your professional practice.

Please insist that your school provide appropriate professional development, appropriate working technology and help you move into the 21st Century. You will enhance your professional skills, while your students will experience a quantum leap in their real world education in the 21st Century.

Who I Am: a Reflection of Who I've Been

Photo by lionelbodilis
Attribution-NonCommercial-ShareAlike License

Each semester, Cyndi Danner-Kuhn starts a new .ning network, Kansas Future Teachers for her educational technology students. She is very collaborative and innovative in her work, and I am glad to help by sharing my teaching and learning experiences with these pre-service teachers at Fort Hayes State University. I have included a copy of my introduction essay for this semester's students.

If you are reading this, you are, most likely, part of my PLN (professional learning network). I would like to invite you to join us and share your expertise.

Remember the saying, "What Goes Around Comes Around?" As the years go by, ...that saying [will] reveal itself in action more and more. This an opportunity to put into practice what we call scaffolding, or the spiral of knowledge that Vygotsky suggested in his theoretical studies of learning. As a life-long learner, I have used that spiraling ...[visualization of learning] to make connections in my education, teaching career and life.

Since I began teaching in 1975, I have learned, taught and experienced a multitude of theories, trends and issues as they appear, disappear and reappear.

One thing that I can say with certainty is that my professional teaching life has been healthier and happier when I "go with the flow", when I
* see an opportunity for professional growth in NEW THEORIES that are really old wine wrapped in a new flask
* understand that bad situations make sad communities and you just have to "walk away", kick the dust off your sandals and never look back.

I am healthy and happily working online, building my Professional Learning Network (PLN) and providing professional development resources "...in service to the community".

Having taught many grade and subject levels from Kindergarten to college level students, I enjoy teaching. My areas of expertise began with Microbiology, then elementary, then high school and later, special education K-12. My resume' is quite extensive, yet I have had the privilege to learn, grow, and work with many teachers, parents and other community members who were even more insightful, knowledgeable and collaborative. My career has taken me from the forested region across Lake Ponchetrain in Louisiana to the desert plains of the Llano Estacado in Southeastern New Mexico to continue here in Kansas.

Through living the life of a teacher's child, I always sought the camraderie and professional advice of those who were the most experienced at the schools where I taught. I still do that, yet it is a bit more difficult now because I am frequently the "grand dame" of the school.

Of course, in teaching, it's all about the kids, but you MUST take care of yourself. You must be healthy and happy. If you aren't, if you keep your "nose to the grindstone, you will end up with no nose!" You will become worn out...you will be unable to accept change....you will not GROW as a teacher.

The take-away message here is to remember that you are part of a TEAM of people, including students, parents, teachers, and the larger community of learners. It is my belief that you will be a better teacher when you work in a collaborative, not competitive environment where people's self esteem comes from providing for students, not gathering accolades for all the "stuff" you belong to or control. When you and your community are really teaching and learning, the accolades will follow.

If you have decided to become a teacher, you know you won't make much money, you know you will work long hours and you know that you must live a tightly controlled life, BUT THIS IS ALL WORTH IT, iff you have the OPPORTUNITY to teach kids who learn and develop in your care. That's right! Your care, your guidance, your teaching is the key! That is what it is all about! The pure joy of watching children of various ages and stages learn and grow as you teach.

Who I Am in the Here and Now

Who I Am w/caption
Originally uploaded by n2teaching

This is the mosaic I developed from various pictures from my area and life to share in @bookjewel's excellent idea to help promote and share our PLN (professional learning network) as she detailed in her latest post, ‘PLN Reflections’: sharing ideas and building relationships.

Each person from our PLN who volunteered to share in this presentation, added a slide to a Google presentation file. I selected one of Mahatma Ghandi's inspriational quotes.

Take charge of what you can do to change your world. There is so much potential for professional development and in teaching students in this wonderful project idea. Thanks to @bookjewel.

Are You Sure You Aren't a Science Teacher?

Photo by Lucy Nieto
Attribution-NoDerivs License

Have you been fooling yourself into thinking that you are NOT a Science teacher? Hmm! What is a common response to this question: "Do you teach Science?" No, I don't  teach Science, I don't even like Science.

Often, we are so locked into our 20th century INDUSTRIAL REVOLUTIONary mindset, that we think we ONLY teach History, Language Arts, PE or other separate topic. I think it is more prudent, as we move away from the ASSEMBLY LINE mindset, to think of  ourselves as TEACHERS of children, not TEACHERS of a topic.

For instance, how can one teach of the end of the Dark Ages in Europe (the unkown times), without mentioning the pivotal role played by the rapid spread of one of the most famous of all pandemics (or series of pandemics) the bubonic plague, the Black Death? So, History teachers ARE Science teachers after all. That is just ONE example.

A very popular history book of recent times is Guns, Germs and Steel. It tells the story of the past 13,000 years as it references the introduction of steel and guns as well as the well documented use of germ warfare by warring factions.

In Physical Education, the teacher is concerned with the improvement of the overall physical fitness of their students. When their students are fit, they think better, play more actively and enjoy life more. I wonder? Do PE  teachers teach about nutrition, healthy habits, muscle control, rules for games, etc? Yup, PE teachers are science teachers too.

There is not one ASSEMBLY LINE strand of education, and all the interactive, symbiotic education of the 21st Century includes aspects of science. Therefore, every teacher is a science teacher, we just haven't moved ourselves off the ASSEMBLY LINE and into the 21st Century yet.

I think you will agree that every teacher is a science teacher, and the corollary also must be true.

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Be Prepared!

Technology in all its forms have fascinated me since I was a child. I am thrilled that the opensource and DIY technologies are not just surviving, they are thriving. I love to see what wonderful possibilities and opportunities are available to teachers, parents and students in this vast World Of Electrons.

Conversations continue on the topic of DIY vs corporate, packaged simulacrums of what is available online....imitation copies that corporations convince administrators and technology directors will be "just as good" as what a teacher and class can create themselves. I strongly disagree.

A twitter colleague, @garageflowers, just cited a blog post on this topic, I Guess I'm Still a Punk.

After reading this blog post, I had to share my comments to the author, @glassbeed, with my readers. Mostly, they relate to a basic tenet of teaching, about being prepared to stand up for what you believe. If you want to support DIY technology, I believe you should be prepared to describe, design and defend it.

Yes, I agree. This was a great post. I love DIY technology, and I have worked diligently to document and explain how teachers can use it effectively in their classes or with students.

I was just thinking about your post when I went to my blog to capture my url and saw that WeatherPixie is down. This is a prime example of the downside of DIY technology. Teachers must prepare for the positive, as well as negative aspects of DIY technology in their classes.

WeatherPixie has been a pivotal widget for teachers and students. The developer of WeatherPixie is not the problem, but the company who owns the server that supports her website had a fire. This was a problem that she couldn't help, but it highlights a problem that tech directors and administrators can cite to keep teachers from using these free online tools. Teachers must be prepared.

Another concern associated with opensource products and online tools is that they are ephemeral. They may be here today and gone tomorrow, for any number of legitimate reasons. That makes it difficult for teachers to really go to the wall arguing for the use of this technology. They must be prepared.

I am saying use this developing technology, but a teacher must be VERY agile and have backup plans in case tools aren't available. Also, teachers should decide how they will console students if their projects are lost. They must be prepared.

It is great to be a DIY tech person, but you have to be prepared;D

Technology in Stone

Image via WikipediaTechnology in schools was embraced early in TechED history by the hands-on teachers who teach work skills, sometimes called vocational skills. These teachers seem to naturally accept the use of technology, since it enhances their ability to teach drafting, pattern making and instructional video.

CAD, computer assisted drafting, has been around so long it has even seen a transition to the public sphere in freeware products like SketchUp.

Thankfully, the technology teachers who work in these interesting vocational fields still make their work look exciting. It must be the "Tom Sawyer" effect.

Simon B. , an educational colleague, shares excellent videos about his work with students, TAFE and various colleagues in stonemasonry. They are all very interesting and instructive.

As a person who loves geology in its more practical forms, I appreciate the organically pleasing characteristics of their raw material, stone. The image above is a historical picture taken in a granite quarry in Colorado, USA.

The latest addition to the video collection for Stonemasonry wiki opens with an interview of Michael Landers, head stonemasonry teacher at Miller College Institute, standing in front of a marvelous work in stone.

If you like beautiful things or hands-on work, you should check out this wiki, Stonemasonry, as well as SkillsOne.

Making the Rounds

Well, I made the rounds again today! No, I am not a doctor, a manager or a farmer. I am a teacher.

In the World of Matter, I live in Kansas, the first Land of Oz. At various times, I make a special effort to find teachers who also live in Kansas and use technology of all sorts.

This may just be me, but I find it is easier to find teachers on the other side of Earth, who have similar interests, than those living in my state. What has your experience been?

To find like-minded people, I look in the places where I live in the World of Electrons, for instance: Twitter, del.icio.us, Classroom2.0, TappedIn, and Diigo. Today, I found five people, living in Kansas, who teach and use technology. Some are not in the classroom each day, but they all have their roots in education. They also meet the use of technology criteria.

Why do I do this? I made this search part of my professional development plan. I want to help end teacher isolation in my state... in my lifetime. I hear about teachers in other states and countries meeting new area teachers and forming expansive collaborations in the World of Matter and Electrons. I think that is wonderful. What do you think?

To join with other Kansas teachers, to collaborate and share our past, present and future experiences would be a wonderful personal and professional goal to acheive. Kansas teachers have various opportunities to collaborate through area educational networks, yet they don't use them...even when they join.

How do you find like minded teachers in your state, region, or province in the World of Electrons?