The Importance of Educator Connections « My Island View

The blogger below expresses her thoughts on participation in ISTE 2012 in San Diego, CA. ISTE is a not-for-profit organization dedicated to supporting the use of information technology to aid in learning, teaching of K-12 students and teachers. 

Read this blogger’s thoughts on attending this event.

#ISTE2012 and the Importance of Educator Connections « My Island View.

URL: http://tomwhitby.wordpress.com/2012/07/08/iste2012-and-the-importance-of-educator-connections/

#educ_dr

Posted in Education, Online Education | Tagged , , , , | 1 Comment

I blogged on Duncan last week, but didn’t have this link to Connected Educators. Follow and participate!

Michael K. Barbour's avatarVirtual School Meanderings

As many of you know, at ISTE this past month the Secretary of Education announced a “Connected Educators Month.”  This came through my inbox via Boise State University‘s Educational Technology program yesterday or the day before.

Lisa_Dawley
Connected Educators Month
by Lisa Dawley, Ph.D. – Saturday, July 7, 2012, 07:02 PM
Hey folks, the US Dept. of Education is sponsoring the Connected Educator Month in August.  They are looking for folks doing innovative projects/work to get involved during the month either synchronously and asynchronously to share your knowledge with other teachers.

If you are interested in learning more and/or signing up, see  http://connectededucators.org/

If you have an example, please follow the link.

View original post

Posted in Fixing Education | Leave a comment

Kindle Publishing: A Diary–Day 11: Publishing My Kindle Manuscript

Publishing my book turned out to be easier than I thought, although there were a few points where I messed up a bit–partly because this was my first time; partly because I had pictures in my document; partly because the Kindle Direct Publishing site was not clear on uploading a file with pictures. The KDP guide,  Building Your Book for Kindle, was very helpful, but also didn’t explain about the site’s apparent oversight on types of files that can be uploaded.

Because my ebook contained pictures, there were steps that I had to take that a text-only book does not require. First, no matter what the content, I had to save my document as an HTML file using “Web page, filtered” from the file type menu. Next, if I had included no pictures, that and a cover would have been all that was needed.

So after I created the HTML file, a folder of the same name showed up in my directory list. It contained all the pictures from my book. Because I had pictures, I had to create a compressed/zipped file by selecting the HTML file from the file menu, right-clicking on it, selecting “send to” from the drop-down menu, and clicking on “compressed (zipped) file.”

Finally, I had to move the file containing the pictures into the compressed file.

I clicked over to the KDP site, where I had to sign in (since I created an account earlier) or register. After that, I just followed the directions. However, when I got to the point of actually uploading the book file, the “allowed file types” area did not list the compressed/zipped format. So I uploaded the HTML file. But when I went to preview it, there were no pictures in it; nor were there even placeholders where the pictures should go.

So I went back to the “upload your book” area and uploaded the compressed file instead. Then when I went to preview, I still found no pictures, but at least there were placeholders for the pictures! I decided I probably shouldn’t go any further until I figured out my problem. I saved the file at the KDP site as a draft, and went back to my original MS Word document.

There turned out to be two problems. First, the pictures I used were copied directly from the pictures included in earlier posts, so they still had links to the Kindle Book Store. I removed the links and took another precautionary step by saving them as named picture files. I then copied the pictures back to where the original pictures were included in the text.

Building Your Book for Kindle had recommended checking for inadvertent paragraph returns and tab marks before saving as an HTML document. I skipped this step because I had gone through the document by hand, checking to make certain each chapter ended cleanly and without extra carriage returns thrown in. So I turned on the “show/hide paragraph marks” in the Home tab of my document. (I had to check the “help” facility to figure out what I was looking for. It’s the “paragraph” symbol that looks a lot like the Greek letter pi.) When I checked my document with the markings turned on, I found a few stray spaces, a few surprising carriage returns (new paragraphs) that I could not detect by merely going through the document, and a few tabs that I do not remember putting in. Another thing I found was a lot of little circles where space holders should have been. I still have no idea where those came from, but I got rid of every one of them and replaced them with genuine spaces. Finally, I saved the file and went through the saving procedure all over again (save as web page, filtered; send to compressed; move picture file into compressed).

When I uploaded the modified file and previewed it, everything seemed to work and the pictures were showing up as expected. I completed the rights and pricing information as well as a few more sections and–with trepidation–clicked on “publish.”

It takes about 12 hours for the book to go through final approval and be truly published. I kept watching for that email that said the book was approved and is now available at the Kindle Store. When I got that email, I couldn’t believe how elated I was. Not only did I publish my first Kindle book, but I published my first book of any kind ever!

Here is what it looks like. I decided to price it at 99 cents, hoping to generate some interest in   it. It has a little bit more information that the blog had, but not by much.

I’m hoping that at this low price, which I’ll only charge for a week or so, even my blog readers will think it’s worth having all the information in one place and on their Kindle reader–whether on a Kindle reader, a computer, an Android pad or iPad, or a telephone.

#educ_dr

Posted in ePublishing | Tagged , , , , , , , , , , , , , , | Leave a comment

For those of you who were following my blog on how to publish a Kindle book, I am proudly announcing that I actually published a book! Find out how I did it by following the blog posts on Kindle publishing, or see everything–including the steps I used to actually publish–at Amazon.com’s Kindle Book Store. Just click on the link below.

For a limited time, it costs only $0.99–that’s ninety-nine cents! What do you have to lose for less than a buck?

#educ_dr

Posted on by DrEMiller | Leave a comment

Michael K. Barbour's avatarVirtual School Meanderings

Another item from Friday’s inbox…

Digital Learning Now!

Digital Pulse • 07/06/2012

Investing in Innovation: Capital Flows to Education »

By Tom Vander Ark – Education Week – July 3, 2012

The Leader’s Guide to 21st Century Education »

By S. D. Lawrence – Education News – July 1, 2012

Online Learning: 16-Year-Old Student Turns F’s Into A’s »

By Diana Moore – Getting Smart – July 2, 2012

The Educational Value of Games: A 13-Year-Old’s View »

By Tina Barseghian – Mind/Shift – June 29, 2012

The first principle of blended learning »

By Heather Clayton Staker – Innosight Institute – July 2, 2012
For more visit DigitalLearningNow.com
footer-rule
P.O. Box 10691
Tallahassee, FL 32302-2691
T: 850-391-4090
E: info@exelined.org
twitterfacebookyoutubelinkedinrss
Copyright © 2012 Foundation for Excellence in Education

View original post

Posted in Fixing Education | Leave a comment

Facebook’s New Not-So-Secret Button … and Other Hot Topics | Constant Contact Blogs

If you are a small business on Facebook, you will want to know about the new “want” button. Read on.

Facebook’s New Not-So-Secret Button … and Other Hot Topics | Constant Contact Blogs.

URL: http://blogs.constantcontact.com/fresh-insights/facebooks-new-not-so-secret-button-and-other-hot-topics/

#educ_dr

Posted in Fixing Education | Leave a comment

Resources for Professional Development for Teachers

Teachers: Rather than repeat what this blogger posted, I’ll let you click over to his post on Professional Development opportunities for the summer. Most are online, for your learning ease.

Professional Learning Summer Edition | July/August 2012 MindShare Learning Report « Virtual School Meanderings.

URL: http://virtualschooling.wordpress.com/2012/07/06/professional-learning-summer-edition-julyaugust-2012-mindshare-learning-report/

#educ_dr

Posted in Digital Education, Fixing Education, Professional Development, Teaching | Tagged , , , , , , , , , | Leave a comment

Arne Duncan Declares August as “Connected Educator Month”

This came across my desk on June 26, 2012, but ended up hiding in my “draft” posts. However, I want to share it with all educators, as the month-long event is still weeks away.

August will be “Connected Educator Month,” according to Arne Duncan. Are you a connected educator?

Learn more about what Secretary Duncan means by clicking below.

via Secretary of Education Duncan Declares August “Connected Educator” Month — THE Journal.

URL: http://thejournal.com/articles/2012/06/26/education-secretary-announces-connected-educator-month.aspx

#educ_dr

Posted in Digital Education, Education, Fixing Education, Teaching, Virtual Schools | Tagged , , , , , , , , | Leave a comment

Comparing U.S. Educational Progress to Education Around the World

Below are some recently published results from the National Center for Education Statitstics’ databases. The international assessments Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) are used to compile and analyze the data to compare the relative standings of students at grades 4 and 8, and at age 15.

The text of the report follows the URL for the site International Activities Program, which defaults to the reading scores.

http://nces.ed.gov/surveys/international/reports/2012-lps-mrs.asp#reading

How does the United States compare with other nations in terms of the proportion of students performing at the lowest proficiency levels? The international assessments Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) report the percentage of students in each participating nation and sub-national or non-national education system performing at each of several proficiency levels. The most recent U.S. results on international assessments are from PIRLS 2006, TIMSS 2007, and PISA 2009 and cover reading, mathematics, and science literacy.

NCES used the International Data Explorer to compare the percentage of low-performing students in the United States and other participating nations (and sub-national or non-national education systems) in reading, mathematics, and science at grades 4 and 8 and age 15. Low-performing students at grades 4 and 8 are defined as those failing to reach the Low International Benchmark on the PIRLS (reading) or TIMSS (mathematics and science) assessments. At age 15, they are defined as those failing to reach PISA Proficiency Level 2. For more information about proficiency levels for each international assessment, see About This Analysis.

Results:
At grade 4, nine education systems had less than 5 percent of students performing at the lowest proficiency levels in any subject, including Chinese Taipei, Hong Kong-China, Japan, Latvia, Massachusetts, Minnesota, the Netherlands, Quebec-Canada, and Singapore (though Japan, Massachusetts, and Minnesota did not participate in grade 4 reading).

>The United States had around 5 percent low-performing students in each subject at grade 4: 4 percent in reading, 5 percent in mathematics, and 6 percent in science.

> Six out of the 45 education systems had at least 40 percent of low-performing 4th graders in reading, and 8 out of the 43 participating education systems had at least 40 percent low-performing 4th graders across both mathematics and science.

At grade 8, the Republic of Korea, Japan, and Minnesota all had less than 5 percent low-performing students in both mathematics and science (reading was not assessed internationally at grade 8).

>In both mathematics and science, 8 percent of U.S. 8th graders were low performers.

>Eleven of the 56 education systems had at least 40 percent of low-performing 8th graders across both mathematics and science.

At age 15, only Shanghai-China had 5 percent or less of low-performing students in any subject.

>About one in five U.S. 15-year-olds were low performers in reading (18 percent), mathematics (23 percent), and science (18 percent).

>Nineteen of the 65 participating education systems had at least 40 percent low-performing 15-year-olds in all three subjects and 23 had at least 40 percent low-performing 15-year-olds in at least one subject.

In both reading and mathematics , the United States had three times the percentage of low-performing 15-year-olds as it did low-performing 4th graders; in science, the United States had twice the percentage of low-performing 15-year-olds as it did low-performing 4th graders.

To download a PDF of this page, please click here.

To download the International Data Explorer output on which this page is based, please use the links below:

#educ_dr

Posted in Assessment of education, Education, Education Reports | Tagged , , , , , , , , , , , , , , , , , | Leave a comment

Genes and Educational Achievement: Nature or Nurture? The debate goes on

Although it seems that the Nature/Nurture argument has finally been settled, this study seems to indicate that nurture continues to be an important contributor to a student’s academic success. A student can have the right genetic indicators, but live in an environment that is not conducive learning, while another student may lack some or all of the indicators and still excel in school because of environmental supports.

Even though the genetic variants were found to be associated with educational levels, having a specific allele does not determine whether someone will graduate from high school or earn a college degree, according to Beaver. Rather, these genes work in a probabilistic way, with the presence of certain alleles simply increasing or decreasing the likelihood of educational outcomes, he said.  “No one gene is going to say, ‘Sally will graduate from high school’ or ‘Johnny will earn a college degree,’” he said. “These genetic effects operate indirectly, through memory, violent tendencies and impulsivity, which are all known predictors of how well a kid will succeed in school. If we can keep moving forward and identify more genetic markers for educational achievement, we can begin to truly understand how genetics play a role in how we live and succeed in life.”

Data for this study came from National Longitudinal Study of Adolescent HealthAdd Health, that followed middle- and high-school students from 1995. All participants volunteered DNA swabs, which were used for this analysis. What makes this study unique and exciting (to the researcher in me) is that the longitudinal study conducted under the aegis of the National Center for Education Statistics, or NCES, was able to obtain the DNA swabs as part of the study methodology. Although local studies had been conducted elsewhere, this study includes a cross-section of American teenagers.

Genes May Play Role in Educational Achievement, Study Finds.

A big “Thank you!” to the Huffington Post for pointing me to this study report. The Huffington Post  |  By 

Posted in Fixing Education | Tagged , , , , , , , , , | Leave a comment