<?xml version="1.0" encoding="UTF-16LE"?> <?xml-stylesheet type="text/xsl" media="screen" href="/~d/styles/rss2full.xsl"?><?xml-stylesheet type="text/css" media="screen" href="http://feeds.feedburner.com/~d/styles/itemcontent.css"?><rss xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" version="2.0"> <channel> <title>Transliteracy</title> <link>http://www.futureofed.org/trend/Transliteracy.aspx</link> <description>&lt;p&gt;Effective communication depends on the ability to read, write, and interact across multiple media and social platforms. (provided by &lt;a href="http://www.transliteracy.com" target="_blank"&gt;www.transliteracy.com&lt;/a&gt;)&lt;/p&gt; &lt;ul&gt; &lt;li&gt;Podcasts &lt;/li&gt; &lt;li&gt;Digital video &lt;/li&gt; &lt;li&gt;Virtual Worlds &lt;/li&gt; &lt;li&gt;Microblogs &lt;/li&gt; &lt;li&gt;Wikis &lt;/li&gt; &lt;li&gt;Social Networking &lt;/li&gt; &lt;li&gt;Tagging &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;In the emerging decade, ideas will migrate across multiple social media platforms: podcasts, digital video, virtual worlds, microblogs, wikis, social networking, tagging, etc. The amplified, transliterate organization will have the capacity to communicate across these platforms.&lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;View or post a video around your lesson plan or around an educational component on &lt;a href="http://www.teachertube.com/" class="jive-link-external-small" target="_blank"&gt;TeacherTube&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Try e-learning for your own professional development &lt;/li&gt; &lt;li&gt;Learn how &lt;a href="http://transliteracies.english.ucsb.edu/category/research-project/definition-of-online-reading" class="jive-link-external-small" target="_blank"&gt;The Transliteracies Project&lt;/a&gt; is designing technology to improve the experience of reading for people of all backgrounds &lt;/li&gt; &lt;li&gt;Explore how archaeology and media can be used in your next class at &lt;a href="http://metamedia.stanford.edu/" class="jive-link-external-small"&gt;MetaMedia&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Download courses from &lt;a href="http://itunes.stanford.edu/" class="jive-link-external-small" target="_blank"&gt;Stanford University on iTunes&lt;/a&gt;, &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" class="jive-link-external-small" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt;, or another open access sites for use in your classrorom &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs. &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt; &lt;p&gt;&lt;strong&gt;&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/qSFuZDc-7yw&amp;amp;hl=en&amp;amp;fs=1&amp;amp;&amp;amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt; </description> <name>Transliteracy</name> <atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/Transliteracy" /><feedburner:info uri="transliteracy" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><item> <title>Amplified Organization (Driver of Change)</title> <description>&lt;p&gt;&lt;strong&gt;Extended human capacity remakes the organization&lt;/strong&gt; &lt;br /&gt; &lt;br /&gt; Digital natives and technologies of cooperation are combining to create a generation of amplified individuals. These organizational  superheroes will remake organizational models through their highly social, collective, improvisational practices and their augmented human capacities. These new models will thrive in a world of social networks; information proliferation, transparency, and saturation; and rapid change. As digital natives enter learning professions, and as existing educators and students become amplified, their extended human capacities will challenge traditional ways of organizing learning and will amplify schools, districts, and other learning organizations. &lt;/p&gt; &lt;ul&gt; &lt;li&gt;How will amplified educators and organizations change the role of school in the broader community?  &lt;/li&gt; &lt;li&gt;What will the relationships between schools that are amplified and those that are not be like? &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;More on This Topic&lt;/strong&gt;&lt;br /&gt; &lt;br /&gt; Amplified individuals - those who embrace social media applications, human performance augmentations, and collaborative practices - will remake the organization of the future. These individuals are &lt;strong&gt;highly social, collective, improvisational and augmented&lt;/strong&gt;.  &lt;br /&gt; &lt;br /&gt; They use &lt;strong&gt;social media tools&lt;/strong&gt; to reach out and expand their social networks. Applications such as Twitter and Plazes (microblogging applications that coordinate people, place and time), Facebook and other social networking sites make social connections visible.   De.li.cious and Flickr (social bookmarking and tagging) help amplified individuals filter information and share resources.  These individuals engage in &lt;strong&gt;collective practices to create shared resources&lt;/strong&gt; using wikis, and make sense of information with tools such as Digg or Reddit (platforms for prioritizing news and other articles on the basis of collective ratings). &lt;br /&gt; &lt;br /&gt; Amplified individuals also &lt;strong&gt;experiment and improvise solutions&lt;/strong&gt; using social media and online collaboration.  Virtual environments such as Second Life can serve as shared spaces for experimenting with roles or providing an ad hoc shared space for distributed teams.  They also &lt;strong&gt;use systems, tools, and hacks to enhance the human capacity - &lt;/strong&gt;their memory, attention, and ability to stay alert and focused.  Whether it is nutritional supplements and pharmaceuticals such as Modafinil (which increases alertness and focus) or peripheral devices such as the Chumby (which offloads data streams such as RSS news and blog feeds and instant messaging that can be potential distractions), amplified individuals look for aids to increase their human performance.&lt;/p&gt; &lt;p&gt;Together, these attributes &lt;strong&gt;enable several amplified organizational practices - &lt;/strong&gt;open leadership and sociability, beta building, collective sensemaking, and transliteracy - that support more flexible responses to change and stimulate innovation.  &lt;/p&gt; &lt;ul&gt; &lt;li&gt;&lt;strong&gt;Open collaborative platforms&lt;/strong&gt; enable distributed teams and loosely connected networks to self organize and form ad hoc structures to solve problems and implement strategies.  &lt;/li&gt; &lt;li&gt;By circulating resources openly and broadly through social networks, information tends to find the right people at the right place at the right time that allows &lt;strong&gt;ad hoc leaders&lt;/strong&gt; to emerge and apply relevant expertise more quickly.  &lt;/li&gt; &lt;li&gt;Such an open, flexible structure facilitates &lt;strong&gt;collective sensemaking - &lt;/strong&gt;a practice by which knowledge and expertise that may not have been visible can rise in response to critical issues. &lt;/li&gt; &lt;li&gt;Tools ranging from Plazes (a system that lets your social contacts know where you are, what you re doing and when) to Moodle (an open source courseware management system) allow knowledge workers, educators, learners to form their own &lt;strong&gt;smart mobs and self-led teams.  &lt;/strong&gt;&lt;/li&gt; &lt;li&gt;The transparency of these systems also helps support &lt;strong&gt;a culture of beta building - &lt;/strong&gt;rapid innovation, in which participants of a social network, distributed team, or smart mob can see information, offer critique, and help iterate solutions and strategies.  &lt;/li&gt; &lt;li&gt;Amplified organizations will be&lt;strong&gt; transliterate -&lt;/strong&gt; capable of communicating across multiple media in ways that use specific media platforms and non mediated, face-to-face interactions to develop effective and creative messages. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;em&gt;&lt;strong&gt;Implications for Learning&lt;br /&gt; &lt;/strong&gt;&lt;/em&gt;Educators adept at working with these tools and practices will self-organize around learning opportunities, share and remix learning resources, and adapt quickly to meet diverse learning needs.  &lt;/p&gt; &lt;ul&gt; &lt;li&gt;They will be able to adapt to &lt;strong&gt;change resource environments&lt;/strong&gt; and the uncertainties of learning deserts (geographies lacking immediate learning assets). &lt;/li&gt; &lt;li&gt;As educators collaborate with students using these practices, &lt;strong&gt;pedagogy becomes participatory - &lt;/strong&gt;students become necessary agents in crafting the learning process.  In many ways, amplified individuals, organizations and their practices are enabling pedagogies born in the early 20&lt;sup&gt;th&lt;/sup&gt; century that have not been able to find expression in the current educational system.  &lt;/li&gt; &lt;li&gt;Many educators venturing into the amplified world find that &lt;strong&gt;modes of learning using social and collaborative platforms are downright inspiring - &lt;/strong&gt;encouraging the reasons that they chose to teach.  Also, many educators are already engaging in these practices - developing innovative practices using Moodle, wikis, edu-blogging, Ning, and other open educational resources like OER Commons, Curriki, Teacher Tube, iPod University and a host of others.  They simply haven t found the structure or support in the current educational system to function fully.  &lt;/li&gt; &lt;li&gt;&lt;strong&gt;Educator literacy in social media&lt;/strong&gt; is a must in the next decade.  Social media provide ways to connect with today s students and release the collective creativity and intelligence of various learning agents globally.  However, education decision-makers must work to close not just the digital divide - access and familiarity with digital technologies - but also the participation gap - comfort engaging in a culture of contribution, connectivity, sharing, and massive collaboration. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;5 Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Join or form a professional learning community, such as &lt;a href="http://www.classroom20.com/" target="_blank"&gt;Classroom 2.0&lt;/a&gt;, to pursue ongoing professional development, support other educators, and organize with colleagues &lt;/li&gt; &lt;li&gt;Host an &lt;a href="https://www.collaborationjam.com/" target="_blank"&gt;Collaboration Jam &lt;/a&gt; to engage students and teachers to develop in developing new ideas for learning &lt;/li&gt; &lt;li&gt;Download courses from &lt;a href="http://itunes.stanford.edu/" target="_blank"&gt;Stanford University on iTunes&lt;/a&gt;, or &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt;, or other open access sites for use in your classrorom &lt;/li&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;When considering instructional technology, focus on how it can support connected, continuous, relevant, and adaptive learning &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/DZEUBSUGdp8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/DZEUBSUGdp8/Amplified-Organization.aspx</link> <feedburner:origLink>http://www.futureofed.org/driver/Amplified-Organization.aspx</feedburner:origLink></item> <item> <title>Open Leadership and Sociability (Trend)</title> <description>Open collaborative platforms enable networked teams to self-organize and support ad hoc leaders. New connectivity tools support flexible, self-organizing networks. This new mode of collaboration sociability is best facilitated by building open platforms for leadership, which allow different team members to contribute when they deem most appropriate and effective. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Involve students in your professional learning community &lt;/li&gt; &lt;li&gt;Join or form a professional learning community, such as &lt;a href="http://www.classroom20.com/" class="jive-link-external-small" target="_blank"&gt;Classroom 2.0&lt;/a&gt;, to pursue ongoing professional development, support other educators, and organize with colleagues &lt;/li&gt; &lt;li&gt;Follow colleagues' activites and locations at &lt;a href="http://plazes.com/" class="jive-link-external-small" target="_blank"&gt;Plazes&lt;/a&gt; and &lt;a href="http://www.jaiku.com/" class="jive-link-external-small" target="_blank"&gt;Jaiku&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Contribute to or create a "citizen reporter" newspaper such as &lt;a href="http://english.ohmynews.com/" class="jive-link-external-small" target="_blank"&gt;OhMyNews&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Host an &lt;a href="https://www.collaborationjam.com/" class="jive-link-external-small" target="_blank"&gt;Innovation Jam&lt;/a&gt; to engage students and teachers in developing new ideas for learning &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/qSFuZDc-7yw&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>Beta Building (Trend)</title> <description>Transparency, collaboration, and rapid iteration create a beta culture displaying open critique and reflective practice. In a world of transparency and open contribution, collective creation and critique, and rapid iteration, &lt;i&gt;beta&lt;/i&gt; status (a stage of testing and refinement) is a norm. But in this world, &lt;i&gt;beta&lt;/i&gt; is fully functional, just open to improvement. &lt;i&gt;Beta&lt;/i&gt; building reflects both a mindset that any product or process can be improved, and the platforms that encourage input and enable revision. Organizations engaging in &lt;i&gt;beta&lt;/i&gt; building must be comfortable with open authorship making things transparent even when  incomplete  and participating in a community of contribution. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Focus on fostering imagination, creativity, thoughtfulness, and collaboration over providing training on specific technologies that will soon be outmoded &lt;/li&gt; &lt;li&gt;Be a citizen journalist by contributing to &lt;a href="http://www.nowpublic.com/" class="jive-link-external-small" target="_blank"&gt;NowPublic&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Create an internal wiki to collaborate within your organization with one of the tools listed at &lt;a href="http://www.wikimatrix.org/" class="jive-link-external-small" target="_blank"&gt;WikiMatrix&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Announce real-time organizational updates to the public using &lt;a href="http://www.twitter.com/" class="jive-link-external-small" target="_blank"&gt;Twitter&lt;/a&gt; or within your organization using &lt;a href="http://www.yammer.com/" class="jive-link-external-small" target="_blank"&gt;Yammer&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Adopt &lt;a href="http://en.wikipedia.org/wiki/Iterative_design" class="jive-link-external-small" target="_blank"&gt;iterative design&lt;/a&gt; principles throughout your organization &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt; &lt;div class="watch-video-desc description"&gt;&lt;strong&gt;Henry Lowood, Curator for History of Science &amp;amp; Technology Collections at Stanford, and Henrik Bennetsen from the Stanford Humanities Lab speak on how virtual worlds and sharing of information can have a dramatic impact on education.&lt;/strong&gt; &lt;br /&gt; &lt;/div&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/2OHKi7_E7ok&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/a2j5k96_jm4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/a2j5k96_jm4/Beta-Building.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Beta-Building.aspx</feedburner:origLink></item> <item> <title>Collective Sensemaking (Trend)</title> <description>Diverse and abundant data streams increase the need for organizations to tap collective intelligence. New tools and platforms can mobilize collective intelligence for gathering information, sorting through data streams, and aggregating input and interpretation. Knowledge and insights grow from collective contributions. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;Contribute to the ranking of stories on &lt;a href="http://www.digg.com/" class="jive-link-external-small" target="_blank"&gt;Digg&lt;/a&gt; or &lt;a href="http://www.reddit.com/" class="jive-link-external-small" target="_blank"&gt;Reddit&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Install the &lt;a href="http://del.icio.us/" class="jive-link-external-small" target="_blank"&gt;Del.ico.us&lt;/a&gt; toolbar and start tagging articles and other work for your students or organization &lt;/li&gt; &lt;li&gt;Improve collaboration and innovation through multiplayer online games with &lt;a href="http://www.seriosity.com/" target="_blank"&gt;Seriosity&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/VflYjsLd69Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/VflYjsLd69Y/Collective-Sensemaking.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Collective-Sensemaking.aspx</feedburner:origLink></item> <item> <title>Visual Literacy (Trend)</title> <description>Vast data streams require visual tools to discern underlying stories. Various visual displays will emerge as sensemaking and navigation tools for these data streams -- biometric, geographic, cognitive, neurological, tagging, taste trails, online personae, etc. Many data sets will prove too complicated for linear or text-based analysis: visual representations of multiple variables will reveal underlying patterns much more effectively and eloquently. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Tell a more compelling story about education with data visualization (see &lt;a href="http://www.flowingdata.com/" target="_blank"&gt;Flowing Data&lt;/a&gt;)&lt;/li&gt; &lt;li&gt;Debunk third-world myths with &lt;a href="http://www.ted.com/index.php/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen.html" class="jive-link-external-small" target="_blank"&gt;Hans Rosling&lt;/a&gt;&lt;/li&gt; &lt;li&gt;Explore &lt;a href="http://www.horizonmapping.net/projects/tmc/tmc_gallery/Tutor_Mentor_school_maps.html" class="jive-link-external-small" target="_blank"&gt;Chicago Schools on the 2007 Warning List&lt;/a&gt;; if you can find a similar resource for your community, promote it; if not, consider starting one&lt;/li&gt; &lt;li&gt;Generate a housing map in your zip code at &lt;a href="http://www.zillow.com/" class="jive-link-external-small" target="_blank"&gt;Zillow&lt;/a&gt; and determine whether the prices are related to the quality of the local schools&lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Kw3CUtzUHfs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Kw3CUtzUHfs/Visual-Literacy.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Visual-Literacy.aspx</feedburner:origLink></item> <item> <title>New Civic Literacies (Trend)</title> <description>Participatory media and digital natives bring transparency and collective action to the civic sphere. People who are accustomed to the world of participatory media, user-generated content, and smart networking bring a powerful voice to the civic sphere. Using new tools, people will act collectively, whether joining in  netroot (i.e. Internet enabled grassroots) political campaigns, working together to solve social issues, or forcing transparency into civic processes. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Learn from &lt;a href="http://www.futuremelbourne.com.au/wiki/view/FMPlan" class="jive-link-external-small" target="_blank"&gt;FutureMelbourne&lt;/a&gt; and how citizens there are preparing their city for the future &lt;/li&gt; &lt;li&gt;Check up on politicians or legislation with one of the projects run by the &lt;a href="http://www.sunlightfoundation.com/" class="jive-link-external-small" target="_blank"&gt;Sunlight Foundation&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Explore how &lt;a href="http://www.microsociety.org/" class="jive-link-external-small" target="_blank"&gt;MicroSociety&lt;/a&gt; brings real life to learning &lt;/li&gt; &lt;li&gt;Search the &lt;a href="http://search.twitter.com/" class="jive-link-external-small" target="_blank"&gt;twitterstream&lt;/a&gt; for conversations about a current events &lt;/li&gt; &lt;/ol&gt; &lt;strong&gt; &lt;p style="margin-bottom: 0in"&gt;David Nordfors, who runs the innovation journalism program at Stanford, stays studens are moving towards a journalisatic method of learning - finding knowledge, assesing it, and then connecting the dots to build a story.&lt;/p&gt; &lt;/strong&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt; &lt;embed src="http://www.youtube.com/v/uoE-tCurDNY&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/6n6zuZUfW9c" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/6n6zuZUfW9c/New-Civic-Literacies.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/New-Civic-Literacies.aspx</feedburner:origLink></item> <item> <title>Personal Learning Ecologies (Trend)</title> <description>Families look outside the traditional  system to create ecologies of learning experiences. Families will leverage the emerging learning economy to cultivate their own ecologies of learning resources. School will be part of this ecology, but it will play different roles for different families, and it won t be the only player in the wider learning ecosystem. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Provide coaches to help students select appropriate learning experiences &lt;/li&gt; &lt;li&gt;Create a network in your community like the &lt;a href="http://parents.berkeley.edu/" class="jive-link-external-small" target="_blank"&gt;Berkeley Parents Network&lt;/a&gt; and read this &lt;a href="http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2005/07/24/CMGGJDDL2D1.DTL&amp;amp;type=printable" class="jive-link-external-small" target="_blank"&gt;article&lt;/a&gt; about it &lt;/li&gt; &lt;li&gt;Learn more about homeschooling options: &lt;ul&gt; &lt;li&gt;Jon s Homeschool Resources - &lt;a href="http://www.midnightbeach.com/hs/" class="jive-link-external-small" target="_blank"&gt;www.midnightbeach.com/hs/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;The Homeschool Mom - &lt;a href="http://www.thehomeschoolmom.com/" class="jive-link-external-small" target="_blank"&gt;www.thehomeschoolmom.com/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Homeschool Central - &lt;a href="http://www.homeschoolcentral.com/" class="jive-link-external-small" target="_blank"&gt;www.homeschoolcentral.com/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Homeschool Resource Center - &lt;a href="http://www.hsrc.com/" class="jive-link-external-small" target="_blank"&gt;www.hsrc.com/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Muslim Homeschool Network - &lt;a href="http://www.muslimhomeschool.com/" class="jive-link-external-small" target="_blank"&gt;www.muslimhomeschool.com/&lt;/a&gt; &lt;/li&gt; &lt;/ul&gt; &lt;/li&gt; &lt;li&gt;Let parents and students know about the summer camp directory at &lt;a href="http://mysummercamps.com/" class="jive-link-external-small" target="_blank"&gt;mysummercamps.com&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Explore how &lt;a href="http://www.educationalconsulting.org/" class="jive-link-external-small" target="_blank"&gt;Independent Educational Consultants&lt;/a&gt; can help families find the right opportunity for children in college, grad school, or special programs &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Tom Munneke, who turned a shed in his backyard into a science laboratory for kids, says that one way to add excitement and enthusiasm to education is to have adults and peers do more teaching. &lt;br /&gt; &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;embed src="http://www.youtube.com/v/cfXCsl2NbFE&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/4Ur6ubFTxlo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/4Ur6ubFTxlo/Personal-Learning-Ecologies.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Personal-Learning-Ecologies.aspx</feedburner:origLink></item> <item> <title>Networked Artisans (Trend)</title> <description>Solo inventors, tinkerers, and craftsmen form networks to collaborate and celebrate their creations. Connected, they can iterate and innovate rapidly, and they re often driven much more by shared excitement than by financial rewards. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Have your next learning project featured at &lt;a href="http://makerfaire.com/" class="jive-link-external-small" target="_blank"&gt;Maker Faire&lt;/a&gt;&lt;/li&gt; &lt;li&gt;Find ideas for your next project at &lt;a href="http://www.evilmadscientist.com/" class="jive-link-external-small" target="_blank"&gt;Evil Mad Scientist Laboratories&lt;/a&gt; or on &lt;a href="http://www.instructables.com/" class="jive-link-external-small" target="_blank"&gt;Instructables&lt;/a&gt;; build it and then teach someone else how&lt;/li&gt; &lt;li&gt;Join your local &lt;a href="http://www.freecycle.org/" class="jive-link-external-small" target="_blank"&gt;Freecycle Network&lt;/a&gt; to exchange things for free in your area&lt;/li&gt; &lt;li&gt;Trade something you don't need any more for something you want on &lt;a href="http://www.swapthing.com/" class="jive-link-external-small" target="_blank"&gt;Swapthing&lt;/a&gt;&lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Diane Demee-Benoit, previously with the George Lucas Foundation, notes how open-source programs and products are changing the economy, and by engaging the collective wisdom of others we have the opportunity to create new services for others.&lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/CCclMnFNCLo&amp;amp;hl=en&amp;amp;fs=1&amp;amp;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" wmode="transparent" allowfullscreen="true" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/nVhgq48hNLQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/nVhgq48hNLQ/Networked-Artisans.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Networked-Artisans.aspx</feedburner:origLink></item> <item> <title>Personal Fabrication and Design (Trend)</title> <description>Better desktop tools, 3D printers, and digital machinery democratize the machine shop. Anyone can experiment with making cool things. Cheaper, more user-friendly interfaces empower individuals to draft their own designs and even manufacture them themselves. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Create t-shirts for events or schools &lt;a href="http://www.cafepress.com/" class="jive-link-external-small" target="_blank"&gt;CafePress&lt;/a&gt; or &lt;a href="http://www.threadless.com" target="_blank"&gt;Threadless&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Use &lt;a href="http://www.fabathome.org" target="_blank"&gt;Fab@home&lt;/a&gt; as an inspiration for your next learning project &lt;/li&gt; &lt;li&gt;Customize a gift for your favorite digital citizen with &lt;a href="http://www.fabjectory.com/" class="jive-link-external-small" target="_blank"&gt;Fabjectory&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Bring  your digital creations to life with 3D printing (see &lt;a href="http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article1839765.ece" class="jive-link-external-small" target="_blank"&gt; Microtrends: Printing in 3D &lt;/a&gt;) &lt;/li&gt; &lt;li&gt;Create and sell your own ideas and goods at &lt;a href="http://www.ponoko.com/" class="jive-link-external-small" target="_blank"&gt;Ponoko&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Diane Demee-Benoit, previously with the George Lucas Foundation, notes how open-source programs and products are changing the economy, and by engaging the collective wisdom of others we have the opportunity to create new services for others.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/CCclMnFNCLo&amp;amp;hl=en&amp;amp;fs=1&amp;amp;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/P7Jj5h9DWak" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/P7Jj5h9DWak/Personal-Fabrication-and-Design.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Personal-Fabrication-and-Design.aspx</feedburner:origLink></item> <item> <title>Study: TV, Online Multitasking Up Sharply (Signal)</title> <description>In December, People Spent 3.5 Hours on the Computer While Watching TV, Up 1 Hour From 6 Months Earlier. Interesting aspect of the study focusing on children: People aged 12-17 spent the most time watching video on a mobile phone: 21 minutes per week.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/rGCYXNjEp5g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/rGCYXNjEp5g/Study-TV2c-Online-Multitasking-Up-Sharply.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Study-TV2c-Online-Multitasking-Up-Sharply.aspx</feedburner:origLink></item> <item> <title>Educational Videocasting (Signal)</title> <description>This site is devoted to teaching educators how to use podcasts and vodcasts to increase student achievement. This is the brainchild of Jonathan Bergmann and Aaron Sams who are pioneers in the field of using vodcasts in the classroom. They have devised a new method of teaching called Pre-Vodcasting. In this model, students watch vodcasts at home and class time is spent in engaging hands-on activities and directed problem solving.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/f4BEwq6n2sE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/f4BEwq6n2sE/Educational-Videocasting.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Educational-Videocasting.aspx</feedburner:origLink></item> <item> <title>Computers for Maine Students (Signal)</title> <description>Maine has offered a MacBook pro to every high school student, under a lease from Apple Computers. Officials recognize that students are digital natives and that computers in school bridge the digital divide and open new learning and creative opportunities.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/vyxSLCvRBUM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/vyxSLCvRBUM/Computers-for-Maine-Students.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Computers-for-Maine-Students.aspx</feedburner:origLink></item> <item> <title>Do-it-yourself HD Video (Signal)</title> <description>Two new inexpensive cameras, the Pure Digital Flip Ultra HD and the Kodak ZxL, allow users to make high definition videos and upload them to the Internet. Both use a new technology for compressing video.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/QIgu4uhN8xY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/QIgu4uhN8xY/Do-it-yourself-HD-Video.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Do-it-yourself-HD-Video.aspx</feedburner:origLink></item> <item> <title>Microblogs and Texting: Use Them and Learn (Signal)</title> <description>Many Utah schools treat cell phone text messaging as a tool, not a menacing distraction. Coaches notify players of schedule changes via text messages, and some teachers use texting in lessons. A Northridge English teacher, Travis Lund, asked students to to type their research paper topics into their phones. Their responses instantly appeared on a Web page that Lund projected onto a screen at the front of the room. A discussion ensued-- via texting -- about the papers. It held their attention and got more participation than holding traditional discussions.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/-LyI-IiCaPw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/-LyI-IiCaPw/Microblogs-and-Texting-Use-Them-and-Learn.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Microblogs-and-Texting-Use-Them-and-Learn.aspx</feedburner:origLink></item> <item> <title>Social Media Classroom (Signal)</title> <description>Free and open source, browser based social media classroom with uniform user interface for forums, blogs, wikis, chat, social bookmarking&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/_EnFCs7hFIk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/_EnFCs7hFIk/Social-Media-Classroom.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Social-Media-Classroom.aspx</feedburner:origLink></item> <item> <title>Farewell to the Printed Monograph (Signal)</title> <description>The University of Michigan Press announced that over the next 2 years it will switch from publishing scholarly monographs primarily in print to publishing them primarily in digital form.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/NYP9jpuLNXY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/NYP9jpuLNXY/Farewell-to-the-Printed-Monograph.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Farewell-to-the-Printed-Monograph.aspx</feedburner:origLink></item> <item> <title>Online Summer Camp (Signal)</title> <description>Global Kids Media Initiatives hosted the first online summer camp in Second Life.  As a result of that virtual summer camp, a twelve-page comic was produced.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/bd7o8Ok5LKk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/bd7o8Ok5LKk/Online-Summer-Camp.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Online-Summer-Camp.aspx</feedburner:origLink></item> <item> <title>New Media (Signal)</title> <description>Due to media incumbents' lack of innovative capacity, media newcomers such as Apple, Google, MySpace, and YouTube have been able to supplant more established competitors across all markets because of their ability to redesign and reinvent media business models and strategies.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/_s8f4i1ZjRU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/_s8f4i1ZjRU/New-Media.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/New-Media.aspx</feedburner:origLink></item> <item> <title> Chat: Channeling the Backchannel, in Participatory Media Literacy Work Space (Signal)</title> <description>Discussion of how to make constructive use of texting and instant messaging in class.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/ZxZtn0W5aGk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/ZxZtn0W5aGk/e2809cChat-Channeling-the-Backchannel2ce2809d-in-Participatory-Media-Literacy-Work-Space.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/e2809cChat-Channeling-the-Backchannel2ce2809d-in-Participatory-Media-Literacy-Work-Space.aspx</feedburner:origLink></item> <item> <title>Nick Carr (Signal)</title> <description>The author of The Big Switch: Rewiring the World from Edison to Google appears on the Colbert Report to discuss his book.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/_objk1GRqvc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/_objk1GRqvc/Nick-Carr.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Nick-Carr.aspx</feedburner:origLink></item> <item> <title>MetaMedia (Signal)</title> <description>Metamedia is a studio and lab that pursues research and pedagogy in design history and media. The site shows how archeology, art, media and entertainment are inter-related.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/_LMaLVWMbfw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/_LMaLVWMbfw/MetaMedia.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/MetaMedia.aspx</feedburner:origLink></item> <item> <title>IOCT (The Institute of Creative Technologies) (Signal)</title> <description>IOCT is a network of research institutes at DeMontfort University in the UK, focusing on the themes of  Quality of Life and  Cultural Horizons. It sponsors interdisciplinary and collaborative research projects across science, the humanities, technology and art. IOCT lives transliteracy in its work, and also sponsors a transliteracy research group.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Hv4djFCp808" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Hv4djFCp808/IOCT-(The-Institute-of-Creative-Technologies).aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/IOCT-(The-Institute-of-Creative-Technologies).aspx</feedburner:origLink></item> <item> <title>Flickr (Signal)</title> <description>Families and friend share digital photographs with each other and/or with the world.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/md253inf2oU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/md253inf2oU/Flickr.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Flickr.aspx</feedburner:origLink></item> <item> <title>YouTube (Signal)</title> <description>Shared digital video is an influential new media platform.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/aLuObkipWnM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/aLuObkipWnM/YouTube.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/YouTube.aspx</feedburner:origLink></item> <item> <title>The Transliteracies Project (Signal)</title> <description>Established in 2005, the Transliteracies Project includes scholars in the humanities, social sciences, and engineering in the University of California system (and in the future will include scholars from other research programs). It aims to explore online reading and the intersection of the humanistic, social, and technological disciplines.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/9yh-h-wOTxU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/9yh-h-wOTxU/The-Transliteracies-Project.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/The-Transliteracies-Project.aspx</feedburner:origLink></item> <item> <title>PART: Production and Research in Transliteracy, De Montfort University (Signal)</title> <description>Sue Thomas and PART has worked to bring the notion of transliteracy to public attention.  Her blog tracks developments and examples of transliteracy. &lt;em&gt;Transliteracy: Crossing Divides&lt;/em&gt;, a paper she co-authored, is a good introduction to the concept.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/guhqKJKEBlk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/guhqKJKEBlk/PART-Production-and-Research-in-Transliteracy2c-De-Montfort-University.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/PART-Production-and-Research-in-Transliteracy2c-De-Montfort-University.aspx</feedburner:origLink></item> <item> <title>TeacherTube (Signal)</title> <description>The goal of TeacherTube.com is to provide an online community for sharing instructional teacher videos. This is an example of finding a new digital medium through which to create learning experiences. The number of educational video sharing sites is increasing; the medium will complement, and sometimes rival, the traditional textbook and blackboard.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/hADU7wodjeU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/hADU7wodjeU/TeacherTube.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/TeacherTube.aspx</feedburner:origLink></item> <item> <title>Education Sousveyor (Learning Agent)</title> <description>Education sousveyors will keep the learning process transparent and will stimulate public discussion around it. Through mechanisms such as blog posts, pictures, podcasts, and videos, they will keep learning on the forefront of stakeholders minds.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/bzFYjEUDE-k" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/bzFYjEUDE-k/Education-Sousveyor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Education-Sousveyor.aspx</feedburner:origLink></item> <item> <title>Learning Partner (Learning Agent)</title> <description>Students who test for compatible personalities but who have different cognitive strengths will be matched to support each other throughout the year, maintaining a constant thread amid shifting peer relationships.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/WNSWts5tM8M" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/WNSWts5tM8M/Learning-Partner.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Learning-Partner.aspx</feedburner:origLink></item> <item> <title>Edu-vator (Learning Agent)</title> <description>Edu-vators will build platform prototypes, experiment with new tools, evaluate new practices, and generally explore innovations in the learning sphere. They will team with learners, who will get credit for being in  edu-vation workshops. &lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/ogvkpRTb-RA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/ogvkpRTb-RA/Edu-vator.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Edu-vator.aspx</feedburner:origLink></item> <item> <title>Analysis Of Twitter Use By Colleges And Universities (Resource)</title> <description>A report on the 'Universities and Colleges" web site ranks colleges on various measures of Twitter use. The study included the 100 top ranked colleges and universities by the U.S. News and World Report. A main conclusion is that the institutions use their Twitter accounts for broadcasting, rather than for conversation. Universities are rarely follow others' Twitter statements. The main results: Most accounts - University of Florida Most followers - Harvard University Most Tweets sent per day - George Washington University. Does this venture into transliteracy show that these institutions are "amplified organizations"?&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/k98mRgIxNL4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/k98mRgIxNL4/Analysis-Of-Twitter-Use-By-Colleges-And-Universities.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Analysis-Of-Twitter-Use-By-Colleges-And-Universities.aspx</feedburner:origLink></item> <item> <title>Envisioning Digital Kids (Resource)</title> <description>On the Pop!Tech blog, Chris Brogan explores how his digital native children see the world, what skills they need to navigate across multiple media and social platforms, and what this might mean for public education.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/9Obi2jN3GX0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/9Obi2jN3GX0/Envisioning-Digital-Kids.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Envisioning-Digital-Kids.aspx</feedburner:origLink></item> <item> <title>Helping Young People in the New Participatory Culture (Resource)</title> <description>Erin B. Reilly, Research Director for Project New Media Literacies (NML), a research initiative based within MIT's Comparative Media Studies program, explores what it means to be literate in a globally interconnected, multicultural world, and how we preapre young people for it.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/SLWdoXzbok8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/SLWdoXzbok8/Helping-Young-People-in-the-New-Participatory-Culture.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Helping-Young-People-in-the-New-Participatory-Culture.aspx</feedburner:origLink></item> <item> <title>Born Digital: Understanding the First Generation of Digital Natives (Resource)</title> <description>John Palfrey, author of &amp;lt;i&amp;gt;Born Digital&amp;lt;/i&amp;gt;, discusses "Digital Natives" - children who were born into and rasied in the digital world - and the impact on their learning experiences.  The interview is part of a series of monthly webinars sponsred by PBS Teachers and Classroom 2.0.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/sISFpUMkSis" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/sISFpUMkSis/Born-Digital-Understanding-the-First-Generation-of-Digital-Natives.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Born-Digital-Understanding-the-First-Generation-of-Digital-Natives.aspx</feedburner:origLink></item> <item> <title>Learning to Change, Changing to Learn: Global Lessons (Resource)</title> <description>As part of the Future of Education Interview Series, Keith Krueger, CEO of the Consortium for School Networking, spoke about global research on the effectiveness of technology in education, and the strong collaborative leadership and clear vision and commitment to quality professional development.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/57g22yA8Hm8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/57g22yA8Hm8/Learning-to-Change2c-Changing-to-Learn-Global-Lessons.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Learning-to-Change2c-Changing-to-Learn-Global-Lessons.aspx</feedburner:origLink></item> <item> <title>Tom Friedman and Don Tapscott speak to students (Resource)</title> <description>Both authors spoke to students at Educon 2.1 around education systems successfully preparing students for flat world global challenges.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/hrdxU5UIhWM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/hrdxU5UIhWM/Tom-Friedman-and-Don-Tapscott-speak-to-students.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Tom-Friedman-and-Don-Tapscott-speak-to-students.aspx</feedburner:origLink></item> <item> <title>Cultivating Citizen Writers (Resource)</title> <description>In a new report from the National Council of Teachers of English, Professor Kathleen Blake Yancey states writing is now so ubiquitous, we are living in the Age of Composition. In "Writing in the 21st Century," Yancey says that,  beyond the school walls, students and others are constantly writing: e-mails, Facebook entries, text messages, blogs, job letters, resumes, and more. I think we're conceiving of writing very differently than we did before. We understand that writing takes place in lots of different environments and for many different purposes." Schools that erect firewalls between outside writing and school writing are being counterproductive: Writing curricula that are smart invite participation because that's what people want right now. Where you can invite participation, people stay engaged."&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/u-j2xox04pc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/u-j2xox04pc/Cultivating-Citizen-Writers.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Cultivating-Citizen-Writers.aspx</feedburner:origLink></item> <item> <title>Chuck House speaks on workforce skills needed for 21st century jobs (Resource)</title> <description>Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Ib-bNpTLdAc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Ib-bNpTLdAc/Chuck-House-speaks-on-workforce-skills-needed-for-21st-century-jobs.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Chuck-House-speaks-on-workforce-skills-needed-for-21st-century-jobs.aspx</feedburner:origLink></item> <item> <title>Henry Lowood and Henrik Bennetsen speak on how technology can improve the human condition (Resource)</title> <description>Henry Lowood, Curator for History of Science &amp;amp; Technology Collections at Stanford, and Henrik Bennetsen from the Stanford Humanities Lab speak on how virtual worlds and sharing of information can have a dramatic impact on education.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/CyMxsjLKWd8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/CyMxsjLKWd8/Henry-Lowood-and-Henrik-Bennetsen-speak-on-how-technology-can-improve-the-human-condition.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Henry-Lowood-and-Henrik-Bennetsen-speak-on-how-technology-can-improve-the-human-condition.aspx</feedburner:origLink></item> <item> <title>Future of Education Community (Resource)</title> <description>This community is devoted to providing an opportunity for those who care about education to share their voices and ideas with others. It's a place for thoughtful discussion on an incredibly important topic.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/WTx4ZblAkvw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/WTx4ZblAkvw/Future-of-Education-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-of-Education-Community.aspx</feedburner:origLink></item> <item> <title>YouTube (Resource)</title> <description>Users can watch and share original videos on the web with a select group of individuals, or with the entire viewing population. People can tag and comments on videos, join or create video groups to connect people with similar interests, create playlists, and subscribing to member videos.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/PF0KajY6YzA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/PF0KajY6YzA/YouTube.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/YouTube.aspx</feedburner:origLink></item> <item> <title>Smart Networking Digital Story (Resource)</title> <description>More groups are predicted to form and catalyze communities of action using personal interactive media.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/MpwPCy7QAgc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/MpwPCy7QAgc/Smart-Networking-Digital-Story.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Smart-Networking-Digital-Story.aspx</feedburner:origLink></item> <item> <title>Smart Environments Digital Story (Resource)</title> <description>Explore possibilities for how you may be able to connect and communicate with others and places, and how we interact in physical places with digital devices.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/iQgS8nFN_3g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/iQgS8nFN_3g/Smart-Environments-Digital-Story.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Smart-Environments-Digital-Story.aspx</feedburner:origLink></item> <item> <title>Just the Facts About Online Youth Victimization (Resource)</title> <description>The nation's foremost academic researchers on child online safety presented their research and answered questions over a luncheon panel on May 3, 2007. This was the first time these prominent academics have appeared together to present their research, which, altogether, represents volumes of data on the state of online youth victimization and online youth habits. The discussion covered issues related to online youth safety including recent trends and the latest research.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/1JnA5HDHc9c" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/1JnA5HDHc9c/Just-the-Facts-About-Online-Youth-Victimization.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Just-the-Facts-About-Online-Youth-Victimization.aspx</feedburner:origLink></item> <item> <title>Start a Viral Political Campaign on YouTube (Resource)</title> <description>Want to create a social movement yourself? Here are some helpful how-to's starting with only you and youtube...&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/VibW6yzhpHQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/VibW6yzhpHQ/Start-a-Viral-Political-Campaign-on-YouTube.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Start-a-Viral-Political-Campaign-on-YouTube.aspx</feedburner:origLink></item> <item> <title>Web Has Unexpected Effects on Journalism (Resource)</title> <description>Journalism is transforming in reactionary ways, but mainstream media is alive, well, and growing healthier...&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/woYdkoSpQY8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/woYdkoSpQY8/Web-Has-Unexpected-Effects-on-Journalism.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Web-Has-Unexpected-Effects-on-Journalism.aspx</feedburner:origLink></item> <item> <title>Citizen Reporters Make the News (Resource)</title> <description>In South Korea, the publishing instinct is directed toward a big, collaborative online newspaper that has emerged as one of the country's most influential media outlets. OhmyNews is a unique experiment in "citizen journalism": Anyone who registers with the site can become a paid reporter.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/qD_QLvnLj4I" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/qD_QLvnLj4I/Citizen-Reporters-Make-the-News.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Citizen-Reporters-Make-the-News.aspx</feedburner:origLink></item> <item> <title>Wikipedia (Resource)</title> <description>One on-line free encyclopedia where anyone with access to the internet can contribute, edit, correct, or improve information throughout the encyclopedia.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/38Z_48Dm97I" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/38Z_48Dm97I/Wikipedia.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Wikipedia.aspx</feedburner:origLink></item> <item> <title>Locative Media (Resource)</title> <description>At this site, several contributors attempt to define and explain the term  Locative Media."&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/JqujAMREHp8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/JqujAMREHp8/Locative-Media.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Locative-Media.aspx</feedburner:origLink></item> <item> <title>You-Tube Bans Videos That Incite Violence (Resource)</title> <description>The video-sharing service YouTube is banning submissions that involve "inciting others to violence," following criticism from Sen. Joseph Lieberman that the site was too open to terrorist groups disseminating militant propaganda. The company earlier this year removed some of the videos that Lieberman targeted, many of which were marked with the logos of al-Qaeda and affiliated groups. But the company had refused to take down most of the videos on the senator's list, because they did not violate the Web site's guidelines against graphic violence or hate speech. Now that videos inciting others to violence are banned, more videos by the terrorist groups in question may be removed. "YouTube reviews its content guidelines a few times a year, and we take the community's input seriously," YouTube spokesman Ricardo Reyes said. "The senator had made some good points." Some of the videos depicted violent attacks on U.S. soldiers in Iraq and Afghanistan. First Amendment experts said the company could run into trouble if the phrase is interpreted too broadly. "We subscribe to the common sense rule," Reyes said. "Our guidelines are not written for lawyers." Because the volume of videos uploaded to YouTube is vast -- hundreds of thousands every day -- the company says it cannot monitor what gets posted. Instead, it relies on users to flag videos that violate its "Community Guidelines."&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/UsW0vjNFrY8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/UsW0vjNFrY8/You-Tube-Bans-Videos-That-Incite-Violence.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/You-Tube-Bans-Videos-That-Incite-Violence.aspx</feedburner:origLink></item> <item> <title>ZeniMax Goes Virtual With New Game Studio (Resource)</title> <description>ZeniMax Media of Rockville said yesterday that it was opening a new game-design studio with the aim of tapping into the booming market for computer games that are played in online virtual worlds. The new operation, ZeniMax Online Studios, will be in Hunt Valley, Md., outside Baltimore, and develop "massively multiplayer" games in which players pay monthly subscription fees to manage the virtual lives of their characters and interact with other players. The most successful example of the genre, World of Warcraft, has 9 million subscribers worldwide. ZeniMax, by contrast, is best known for the single-player games produced by its Bethesda Softworks studio that do not feature online interactivity. The studio's next game, set in a radioactive and bombed-out version of the District, is scheduled for release next year&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/oqgqT5p7aWY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/oqgqT5p7aWY/ZeniMax-Goes-Virtual-With-New-Game-Studio.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/ZeniMax-Goes-Virtual-With-New-Game-Studio.aspx</feedburner:origLink></item> <item> <title>To Build Audience, Facebook Lets Users Take the Wh (Resource)</title> <description>Facebook announced yesterday that it is taking the unusual step of allowing the public to develop features for the popular social-networking Web site, permitting any software designer to access the company's millions of members. The new program, which debuted with 85 new features designed by other companies at Facebook's invitation, comes as social-networking sites grapple with how to build on their success among young users and convert this into profit. To make money, many social-networking companies are looking to attract and hold enough users so that marketers will want to pay to advertise. Members might also be willing to spend more of their own money to pay for advanced features. In the three years since networking sites like Facebook and MySpace exploded on the scene, they have revolutionized the way people interact online. MySpace had 67 million visitors last month, and Facebook, appealing heavily to college and high school students, had 23 million, according to ComScore.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/nc32BIbZ0Sk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/nc32BIbZ0Sk/To-Build-Audience2c-Facebook-Lets-Users-Take-the-Wh.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/To-Build-Audience2c-Facebook-Lets-Users-Take-the-Wh.aspx</feedburner:origLink></item> <item> <title>The Eye Generation Prefers Not to Read All About I (Resource)</title> <description>It's no surprise that television, movies and video games have changed the way many absorb information. Now teachers are trying to harness that energy of the eye. This visually oriented generation "acquires much more of their knowledge -- some studies estimate that acquisition as 50 percent -- from visual texts" than from written sources, says Kathy Krauth, who is working on the Visualizing Cultures project at the Massachusetts Institute for Technology. Therefore, she says, the Eye Generation "feels more comfortable expressing themselves in visual form." Examples are endless. Vacation snapshots, collegians-gone-wild party pix and everything else go straight to a handy-cam or cell-phone camera to the Internet. Today's job seekers post video résumés at Vault.com. In a Democratic debate this month and a September Republican debate, voters will be able to upload YouTube videos of themselves asking the candidates questions&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/zlvlzVLgjpM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/zlvlzVLgjpM/The-Eye-Generation-Prefers-Not-to-Read-All-About-I.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-Eye-Generation-Prefers-Not-to-Read-All-About-I.aspx</feedburner:origLink></item> <item> <title>Teens Rule the Web (Resource)</title> <description>Fueled by new technologies and social networking sites, teenagers continue to lead the pack in creating content on the Web. According to the Pew Internet &amp; American Life Project, 64 percent of online teenagers ages 12 to 17 engage in at least one type of content creation, up from 57% of online teens in 2004. 28% of online teens have blogs. And girls are almost entirely driving the growth of blogging. Also 54% of girls post photos online compared with 40% of online boys. But boys do dominate in one area: posting videos. Wired boys are nearly twice as likely as online girls to have shared a video online. While they're busy creating content, many teens limit access to content that they share. Some 66% of teens with social network profiles restrict access to their profiles in some way and 77% of teens who upload photos restrict access to them at least "some of the time."&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/lGxEZCpR9_k" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/lGxEZCpR9_k/Teens-Rule-the-Web.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Teens-Rule-the-Web.aspx</feedburner:origLink></item> <item> <title>Sure, You Read Me, but Who'll Friend Me? (Resource)</title> <description>In just three years, Facebook.com has exploded in popularity as a gated community for the young. The social networks site late last year lifted its ban on anyone older than a recent college graduate. At the site, some people invite you to become friends, meaning you can see their home pages, photos and compilation of friends. There's an addictive quality to Facebook as you keep checking back to see if you have any new-friend requests or messages -- and feel like a loser if you're isolated. What's more, there's the voyeuristic aspect of getting a peek into people's lives and how they choose to present themselves.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/M6Nbhk2cQkg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/M6Nbhk2cQkg/Sure2c-You-Read-Me2c-but-Wholl-Friend-Me.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Sure2c-You-Read-Me2c-but-Wholl-Friend-Me.aspx</feedburner:origLink></item> <item> <title>Physics Nobel Prize of 2007 (Resource)</title> <description>In 1988, France's Albert Fert and Germany s Peter Gruenberg discovered a physical effect that led to sensitive tools for reading information stored on hard disks. Their discovery lets the electronics industry use smaller disks. In the phenomenon, called giant magneto-resistance, very weak changes in magnetism generate larger changes in electrical resistance. Thus, information stored magnetically on a hard disk can be converted to electrical signals that the computer reads. "The MP3 and iPod industry could not have existed without this discovery," Borje Johansson, of the Royal Swedish Academy of Sciences explained. This Nobel Prize honored great physics and practical application.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/TSOcrjsfBA4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/TSOcrjsfBA4/Physics-Nobel-Prize-of-2007.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Physics-Nobel-Prize-of-2007.aspx</feedburner:origLink></item> <item> <title>New Sony Reader (Resource)</title> <description>Sony Corp. unveiled a new e-book reader this week with a built-in light and a touch-sensitive display, features that set it apart from Amazon.com Inc.'s competing Kindle reader. The PRS-700 is Sony's third model of the Reader, and will go on sale at the end of the month for about $400. It represents further experimentation on the part of manufacturers trying to find the right formula to make e-book readers more than a niche product. Neither Sony nor Amazon has revealed sales figures for their readers. Like the earlier models and the Kindle, the PRS-700 has a 6-inch screen of "electronic ink," which presents dark gray text on a light gray background. The e-ink displays cannot be lit from behind, but the PRS-700 has light-emitting diodes that can be turned on to illuminate the screen from the sides.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Pv8WgLiNXag" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Pv8WgLiNXag/New-Sony-Reader.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-Sony-Reader.aspx</feedburner:origLink></item> <item> <title>Lenovo to sell $198 PC in China (Resource)</title> <description>Lenovo Group Ltd. is targeting lower-income consumers in China by offering a new PC with a suggested retail price of 1,499 renminbi (US$198). The computer maker is also offering PCs for 1,999 renminbi, 2,499 renminbi, and 2,999, respectively. All four are designed to make computer ownership available to 3 million new, rural users. The least expensive model includes a keyboard but is designed to be used with a television as its monitor. Lenovo is China s dominant PC maker. It reported revenue of US$3.9 billion for its first fiscal quarter and a net profit of $67.8 million. Lenovo s announcement coincided with Microsoft Corp. s efforts to reach more consumers in China by cutting the price of a simplified Chinese version of its Windows Vista operating system. Originally costing 1,521 renminbi, Microsoft reduced the retail price to 499 renminbi.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/DwWgopixxQY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/DwWgopixxQY/Lenovo-to-sell-24198-PC-in-China.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Lenovo-to-sell-24198-PC-in-China.aspx</feedburner:origLink></item> <item> <title>Japan's Warp-Speed Ride to Internet Future (Resource)</title> <description>Recent studies show that Japan has the world's fastest Internet connections, delivering more data at a lower cost than anywhere else. Broadband service here is eight to 30 times as fast as in the United States -- and considerably cheaper. The speed advantage allows the Japanese to watch broadcast-quality, full-screen television over the Internet. Ultra-high-speed applications are being rolled out for low-cost, high-definition teleconferencing, for telemedicine -- which allows urban doctors to diagnose diseases from a distance -- and for advanced telecommuting to help Japan meet its goal of doubling the number of people who work from home by 2010. This is partly a matter of geography and demographics: Japan is relatively small, highly urbanized and densely populated. Japan has surged ahead of the United States on the wings of better wire and more aggressive government regulation, industry analysts say. Regulators in Japan compelled big phone companies to open up wires to upstart Internet providers. With the help of government subsidies and tax breaks, Nippon Telegraph and Telephone Corp. (NTT) launched a nationwide build-out of fiber-optic lines to homes, making the lower-capacity copper wires obsolete. Fiber is how all of Japan will soon be connected -- for phones, television and nearly all other services&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/pm7K6i1K6e4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/pm7K6i1K6e4/Japans-Warp-Speed-Ride-to-Internet-Future.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Japans-Warp-Speed-Ride-to-Internet-Future.aspx</feedburner:origLink></item> <item> <title>Japan Urges Limiting Kids' Cell Phones (Resource)</title> <description>The Japanese government is warning parents and schools to limit cell phone use among elementary and junior high students are suffering from negative effects of cell phone overuse. Recommendations, submitted from an education reform panel to Prime Minister Yasuo, were approved this week. Japanese manufacturers are urged to develop cell phones featuring only the talking function, and global positioning system that can help ensure a child's safety. 33% of Japanese 6th graders and 60% of 9th graders have cell phones, according to the education ministry. One fad is "the 30 minute rule" so a child who doesn't respond to e-mail within half an hour is targeted by schoolmates. Other youngsters have become victims of Internet crimes. Some children sent in snapshots to a Web site and then were threatened for money.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Jbmeal8_hdU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Jbmeal8_hdU/Japan-Urges-Limiting-Kids-Cell-Phones.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Japan-Urges-Limiting-Kids-Cell-Phones.aspx</feedburner:origLink></item> <item> <title>HP Unveils Small Laptop for School Kids (Resource)</title> <description>Hewlett-Packard Co., entering the market for pint-sized computers targeted mainly for children, will offer new class of miniaturized laptops, called,  Mini-Note. These scaled-down laptops are primarily for surfing the Internet and performing basic functions like word processing. HP says its new machines, on sale later this month, are an important piece of the effort to build market share in schools, where machines had to be smaller and cheaper without losing too many functions. HP executives say the only major feature its Mini-Note lacks is an optical drive for ingesting DVDs and CD-ROMs, which can be bought separately. But they say many schools requested the drives be left out to prevent students from playing unauthorized games. The Mini-Note will compete primarily with Intel's Classmate PCs and the XO laptop from One Laptop per Child.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/8xbj66bx6qI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/8xbj66bx6qI/HP-Unveils-Small-Laptop-for-School-Kids.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/HP-Unveils-Small-Laptop-for-School-Kids.aspx</feedburner:origLink></item> <item> <title>For Texting Teens, an OMG Moment When the Phone Bi (Resource)</title> <description>Families who carefully researched their wireless plans to cover calls with no extra fees are discovering, to their horror, that their thumb-tapping teens have found a new way to blow the budget. In Sofia's case, her parents' plan included only 100 free text messages a month -- fewer than half of what she was using every day "at all points of the day" -- and she racked up massive per-message fees fast. Teenagers elsewhere in the world have been texting furiously for years. Now that texting has exploded in America, it's regarded as one of the current teen generation's inexplicable behaviors, like instant-messaging or spending hours on Facebook. "What we have to see is that connections are very different than when we were growing up," said Lilli Friedland, a Los Angeles psychologist who also does consulting for the entertainment industry. Text-messaging, she said, is how kids feel comfortable communicating today. Think it, text it, keep it short, have to have it.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Gz293lmh5X8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Gz293lmh5X8/For-Texting-Teens2c-an-OMG-Moment-When-the-Phone-Bi.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/For-Texting-Teens2c-an-OMG-Moment-When-the-Phone-Bi.aspx</feedburner:origLink></item> <item> <title>FCC Approves Airwave Use for All Phones (Resource)</title> <description>Consumers will be able to use any cell phone and software on a network built on airwaves to be auctioned early next year, according to rules recently approved by the Federal Communications Commission. The vote sets the stage for the auction of public airwaves that will change hands from television broadcasters to a fast-growing wireless industry. The auction, scheduled for January, is expected to raise about $15 billion for the U.S. Treasury. Consumer advocacy groups and Internet companies such as Google want rules that would allow consumers to use a variety of devices on a network.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/oqP0ESH7GgY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/oqP0ESH7GgY/FCC-Approves-Airwave-Use-for-All-Phones.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/FCC-Approves-Airwave-Use-for-All-Phones.aspx</feedburner:origLink></item> <item> <title>Data Breach Reports Up 69% in 2008 (Resource)</title> <description>Businesses, governments and universities reported a record number of data breaches in the first half of this year, a 69% increase over the same period in 2007 driven by a spike in data thefts attributed to employees and contractors, according to an analysis by identity theft experts. The San Diego-based Identity Theft Resource Center tracked 342 data breach reports from Jan. 1 to June 27. Nearly 37% of reports came from businesses -- an increase from almost 29% last year. Data breach reports from health care providers (14.9% of the total) and banks (10%) continued to rise, while breaches from educational institutions (21.3% of the total), government entities and the military (17%) declined for the 3rd year in a row, the ITRC found. Hacking was the least-cited cause of data breaches in the first 6 months of 2008 (11.7% of the total). Instead, lost or stolen laptops and other digital storage media remain the most often cited cause of data breaches, more than 20% of all reported cases, the ITRC found. Posting of personal and financial data online prompted roughly 15% of the data breach disclosures. Data breaches due to information stolen by someone inside the company increased from just 6% of the total in 2007 to nearly 16% this year. Another 13.5% of breaches came from subcontractors who lost or stole their clients' customer data.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/qysqo2Ot6rc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/qysqo2Ot6rc/Data-Breach-Reports-Up-69-in-2008.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Data-Breach-Reports-Up-69-in-2008.aspx</feedburner:origLink></item> <item> <title>Building a Community, Byte by Byte (Resource)</title> <description>Part social experiment, part Internet venture, Startup Weekend DC is the 8th event of its kind to be hosted in the U.S. and Europe. It organized 70 Web developers, designers, marketers and entrepreneurs to gather in Falls Church, VA and create  HolaNeighbor , a social networks Web site for condominiums to subdivisions or any other type of community. Washington's Web community has been steadily growing and collaborating through organizations, such as the new-media professional group Refresh DC and technology forum BarCamp DC. Participants said they hoped the weekend would be the launching pad for further strengthening the local technology scene. Web consultant, Andrew Hyde, dreamed up the idea in July when he decided to bring his friends together for a spontaneous project. Word spread through blogs and emails. Since then, techies around the world have asked Hyde to stage the weekend event in their cities.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/9lE4sUIDjnA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/9lE4sUIDjnA/Building-a-Community2c-Byte-by-Byte.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Building-a-Community2c-Byte-by-Byte.aspx</feedburner:origLink></item> <item> <title>Balanced Diets for Lighter Laptops (Resource)</title> <description>Cheap, lightweight laptops (under 5 lbs.) have improved as compact processors don't need fans to cool them. Intel's Core 2 Duo has a laptop-optimized processor. Others have more memory (2 GB on a Windows Vista PC). Apple's MacBook, Dell's Inspiron 1318, HP's Pavilion tx2500z and Toshiba's Satellite U405-S2854 feature 12-13-inch wide LCD screens, more hard-drive space, and luxury items like high-speed WiFi, Bluetooth wireless, and built-in webcams.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/JZNgLN6t9Nc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/JZNgLN6t9Nc/Balanced-Diets-for-Lighter-Laptops.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Balanced-Diets-for-Lighter-Laptops.aspx</feedburner:origLink></item> <item> <title>Back to the Books (and Laptops) (Resource)</title> <description>Like their peers who came back to District and Maryland public schools last month, these Virginia students are growing comfortable with classes where podcasting is routine, paper use is dwindling and whiteboards are increasingly interactive. SMART Technologies announced last month that it had produced its 1 millionth interactive SMARTboard. Company officials say they have sold 70,000 in the Washington region. The International Society for Technology in Education (ISTE) has joined with other groups to launch public service announcements calling on the presidential candidates to make "access to education technology and modern learning environments a top national priority." Before, we looked at a digital divide as an earning divide," Don Knezek, CEO of ISTE, said. "Now we look at a digital divide as a learning divide." Christopher Dede, a Harvard Univ. professor of learning technology, said the digital revolution in schools is not about teaching students to use technology, it's about "teaching students how to do everything using technology." It's not enough for them to know how to collaborate across a table anymore; they have to know how to work virtually with someone who might be in another country. They can't know only how to work a computer. They need to understand how to weed through a million possible sources of information and figure out quickly which five are useful. &lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/8Qp9ibw1zTg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/8Qp9ibw1zTg/Back-to-the-Books-(and-Laptops).aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Back-to-the-Books-(and-Laptops).aspx</feedburner:origLink></item> <item> <title>School Threats Set Off an Avalanche of Text Messaging (Resource)</title> <description>In an age when schools are on alert for campus shooters, school officials say they're battling a new phenomenon: threats of violence that trigger a flurry of text messaging and drive up absenteeism among frightened students. Ken Trump, president of National School Safety and Security Services, lists 28 such cases this school year on his Web site, schoolsecurity.org. He says nearly all the threats turn out to be hoaxes. This appears to be the digital version of students setting off the school s fire alarms as pranks.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/BzI6IWpqUYs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/BzI6IWpqUYs/School-Threats-Set-Off-an-Avalanche-of-Text-Messaging.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/School-Threats-Set-Off-an-Avalanche-of-Text-Messaging.aspx</feedburner:origLink></item> <item> <title>Amid Record Text Messaging, Educators Note Changes (Resource)</title> <description>As text messaging nears its 15-year anniversary, teachers are increasingly seeing abbreviations creep into school work. "As I watched students sending text messages, I saw them routinely using abbreviations to the point that they did not know how to spell the word correctly," said a retired high school English teacher, Ruth Maenpaa, who also says teens accustomed to texting may struggle to compose longer essays. She warns that, "a generation of students who are content with five-minute research sessions on the Internet and communication based on sound bites will definitely struggle with abstract concepts and commitment as they encounter more rigorous educational environments and the expectations of demanding employers."&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/B91ba_wVdeg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/B91ba_wVdeg/Amid-Record-Text-Messaging2c-Educators-Note-Changes.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Amid-Record-Text-Messaging2c-Educators-Note-Changes.aspx</feedburner:origLink></item> <item> <title>Encyclopedia of Community (Resource)</title> <description>2003. Karen Cristenson and Kevin Levinson, Eds. Thousand Oaks, Ca. Sage. Entry by Douglas R. White.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/xT7g9d2ilc0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/xT7g9d2ilc0/Encyclopedia-of-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Encyclopedia-of-Community.aspx</feedburner:origLink></item> <item> <title>Homeroom Pinecrest Elementary School In Hastings / (Resource)</title> <description>During a recent class at Pinecrest Elementary School in Hastings, Fridgen's students worked alone and in pairs with iPods in hand and large black earphones covering their ears. The only sound was the occasional shuffling of paper  a worksheet about adjectives  as they listened to a "podcast" their teacher created.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/FJ3VHsYPKSY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/FJ3VHsYPKSY/Homeroom-Pinecrest-Elementary-School-In-Hastings-.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Homeroom-Pinecrest-Elementary-School-In-Hastings-.aspx</feedburner:origLink></item> <item> <title> 3 in 10 Get All or Most Calls on Cell Phones (Resource)</title> <description>Nearly 3 in 10 households, either only have a cell phone or seldom if ever take calls on their traditional phone. Federal figures show that reliance on cells is rising at the expense of wired telephones. Last year, 16% of households only had cell phones, while 13% also had landlines but got most of their calls on their cells. The number of wireless-only households grew by 2% since last year. Households with cell phones who rarely if ever use their landlines grew by 1% since last year. The trends have an important impact on polling organizations, which rely on calls to random landline phone numbers. Calling cell phone users can be more costly because federal law forbids unsolicited calls to cell phones from computerized dialing systems used heavily by pollsters.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/_PLmndCLiwY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/_PLmndCLiwY/-3-in-10-Get-All-or-Most-Calls-on-Cell-Phones.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/-3-in-10-Get-All-or-Most-Calls-on-Cell-Phones.aspx</feedburner:origLink></item> <item> <title>Classrooms with Wi-Fi (Resource)</title> <description>A Challenge for Teacher Control and A Revolution in Learning. In classrooms as they are organized now, college professors report that being on-line interferes with learning.The Journal, November, 2002, Special Feature&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/gKvETVbu1no" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/gKvETVbu1no/Classrooms-with-Wi-Fi.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Classrooms-with-Wi-Fi.aspx</feedburner:origLink></item> <item> <title>Is Google Making Us Stupid? (Resource)</title> <description>The Net is becoming a universal medium, the conduit for most of the information that flows through our eyes and ears and into our minds. The advantages of having immediate access to such an incredibly rich store of information are many, and they ve been widely praised. However, media are not just passive channels of information. They shape the process of thought. The Net seems to be chipping away the capacity for concentration and contemplation. A recently published study of online research habits from the University College London examined computer logs documenting the behavior of visitors to two popular research sites that provide access to journal articles, e-books, and other sources of written information. Researchers found that people using the sites exhibited 'a form of skimming activity,' hopping from one source to another and rarely returning to any source they'd already visited. They typically read no more than 1-2 pages of an article or book before they 'bounced' out to another site." Our minds now expect to take in information the way the Net distributes it: in a swiftly moving stream of particles. The faster we surf across the Web the more links we click, and the more opportunities Google and other companies gain to feed us advertisements. Also, most proprietors of the commercial Internet have a financial stake in collecting the data we leave behind as we flit from link to link. It s in their economic interest to drive us to distraction.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/8Pa7xlbH1ds" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/8Pa7xlbH1ds/Is-Google-Making-Us-Stupid.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Is-Google-Making-Us-Stupid.aspx</feedburner:origLink></item> <item> <title> 101+ Web Resources for Students (Resource)</title> <description>Over 100 useful resources on the web for students&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/-77BfJfW1tY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/-77BfJfW1tY/-1012b-Web-Resources-for-Students.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/-1012b-Web-Resources-for-Students.aspx</feedburner:origLink></item> <item> <title>[St. Petersburg Times] Musical Software Improves Students' Reading (Resource)</title> <description>Tune In to Reading software, has been installed in 66 Florida schools since the beginning of the school year, including 11 in Hillsborough County and 11 in Pinellas. This month, Tune In to Reading software will be installed at two schools in New York. Tune In to Reading software assesses students' reading levels, then assigns them songs with suitable lyrics. "They see 'antelope' on the screen for  Home on the Range , for example, and now they know how to read the word 'antelope,' " Franzblau said. A University of South Florida study found that students who used Tune In to Reading improved their reading comprehension by at least a grade level in nine weeks. Tune In costs less than $100 per student - cheaper than a long-term reading tutor. Electronic Learning Products; contact sales@elpcorp.com for pricing discounts for educators www.elpcorp.com; or phone: 1-888/357-8863. A retail version will be available in the fall, though a price hasn't been set. At the end of this month, four Hillsborough County Florida schools will be the first to use  Tune In to Mandarin .&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/CrOBZyfcIqY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/CrOBZyfcIqY/St-Petersburg-Times-Musical-Software-Improves-Students-Reading.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/St-Petersburg-Times-Musical-Software-Improves-Students-Reading.aspx</feedburner:origLink></item> <item> <title>Media and Technology Experiences Aid Literacy Development (Resource)</title> <description>Structured educational experiences with television, computers, or talking books help young children learn to read. By reviewing the available scientific research, CTL researchers found that young children improved in their letter identification, phonological awareness, and word recognition abilities skills that the National Reading Panel agrees are essential to young children s literacy development. Studies showed that these effects were strongest when parents or caregivers were prepared to support kids learning with media and technology. This research was conducted jointly with partners at Education Development Center on behalf of the Corporation for Public Broadcasting s Raising Readers initiative.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/e3rSNKV1l6c" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/e3rSNKV1l6c/Media-and-Technology-Experiences-Aid-Literacy-Development.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Media-and-Technology-Experiences-Aid-Literacy-Development.aspx</feedburner:origLink></item> <item> <title>Global mobile phone use to hit record 3.25 billion (Resource)</title> <description>Global mobile phone use will top 3.25 billion -- equivalent to around half the world's population -- in 2007 as cell phone demand booms in China, India and Africa. From African farmers to Chinese factory workers, mobile phone subscriptions will pass the 3 billion mark in July and exceed 3.25 billion by the end of the year, according to a report by UK-based telecoms analysis company The Mobile World.Along with the Internet, the mobile phone has revolutionized communication. The mobile phone has spread from city whiz kids to Brazilian slum dwellers.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/c6vi8E95gBw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/c6vi8E95gBw/Global-mobile-phone-use-to-hit-record-325-billion.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Global-mobile-phone-use-to-hit-record-325-billion.aspx</feedburner:origLink></item> <item> <title>Our Emerging Urban Computing Landscape: Familiar Strangers (Resource)</title> <description>The report discusses research in urban computing and how our relationships with a community of strangers has changed.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/IdByaiGmL8g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/IdByaiGmL8g/Our-Emerging-Urban-Computing-Landscape--Familiar-Strangers.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Our-Emerging-Urban-Computing-Landscape--Familiar-Strangers.aspx</feedburner:origLink></item> <item> <title>Future of the Desktop (Resource)</title> <description>This a great article on the transformation of the desktop into a could-be-based interface.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/sO3MbUav07E" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/sO3MbUav07E/Future-of-the-Desktop.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-of-the-Desktop.aspx</feedburner:origLink></item> <item> <title>Teenage Life Online:The Rise of the Instant-Message Generation and the Internet s Impact On Friendships and Family Relationships (Resource)</title> <description>17 million youth ages 12-17 (73% of this age bracket) use the Internet. Based on phone interviews and email interviews of youths (ages 12-17), researchers concluded that the Internet plays a major role in the teens relationships with friends, family, and school. While parents and teens believe the Internet enhances social life and academic work, the Internet sometimes causes strain and are not an unqualified good in teens lives. For instance, 64% of online teens admit that they think use of the Internet takes away from time young people would spend with their families.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/7ufAu1o36N8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/7ufAu1o36N8/Teenage-Life-OnlineThe-Rise-of-the-Instant-Message-Generation-and-the-Internete28099s-Impact-On-Friendships-and-Family-Relationships.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Teenage-Life-OnlineThe-Rise-of-the-Instant-Message-Generation-and-the-Internete28099s-Impact-On-Friendships-and-Family-Relationships.aspx</feedburner:origLink></item> <item> <title>Pew Internet Research On Instant Messaging By Age (Resource)</title> <description>This article discusses how consumer taste is evolving in terms of Internet services, specifically, Instant Message operations.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/b37LIqpq4Dg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/b37LIqpq4Dg/Pew-Internet-Research-On-Instant-Messaging-By-Age.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Pew-Internet-Research-On-Instant-Messaging-By-Age.aspx</feedburner:origLink></item> <item> <title>Facebook, Investing in a Theory (Resource)</title> <description>Facebook, the fast-growing social network in Palo Alto, Calif., opened service to outside developers, inviting them to create tools for the site and profit from them. More than 4,000  applications flooded the site with games or whimsical programs called widgets that let you turn your friends into virtual zombies and more practical tools to let users display images of their favorite books, music, movies and wine on their profile pages. Some developers report earning tens of thousands of dollars in advertising with the applications they have created. Yet their applications are mostly running ads promoting other Facebook applications.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/uUILcVADYBc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/uUILcVADYBc/Facebook2c-Investing-in-a-Theory.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Facebook2c-Investing-in-a-Theory.aspx</feedburner:origLink></item> <item> <title>[NYTimes]At Starbucks, Songs of Instant Gratification (Resource)</title> <description>New technology allows coffee patrons to download the music playing in Starbucks stores to their iPhones or laptops. This begins a wave of options for impulse purchases. More capable gadgets, coupled with mobile payment mechanisms, allow people to buy not just media, (music, videos and ring tones), but also hard goods, on the go. This evolution follows the popularity of debit, gift and refill cards, which allow buyers to fill accounts and make cashless payments. Payments made with those cards exceed the payments made by cash and check, according to the Nilson Report, a credit industry newsletter, which used Commerce Department data.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/csnEHos4ARc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/csnEHos4ARc/NYTimesAt-Starbucks2c-Songs-of-Instant-Gratification.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/NYTimesAt-Starbucks2c-Songs-of-Instant-Gratification.aspx</feedburner:origLink></item> <item> <title>ABC Reshapes the Evening News for the Web (Resource)</title> <description>Executives at the broadcast networks have opportunities online to take chances by testing new forms of news delivery and new types of storytelling. They realize that making their content relevant online may attract younger audiences that are less likely to tune in to the evening news on television. ABC is the only major broadcast network that is using the staff of its evening newscast to produce a separate and distinct daily program for a Web audience, the network s afternoon Webcast, which is simply called  World News. The ABC Webcast & sometimes resembles a younger, more technologically advanced version of the traditional 6:30 p.m. report. It is intended in part for people who view Web pages on iPods and cellphones, and ABC executives say they are deliberately aiming to please the 25- to 54-year-olds whom every news organization covets.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/yCrJqDoKrak" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/yCrJqDoKrak/ABC-Reshapes-the-Evening-News-for-the-Web.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/ABC-Reshapes-the-Evening-News-for-the-Web.aspx</feedburner:origLink></item> <item> <title>Personal Traffic Alerts, With Made-to-Order Data (Resource)</title> <description>In the latest incarnation of traffic reporting, information gleaned from strategically placed cameras, road-top sensors, electronic tollbooths and eyewitnesses is edited in Mission Control-style command rooms and sent using personalized text or voice messages to subscribers cell phones or Black-Berry s, often at no charge. These advances are part of an effort by private traffic services to bring some science and precision to what, at least until the last few years, was an art form typically practiced by a reporter in a helicopter or an announcer glued to a terminal in a windowless cubicle. While radio stations continue to send traffic copters into the air  including at least three serving New York City alone  their  eye in the sky observations are now only one of the streams of data at travelers disposal.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Sr-08ZjJPWg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Sr-08ZjJPWg/Personal-Traffic-Alerts2c-With-Made-to-Order-Data.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Personal-Traffic-Alerts2c-With-Made-to-Order-Data.aspx</feedburner:origLink></item> <item> <title>P.E. Classes Turn to Video Game That Works Legs (Resource)</title> <description>Children yell in excitement when they are let into class at a West Virginia middle school gym. At least several hundred schools in at least 10 states are now using Dance Dance Revolution, or D.D.R., as a regular part of their physical education curriculum and as the latest weapon in the nation's battle against the epidemic of childhood obesity. Incorporating D.D.R. into gym class is part of a general shift in physical education, with school districts de-emphasizing traditional sports in favor of less competitive activities.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/tgOtr1xm0XQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/tgOtr1xm0XQ/PE-Classes-Turn-to-Video-Game-That-Works-Legs.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/PE-Classes-Turn-to-Video-Game-That-Works-Legs.aspx</feedburner:origLink></item> <item> <title>Dial up the Web With a Cellphone (Resource)</title> <description>Many wireless phones can double as modems so you can link your notebook to the Web when you can t find a direct or wireless Internet connection. But the method for making them work varies with the type of phone you have and your service. You can usually find specific information in the support area of your carrier s Web site. In many cases, you just need your laptop, any required connection software and a data plan from your phone carrier. You also need a way to connect the phone to the computer, like a U.S.B. data cable or Bluetooth link. If your phone didn t come with a U.S.B. cable, sites like www.3gcables.com may have what you need.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/agpfaNAjROU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/agpfaNAjROU/Dial-up-the-Web-With-a-Cellphone.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Dial-up-the-Web-With-a-Cellphone.aspx</feedburner:origLink></item> <item> <title>Bill Me Later Is Getting Big Now (Resource)</title> <description>Bill Me Later is essentially a replacement for a credit card that offers instant approval on the sites of online retailers. The credit bureau infrastructure is so well developed that the company can approve credit lines in less than three seconds based on little more than identifying information. The service integrates with online stores. After customers enter their shipping address they are offered a choice of how to pay. If they select  Bill Me Later it asks for their birth dates and the last four digits of their Social Security numbers. That is enough to look up customers information at credit bureaus and make a decision on whether to approve them. Customers receive a bill in the mail. They can pay in full, or over time with interest, just as with any credit card. Indeed, if customers use Bill Me Later on other sites, their purchases are all listed on one bill. It is aimed at credit-worthy customers reluctant to enter credit card numbers online.. Bill Me Later charges retailers an average of 1.5% of transactions, compared to over 2% for other credit cards. The company has attracted more than 3 million customers, and its operating costs are lower too because 80% of its customers pay their bill at its Web site.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/md_xtlhNjCY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/md_xtlhNjCY/Bill-Me-Later-Is-Getting-Big-Now.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Bill-Me-Later-Is-Getting-Big-Now.aspx</feedburner:origLink></item> <item> <title>At Starbucks, Songs of Instant Gratification (Resource)</title> <description>New technology allows coffee patrons to download the music playing in Starbucks stores to their iPhones or laptops. This begins a wave of options for impulse purchases. More capable gadgets, coupled with mobile payment mechanisms, allow people to buy not just media, (music, videos and ring tones), but also hard goods, on the go. This evolution follows the popularity of debit, gift and refill cards, which allow buyers to fill accounts and make cashless payments. Payments made with those cards exceed the payments made by cash and check, according to the Nilson Report, a credit industry newsletter, which used Commerce Department data.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/dfSPUzIgwM0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/dfSPUzIgwM0/At-Starbucks2c-Songs-of-Instant-Gratification.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/At-Starbucks2c-Songs-of-Instant-Gratification.aspx</feedburner:origLink></item> <item> <title>Amazon Reading Device Doesn t Need Computer (Resource)</title> <description>Jeff Bezos, CEO of Amazon.com, hopes that Kindle, a $399 electronic book device, will succeed more than other e-books. Kindle, which Amazon spent 3 years developing, lets users wirelessly download best sellers for $9.99 each, and is designed to be simpler to use and easier to hold than similar devices. The device connects to a high-speed wireless data network from Sprint, and wireless delivery is included in the cost of books and other products. Downloading a book takes less than a minute.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/dKK_O-TP5Ls" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/dKK_O-TP5Ls/Amazon-Reading-Device-Doesne28099t-Need-Computer.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Amazon-Reading-Device-Doesne28099t-Need-Computer.aspx</feedburner:origLink></item> <item> <title>Netzwissenschaft (Resource)</title> <description>This website postulates that,  the protuberance of technical networks necessitates a professionalization of human net knowledge and that  neither the isolation of concepts as in basic research nor the encapsulation of processes as in applied sciences will ever be able to adequately describe the complex autopoiesis of networks. It then surmises that net.science is undoubtedly developing into a scienza nuova of its own right. &lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/-dX62D2NO1g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/-dX62D2NO1g/Netzwissenschaft.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Netzwissenschaft.aspx</feedburner:origLink></item> <item> <title>10 Tips for Powerpoint by David Jakes and (Resource)</title> <description>10 Tips you can teach students in one hour or less, by David Jakes and Dean Shareski (presented at NECC08)&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/P3LjnywoXBk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/P3LjnywoXBk/10-Tips-for-Powerpoint-by-David-Jakes-and.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/10-Tips-for-Powerpoint-by-David-Jakes-and.aspx</feedburner:origLink></item> <item> <title>MySpace Social Network (Resource)</title> <description>MySpace is an online community that lets you meet your friends' friends. By creating a private community on MySpace, one can share photos, journals and interests with a growing network of mutual friends.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/LFuwaa2at3A" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/LFuwaa2at3A/MySpace-Social-Network.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/MySpace-Social-Network.aspx</feedburner:origLink></item> <item> <title>White Paper On Shared Presence (Resource)</title> <description>The issue of sharing one s presence through visual imagery is reflected in this paper that document suggests an emergent visual sharing modality that is uniquely suited to the hand-held space. The focus is on co-presence and viewpoint sharing rather than communication, publication, or archiving.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/ozpVUgvxQz4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/ozpVUgvxQz4/White-Paper-On-Shared-Presence.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/White-Paper-On-Shared-Presence.aspx</feedburner:origLink></item> <item> <title>Seminole School Mixes Technology, Tradition (Resource)</title> <description>The school would make any parent drool. It features shiny new laptops, lessons on iPods, handpicked teachers, and even a cafeteria with the sleek lines of a Starbucks. The Pemayetv Emahakv Charter School is on the Seminole Tribe's Brighton Reservation, deep in Florida cattle country, northwest of Lake Okeechobee. It s a new Seminole charter school, teaching its students cutting-edge technology alongside the native Seminole language. Investing in the next generation was a logical step for a 3,200-member tribe that has seen its gambling empire revenues soar to an estimated $1 billion-plus a year, largely from its seven casinos in Florida. The school provides children from the reservation and nearby communities with an education in the tech-savvy ways of the outside world, but tribal leaders are intent on keeping their children rooted in tradition and the Creek language.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/XnXw8XDg4Yg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/XnXw8XDg4Yg/Seminole-School-Mixes-Technology2c-Tradition.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Seminole-School-Mixes-Technology2c-Tradition.aspx</feedburner:origLink></item> <item> <title>Meetup Social Network (Resource)</title> <description>Meetup helps people find others who share the same interest or cause, and connect them to local community groups that meet regularly.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/eyzphoxfG_g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/eyzphoxfG_g/Meetup-Social-Network.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Meetup-Social-Network.aspx</feedburner:origLink></item> <item> <title>Cheating for Grades (Resource)</title> <description>Students are now finding ways to cheat on standardized tests with cell phones cameras, text messages, and other electronic devises or methods.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/fGM8ieTxBdU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/fGM8ieTxBdU/Cheating-for-Grades.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Cheating-for-Grades.aspx</feedburner:origLink></item> <item> <title>Institute for the Future Technology Horizons Program (Resource)</title> <description>Given concerns for security, flexibility, and health risks, centralized infrastructure will no longer be key to economic progress. New materials and technologies will make it possible to use more flexible infrastructures for transportation, people and information.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/dN6ydLNX_50" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/dN6ydLNX_50/Institute-for-the-Future-Technology-Horizons-Program.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Institute-for-the-Future-Technology-Horizons-Program.aspx</feedburner:origLink></item> <item> <title>Facebook, Meet Blackboard (Resource)</title> <description>Blackboard, the course management giant, wants to reach students through Facebook. The new application, Blackboard Sync"!, recently released, replicates the functionality of college and high school Blackboard sites, where students can log in, download course materials, post to message boards, upload assignments and check grades. Rather than add social networking functionality to the existing interface, Blackboard brings its services where the students already are and capitalizes on Facebook s popularity and collaboration abilities. Blackboard Sync"! delivers course information and updates from Blackboard to students when they are using Facebook.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/6ae0kveTo8U" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/6ae0kveTo8U/Facebook2c-Meet-Blackboard.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Facebook2c-Meet-Blackboard.aspx</feedburner:origLink></item> <item> <title>Note to helicopters: (Resource)</title> <description>Quit hovering, helicopter parents...&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/7OynijS6E_M" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/7OynijS6E_M/Note-to-helicopters.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Note-to-helicopters.aspx</feedburner:origLink></item> <item> <title>One Laptop Per Child Book &amp; Music Drive and XO Hackathon (Resource)</title> <description>SJ Klein, director of community content for OLPC notes a collaboration between One Laptop per Child, Creative Commons, and Textbookrevolution.org.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/VSEbJAgHfM8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/VSEbJAgHfM8/One-Laptop-Per-Child-Book--Music-Drive-and-XO-Hackathon.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/One-Laptop-Per-Child-Book--Music-Drive-and-XO-Hackathon.aspx</feedburner:origLink></item> <item> <title>Toy Story: Educational Products Paying Off (Resource)</title> <description>Harvard Business School graduates share their experiences at LEGO, Cranium, and Neurosmith, where they work with the toy industry s educational market.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/PBCNQpOKh5s" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/PBCNQpOKh5s/Toy-Story-Educational-Products-Paying-Off.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Toy-Story-Educational-Products-Paying-Off.aspx</feedburner:origLink></item> <item> <title>John Moravec's Chart of Education 3.0 Features (Resource)</title> <description>This chart depicts a networked education system in an open learning economy...&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/q5BzZn3qbik" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/q5BzZn3qbik/John-Moravecs-Chart-of-Education-30-Features.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/John-Moravecs-Chart-of-Education-30-Features.aspx</feedburner:origLink></item> <item> <title>Flickr Photo Sharing Social Network (Resource)</title> <description>Flickr enables people to share their photos with friends, family, or the entire Flickr community, and allows users to organize their photos in new ways. Users can tag their photos with words to allow for easy search and grouping of photos, and allows users to subscribe to photo posting through RSS feeds.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/_V9T_1LdUes" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/_V9T_1LdUes/Flickr-Photo-Sharing-Social-Network.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Flickr-Photo-Sharing-Social-Network.aspx</feedburner:origLink></item> <item> <title>Facebook Social Network (Resource)</title> <description>Facebook is a social utility that helps people better understand the world around them and allows users to share information through social networks on-line the same they would in the real world.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/ND3ngbH0IHk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/ND3ngbH0IHk/Facebook-Social-Network.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Facebook-Social-Network.aspx</feedburner:origLink></item> <item> <title>Technology Helps Reform Large Lectures (Resource)</title> <description>At Virginia Tech, students in most introductory math courses work through problems individually at one of 500 computer workstations in a giant room that is open 24 hours a day. And at hundreds of colleges nationwide, professors use personal response systems technology, or "clickers," to gauge whether students understand important concepts before moving on. These are just some of the ways colleges and universities are striving to transform large lectures into more personal experiences for students and technology is playing a key role in such reforms.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/Fiubvecj3tY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/Fiubvecj3tY/Technology-Helps-Reform-Large-Lectures.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Technology-Helps-Reform-Large-Lectures.aspx</feedburner:origLink></item> <item> <title>Study: eBooks Could Spark Interest in Reading (Resource)</title> <description>A team of researchers at Ball State University s Center for Information and Communications Sciences has released the results of a small-scale study suggesting that wireless handheld devices, or eBooks, could help encourage reading among students who are reluctant readers. For the latest round of research, Richard Bellaver and his team partnered with an Indiana elementary school to study the effects of eBooks on uninterested third- and fourth-grade readers. Teachers scanned a book and uploaded it to the eBook reading device, and funds from the research team s grant were used to purchase access to the Reading A-Z web site. Twenty students completed a post-use satisfaction survey, in which 17 expressed a solid interest toward reading books, while the rest said they still did not like reading. Fifteen students said they liked reading on the handheld devices better than reading hardcover books, and most students reported that the activity was fun and interesting.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/31jnPzt9SSQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/31jnPzt9SSQ/Study-eBooks-Could-Spark-Interest-in-Reading.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Study-eBooks-Could-Spark-Interest-in-Reading.aspx</feedburner:origLink></item> <item> <title>Schools Respond to I-phone's Popularity (Resource)</title> <description>Many universities are rolling out initiatives to take advantage of the I-Phone s potential as a converged, mobile learning device. Apple Inc. moved to expand the use of its iPhone by unveiling software intended to allow third-party developers to build new iPhone applications. Vanderbilt Univ. has released a version of its web site s home page especially designed for the iPhone. In Texas, Abilene Christian Univ. (ACU) announced plans to give free iPhones or iPod touches to more than 900 incoming freshman this fall. The university will study the devices efficacy as a learning tool. The iPhone allows for full web surfing.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/-gHp9FLcupk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/-gHp9FLcupk/Schools-Respond-to-I-phones-Popularity.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Schools-Respond-to-I-phones-Popularity.aspx</feedburner:origLink></item> <item> <title>Purdue Puts Emergency Texting to the Test (Resource)</title> <description>Concern about rapid notification of school staffs and students in the event of a crisis has increased since Virginia Tech student Seung-Hui Cho killed 32 people. Officials say the successful results of a recent experiment conducted at Purdue University, to test cell-phone text messages as a form of emergency communication, may be a promising step to equip college campuses with reliable and adequate emergency response plans. Nearly 3,000 of the 9,979 volunteers who signed up for the experiment replied to the test text message on their cell-phones within 10 minutes. To see how well text messaging works in comparison with eMail as a form of emergency communication, Purdue also sent out an experimental eMail message to the 56,882 people with campus eMail addresses. The results suggested that, while eMail was faster for initially sending out messages, students generally didn't notice the eMail messages or respond as quickly.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/8uPg4zzhTNU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/8uPg4zzhTNU/Purdue-Puts-Emergency-Texting-to-the-Test.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Purdue-Puts-Emergency-Texting-to-the-Test.aspx</feedburner:origLink></item> <item> <title>Power Users Drive Pedagogy (Resource)</title> <description>This article from Eschool News explains that, according to a new survey of educators, students who excel in the use of technology are driving change in classroom instruction,. Dubbed "Power Users," these ultra tech-savvy students have a growing influence over what--and how--teachers now teach, the survey said.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/-N8qauZeOfg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/-N8qauZeOfg/Power-Users-Drive-Pedagogy.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Power-Users-Drive-Pedagogy.aspx</feedburner:origLink></item> <item> <title>Postyourtest.Com Raises Ethical Concerns (Resource)</title> <description>As a student at St. Louis Univ., Demir Oral met students acing exams because they could access a bank of previous tests of the same professor. Fraternities and sororities compiled exams from prior years and made them available to members as a study tool during pressure-packed final exams. So last Nov., Oral launched Postyourtest.com, as a free online service to democratize the sharing of college exams. Educators have become wary of the potential for academic dishonesty. Experts say such sites may change how professors, aware that previous versions of their questions might be available in cyberspace, assemble their tests. Exams on Postyourtest.com give students a better idea of what may appear on upcoming tests, and they don't give students a cheat sheet. The proliferation of sites that post exams could rattle longtime college faculty members and force them to create brand-new tests every semester, instead of recycling exams repeatedly.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/PrmcFttBn2Q" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/PrmcFttBn2Q/PostyourtestCom-Raises-Ethical-Concerns.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/PostyourtestCom-Raises-Ethical-Concerns.aspx</feedburner:origLink></item> <item> <title>New iPhone Apps Aim to Enhance Education (Resource)</title> <description>Several programs facilitating teaching and learning, such as flash-card programs, eBook reading software, and science and math simulations are among a dozen educational software programs developed for Apple's iPhone that appear in the new App Store. Flash My Brain Flashcards and StudyCards, $9.99 each, let users create their own flash cards. Users of Flash My Brain Flashcards can take photos or add songs to their cards and share them through the online library, which has more than 100,000 user-made flash cards to choose from. The StudyCards application also lets users share the cards they make or download from the web site, but StudyCards has 1,000 pre-installed cards and supports more than 650 languages. Lexicon, which can be downloaded, is an animated flash-card application designed to help users learn more than 70 languages. Users can quiz themselves and record and play back audio on their iPhone to hear their progress. The BookShelf application lets users download and read eBooks on their iPhones, with an auto-scroll feature that enables them to read "hands-free." The "Atom in a Box" application is a tool to help users visualize the hydrogenic, atomic orbitals, showing what the hydrogen atom looks like in three dimensions. Users can explore all aspects of the atom through animation and mathematical description. To help trigonometry students fully understand the basic trigonometric values, a "trigonometry cheat sheet" is available through the Trigger application. Trigger interprets the six standard trigonometry values as lengths of segments in one diagram. To date, the only free iPhone application is an interactive image of the Mandlebrot set. The program allows users to explore the mathematical set of points in a complex plane that forms a fractal.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/UNH4caTijYs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/UNH4caTijYs/New-iPhone-Apps-Aim-to-Enhance-Education.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-iPhone-Apps-Aim-to-Enhance-Education.aspx</feedburner:origLink></item> <item> <title>FETC theme: Schools Must Change (Resource)</title> <description>Conference speakers call for new instructional strategies and literacies. Rudy Crew advocates integration of technology to prepare students.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/dBDYFEoey88" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/dBDYFEoey88/FETC-theme--Schools-Must-Change.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/FETC-theme--Schools-Must-Change.aspx</feedburner:origLink></item> <item> <title>Digital Debate: Prepare Kids for Exams or Life? (Resource)</title> <description>An Australian educator has lets students use cell phones and the internet during exams prompting a global dialog about the nature of 21st-century assessment--and if the definition of cheating should change in light of ubiquitous technology use. Students at Presbyterian Ladies College (PLC), a private girls' school in Sydney, Australia, are in a pilot project using cell phones, the internet, and even calling a friend or relative for help with exam questions. English teacher Dierdre Coleman, told the Sydney Morning Herald that "purely memory-based assessment is increasingly irrelevant in the modern world, and it's more important to measure a student's ability to gather information than the ability to memorize it. Peter Reimann, an education professor at the Univ. of Sydney, said:  Students now have access to information resources online and in their social networks and use social-networking web sites to exchange school-related information along with eMail and chatting online. The line between 'learning from technology' and 'performing with technology' must be carefully revisited often. The question is not either-or, but what is the right mix?" Computers and communication technologies let us offload more cognitive tasks onto our physical and social environment. Arguably, that's how mankind can achieve today s highly complex tasks. We increasingly make technology part of teaching and learning --but we are not keeping up in aligning assessment sufficiently. That results in two negative outcomes, Reimann said. First, students notice the discrepancy and don't see the point of the technology, the assessment, or both; and second, educators underestimate what students know and can do, because students are being assessed in a manner that does not take into account the nature of 21st-century learning--they're being cut off from the resources and tools they are familiar with.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/p8D60VYW4k4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/p8D60VYW4k4/Digital-Debate-Prepare-Kids-for-Exams-or-Life.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Digital-Debate-Prepare-Kids-for-Exams-or-Life.aspx</feedburner:origLink></item> <item> <title>Creating the 21st-Century Classroom (Resource)</title> <description>Preparing today s youths will require a new kind of teaching and learning. Skills such as global literacy, computer literacy, problem solving, critical thinking, creativity, and innovation are critical in an increasingly interconnected workforce and society. Technology is the catalyst to change the classroom. In a 21st-century learning environment, all students are able to learn. Project-based learning lets them acquire skills in real-world scenarios. Also, integration of video and other media support instruction to link students with outside resources and lets teachers address many learning styles at once. The 21st-century learning environment creates teachable moments. This site has pertinent articles with examples and explanations.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/TXFZoFqVjOY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/TXFZoFqVjOY/Creating-the-21st-Century-Classroom.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Creating-the-21st-Century-Classroom.aspx</feedburner:origLink></item> <item> <title>Classes via Cell Phone: Online University in Japan (Resource)</title> <description>In what could be a sign of things to come for colleges and universities worldwide, an online university in Japan has debuted a course that students can take through their cell phones. Cyber University, the nation s only university to offer all its classes on the internet, began offering a class via mobile phone Nov. 28 on the mysteries of the pyramids. For classes that students take via personal computers, the downloaded lectures play on the monitor with text and images in the middle, and a smaller video of the lecturer in the corner, complete with sound.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/OODKHZIjIeA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/OODKHZIjIeA/Classes-via-Cell-Phone-Online-University-in-Japan.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Classes-via-Cell-Phone-Online-University-in-Japan.aspx</feedburner:origLink></item> <item> <title>Bill Would Boost Public TV's Learning Power (Resource)</title> <description>Schools across the U.S. may soon have online access to a vast amount of educational content from public television archives to raise student achievement, if a new bill called the  Ready to Compete Act (H.R. 6856) is enacted. Co-sponsored by Reps. John Yarmuth, D-Ky., and Ray LaHood, R-Ill., the bill may reauthorize Ready to Learn, to improve literacy by encouraging the creation of educational public TV programming, and Ready to Teach, to boost teacher quality through the use of public TV content for teacher professional development. Also, the bill would create 2 new programs: Ready to Achieve and Ready to Earn. Ready to Achieve to create a national, on-demand, online digital media service to let teachers access public television's extensive archives of educational content. Ready to Earn may let stations create new resources for adult learners in a changing economy. The intent is to prepare learners for the 21st century workforce by tapping into digital technologies to explore science, technology, engineering, and math (STEM) disciplines, as well as history, literacy, etc. The Assoc. of Public Television Stations (APTS) seems best suited to help bridge in-school and out-of-school learning with services anytime, anywhere. APTS cites Cyberchase, a children's animated TV series that helps kids learn math and recently won a Daytime Emmy Award for "Outstanding Broadband Children's Program" with more than 1.7 billion page views. More than 1.5 million individuals have used public television's materials to prepare for and pass the GED exam; 70% are now in the workplace earning $9,152 more per year and paying an average of 28% in federal tax.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/VNQQdu5-g6U" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/VNQQdu5-g6U/Bill-Would-Boost-Public-TVs-Learning-Power.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Bill-Would-Boost-Public-TVs-Learning-Power.aspx</feedburner:origLink></item> <item> <title>Middle School Filmmakers (Resource)</title> <description>It all started in 2004, when Sotor's mother brought home a brochure for the Chicago International Children's Film Festival and mentioned the event's category for child-produced films, which featured a grand prize of $2,500 for the winning entry. "That was like bounty," Katie Sotor remembers. The boys, eleven at the time, interviewed their friends on camera about their experiences as preteens and made a film called Tween's Life.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/qFeOkW8_ymo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/qFeOkW8_ymo/Middle-School-Filmmakers.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Middle-School-Filmmakers.aspx</feedburner:origLink></item> <item> <title>Planning for Neomillenial Learning Style, Educause Quarterly (Resource)</title> <description>This article explains how shifts in students learning styles will prompt a shift to active construction of knowledge through mediated immersion.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/YqsNMgrv_Ts" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/YqsNMgrv_Ts/Planning-for-Neomillenial-Learning-Style2c-Educause-Quarterly.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Planning-for-Neomillenial-Learning-Style2c-Educause-Quarterly.aspx</feedburner:origLink></item> <item> <title>Balancing the Risks and Benefits of Social Network (Resource)</title> <description>This article from the California Schools Boards Association discusses the risks and benefits of social networking web sites, such as MySpace and Facebook, for high school students. Although risks include online pedophiles and cyber-bullying, these sites can also be used to enhance learning through discussion blogs and opportunities to write for real audiences.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/6jqMJkt1szQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/6jqMJkt1szQ/Balancing-the-Risks-and-Benefits-of-Social-Network.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Balancing-the-Risks-and-Benefits-of-Social-Network.aspx</feedburner:origLink></item> <item> <title>Danah Boyd Website (Resource)</title> <description>This site typifies the journaling and self confession format and style of the young generation s that uses personal digital media quite frequently for a variety of purposes.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/JqVqVIXa7gY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/JqVqVIXa7gY/Danah-Boyd-Website.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Danah-Boyd-Website.aspx</feedburner:origLink></item> <item> <title>Current TV (Resource)</title> <description>Current is a global television network that gives audiences the opportunity to create and influence what airs on TV. Users create the news, and vote to see what will air on TV.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/JQovwPSj9IM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/JQovwPSj9IM/Current-TV.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Current-TV.aspx</feedburner:origLink></item> <item> <title>Demographics for the Gen Y Population (Resource)</title> <description>This website presents fascinating demographics about the culture and tastes of Generation Y and offers links to a variety of resources.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/yA7cq4quDbw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/yA7cq4quDbw/Demographics-for-the-Gen-Y-Population.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Demographics-for-the-Gen-Y-Population.aspx</feedburner:origLink></item> <item> <title>Second Life: It's Not a Game (Resource)</title> <description>A description from CNN's Senior Editor, David Kirkpatrick on why many senior leaders in the technology industry believe Second Life could be a gold mine. Could it also revolutionize the way we conduct education, libraries, museums, learning? Yes.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/yJmIQbK8wKA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/yJmIQbK8wKA/Second-Life-Its-Not-a-Game.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Second-Life-Its-Not-a-Game.aspx</feedburner:origLink></item> <item> <title>Schools Banning Ipods to Beat Cheaters (Resource)</title> <description>Many schools started banning cell phones when educators realized that students could text message test answers to each other. Now, schools across the nation recognize digital media players as a potential cheating device. Devices including iPods and Zunes can be hidden under clothing, with just an earbud and a wire snaking behind an ear and into a shirt collar. Some students use iPod-compatible voice recorders to record test answers in advance and then play them back. Others download crib notes and hide them in the "lyrics" text files. Even an audio clip of the old "Schoolhouse Rock" take on how a bill makes it through Congress can come in handy for American government exams. The National Association of Secondary School Principals does not have hard statistics on the phenomenon but noted that it is not unusual for schools to ban digital media players, and expressed hope that each district will have a policy in place for technology..."&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/XWhgwCbK3Zg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/XWhgwCbK3Zg/Schools-Banning-Ipods-to-Beat-Cheaters.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Schools-Banning-Ipods-to-Beat-Cheaters.aspx</feedburner:origLink></item> <item> <title>New Book: Born Digital (Resource)</title> <description>The first generation of  Digital Natives  children born into and raised in the digital world  are coming of age, and soon our world will be reshaped in their image. The book is a product of the Digital Natives project, a collaboration of the Berkman Center for Internet &amp; Society at Harvard University and the Research Center for Information Law at the University of St. Gallen. In Born Digital, leading Internet and technology experts John Palfrey and Urs Gasser offer a sociological portrait of these young people. What does identity mean for those who have dozens of online profiles and avatars? Is privacy even a relevant concern for them? How does the concept of safety translate into an increasingly virtual world? Are online games addictive? What is the Internet's impact on creativity and learning? What lies ahead  socially, professionally, and psychologically  for this generation?&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/0wM0yX___1o" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/0wM0yX___1o/New-Book-Born-Digital.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-Book-Born-Digital.aspx</feedburner:origLink></item> <item> <title>To Give Children an Edge, Au Pairs From China (Resource)</title> <description>More parents have a desire for their children to be exposed and to learn from non-Americans as they realize the growth in global economics.&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/eKJ4ZHCLL84" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/eKJ4ZHCLL84/To-Give-Children-an-Edge2c-Au-Pairs-From-China.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/To-Give-Children-an-Edge2c-Au-Pairs-From-China.aspx</feedburner:origLink></item> <item> <title>InfoMeister said...</title> <description>This is a fascinating topic and is actually a continuum of earlier tools, some of which I have used within pedagogy and my professional career in the information field (library and information science) beginning in the late 1980s and early 1990s = videotaping - for sharing (i.e. book discussions, project documentaries - pre-podcasts), presentations (virtual tours, tutorials - pre- virtual reality), remote information (CD-ROMs, servers, telnet communications (pre-internet/online).&lt;img src="http://feeds.feedburner.com/~r/Transliteracy/~4/2vJl88KMLsU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Transliteracy/~3/2vJl88KMLsU/Transliteracy.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Transliteracy.aspx</feedburner:origLink></item> </channel> </rss>