Educational Technology Standards for School Administrators

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In 2001, the North Central Regional Technology in Education Consortium convened the “Collaborative for Technology Standards for School Administrators” (TSSA) which produced the report cited below.

Technology Standards for School Administrators

Developed by the Collaborative for Technology Standards for School Administrators

2001

Link to tssa.pdf (application/pdf Object)

The report was subsequently adopted by ISTE as part of their NETS framework of technology standards.

http://cnets.iste.org/administrators/

Question: What’s become of these?

Online Teacher Professional Development and the Right to Education

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Six journals focused on online learning have issued a collaborative call for papers addressing the theme of “the role of distance education in the implementation of the right to education,” with reference to Article 26 of the Universal Declaration of Human Rights (see below).

The specific questions the call asks papers to address are the following:

  • What is the role of distance education in the implementation of the right to education ?
  • How is distance education involved when education is seen as a right ? What is its position in educational policy, as a factor of quality and an instrument for liberty.

Professional development delivered through networked technologies have a great deal to contribute in this realm. They fulfill the following  flatten hierarchies, allowing for the exchange and co-construction of knowledge among  for the flourishing of democratic interaction development of democratic forms of collaborative work in the exchange of professional practice.

Networked Technology: “professional education shall be made generally available” – ability to reach into areas that would not have access to ideas and expertise.

Field: “full development of the human personality ” – emphasis on performance view of understanding, exploring understanding

Interaction, collaboration: “strengthening of respect for human rights and fundamental freedoms” “- collaborative interaction, flattening of hierarchies, deliberative and small group discussion. “promote understanding, tolerance and friendship among all nations, racial or religious groups” –

 

 

The journals include:

Asian Journal of Distance Education : http://www.asianjde.org/
Distances et savoirs, www.cned.fr/ds, http://ds.revuesonline.com
EURODL : http://www.eurodl.org/
Journal of Asynchronous Learning Networks : http://www.sloan-c.org/publications/jaln/
IRRODL : http://www.irrodl.org/
Open Praxis : http://www.openpraxis.com/

Article 26.

    (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

    (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

    (3) Parents have a prior right to choose the kind of education that shall be given to their children.

    Source: http://www.un.org/Overview/rights.html

Neolithic Settlements – for Annie

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The BBC site describes typical Neolithic houses in Britain: 

Neolithic houses were usually rectangular thatched buildings made from timber with walls of wattle (woven hazel rods) smeared with a plaster-like ‘daub’ (made from clay, straw and cow dung).

Some of the larger buildings were the size and shape of a Saxon hall and may well have been communal. Most others were smaller and would have been adequate for a family of six to ten people.

Link to BBC – History – Overview: From Neolithic to Bronze Age, 8000 – 800 BC

The site also mentions domesticated animals:

The switch from managed hunting to pastoral farming was not a big change. The first farmers brought the ancestors of cattle, sheep and goats with them from the continent. Domestic pigs were bred from wild boar, which lived in the woods of Britain.

Neolithic farmers also kept domesticated dogs, which were bred from wolves. It is probable that the earliest domesticated livestock were allowed to wander, maybe tended by a few herders.

Sheep, goats and cattle are fond of leaves and bark, and pigs snuffle around roots. These domestic animals may have played a major role in clearing away the huge areas of dense forest that covered most of lowland Britain.

Another site, History for Kids, talks about a Neolithic settlement in Greece.

This picture comes from another site, The World Museum of Man (sic).

Testing Windows Live Writer

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Sir Hal Roberts was kind enough to teach the server not to block Live Writer by adding the “user agent string” for the live writer plugin. I’m not too sure what that means, but it seemed to work when I first set up live writer. As directed in in the “Add New Weblog” setup assistant, I selected the radio button for “Another weblog service” (other than Live Writer) on the first page, then entered the url for my blogs.harvard weblog on the second. This entry forced the setup assistant to ask me to identify the server, which I did. The selection (WordPress (customized)) came up with a default path that I replaced with my url. Live Writer then downloaded the style sheets for my blog, and I began typing this message.

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