America by Air, the promise of on-line history education

February 14, 2008

Looking for something else I found the Smithsonian Institution’s on-line history of air passenger travel in the U.S., America by Air.

I can easily see a time when a student with a computer terminal gets an assignment to look at some of the activities available at a site like America by Air, with on-line quizzes as the student progresses through the exhibits.

banner from Smithsonian exhibit, America by Air

How far away are we? Two questions: Does your school provide an internet-linked computer for each student? Do you have the software or technical support to give an on-line assignment and track results?

Teaching stays stuck in the 19th century, learning opportunities fly through the 21st.


Addictive quizzes on world geography

January 4, 2008

Well, this is fairly addictive: The Travel IQ Quiz from TravelPod

I’d love to have every kid in the class with a computer to take this thing, or pieces of it, to drill on it, and I’d love the ability to add new stuff to it.

How’d you do? What do you think — are there classroom possibilities here?  (I’ve tried to make the widget work, below . . .)

This Traveler IQ
challenge is brought to you by the Web’s Original Travel Blog

“Cool Tools”: Making searches safe for students

October 29, 2007

A History Teacher, even while on hiatus, shows how you can protect your students and point them in the right direction in their research, all at the same time.

Thanks to Google, of course, and a tip of the old scrub brush to A History Teacher.

Let’s hope he stays safe from the fires.


NBC video — free from HotChalk, through December

October 27, 2007

Teacher magazine reports that NBC News made available to teachers more than 5,000 chunks of news video and still photos from their news archives, for use in the classroom.

The service requires a free subscription to HotChalk through December. After that, a school subscription to HotChalk is necessary, starting in 2008.

Great resources, but I predict few teachers will have the connections to put these to work in the classroom. Comments are open, of course, for you to share your experience. Please comment on how useful you find these images, and how you use them.

Woman on cell phone, NBC News photo Historic photo of woman on early cellular telephone, NBC News photo, from HotChalk.


Economist hosts debate on education

September 25, 2007

It’s a distinguished magazine. Analysis in the magazine is typically stellar. They promise to invite top people to debate. It might be interesting.

I got this e-mail, below from the Economist. I plan to check it out, and vote.

Publisher's newsletter

Introducing The Economist Debate Series. A Severe Contest.

Dear Reader,

I’m delighted to invite you to be part of an extraordinary first for Economist.com.

Our new Debate Series is an ongoing community forum where propositions about topical issues will be rigorously debated in the Oxford style by compelling Speakers. The first topic being debated is Education and The Economist is inviting our online audience to take part by voting on propositions, sharing views and opinions, and challenging the Speakers.

Five propositions have now been short-listed to address the most far-reaching and divisive aspects of the education debate covering: the place of foreign students in higher education; the position of corporate donors; and the role of technology in today’s classrooms. The highest ranking propositions will be debated, with the first launching on Oct 15th.

Cast your vote

Choose the most resonant propositions to be debated from the list below:

Education – The propositions:1. This house believes that the continuing introduction of new technologies and new media adds little to the quality of most education.2. This house proposes that governments and universities everywhere should be competing to attract and educate all suitably-qualified students regardless of nationality and residence.

3. This house believes that companies donate to education mainly to win public goodwill and there is nothing wrong with this.

4. This house believes that the “digital divide” is a secondary problem in the educational needs of developing countries.

5. This house believes that social networking technologies will bring large changes to educational methods, in and out of the classroom

Join the Debate

The debate schedule is as follows:

  • Sep 17th-Oct 12th – Vote for your favorite proposition and join the open forum to discuss topics
  • Oct 15th – Winning proposition is revealed and the Debate begins
  • Oct 18th – Rebuttals. Share your comments on issues so far and vote for your winning side
  • Oct 23th – Closing arguments by the Speakers. Post any additional comments you would like to share and vote for your winner
  • Oct 26th – The debate winner is announced.

To receive debate updates sign up now. We will then contact you to announce the winning proposition and details of the debate as it unfolds.

I look forward to you joining us and your fellow Economist readers for this lively debate. In the meantime, check the site to track which proposition is winning, and to view guest participants and the announcement of key Speakers at www.economist.com/debate.

Yours sincerely,

Signature
Ben Edwards
Publisher
Economist.com


Texas earthquake!

September 23, 2007

Epicenter of Texas earthquake

Really. A Texas earthquake. September 15, 2007.

Missed it? Well, it was at the dinner hour, 06:16:42 PM (CDT). You may have thought it was Bubba’s great sauce for the barbecue, or the raspberry in the iced tea.

US Geological Survey provides a state-by-state listing of latest earthquakes. Texas is not a particularly active zone — but there are quakes, even here.

This last one, just over a week ago, was a 2.7 on the Richter scale, too weak to merit much news coverage even in the flatlands. It shook Milam County and surprised people there, but it didn’t do much damage:

In terms of destruction, the earthquake was hardly significant.

Emergency responders said they knew of only one report of damage: A teapot fell off of a woman’s stove.

In California, people probably wouldn’t have even noticed the tremor. But this earthquake happened in the Lone Star State and left Brazos Valley residents baffled.

“You just don’t expect your house to shake,” said Burleson County resident Karen Bolt. She was in her trailer home cleaning dishes when the temblor began.

USGS provides more details than you can use:

Magnitude 2.7
Date-Time
  • Saturday, September 15, 2007 at 23:16:42 (UTC) – Coordinated Universal Time
  • Saturday, September 15, 2007 at 06:16:42 PM local time at epicenter
  • Time of Earthquake in other Time Zones

    Location 30.74N 96.74W
    Depth 5.0 kilometers
    Region CENTRAL TEXAS
    Distances 35 km (20 miles) W of Bryan, Texas
    65 km (40 miles) ENE of Taylor, Texas
    110 km (70 miles) ENE of AUSTIN, Texas
    170 km (105 miles) NW of Houston, Texas
    Location Uncertainty Error estimate: horizontal +/- 16.2 km; depth fixed by location program
    Parameters Nst=4, Nph=4, Dmin=123.3 km, Rmss=1.25 sec, Erho=16.2 km, Erzz=0 km, Gp=130.4 degrees
    Source USGS NEIC (WDCS-D)
    Remarks Felt in the Caldwell-Rockdale area.
    Event ID ushhc

    Still, Texans should be relieved it was a small one. The largest recorded Texas earthquake was in 1931, with an epicenter near Valentine. At 5.7 magnitude and VII intensity, it nearly destroyed the little town of Valentine.

    In terms of magnitude and damage, this is the largest earthquake known to have occurred in Texas. The most severe damage was reported at Valentine, where all buildings except wood-frame houses were damaged severely and all brick chimneys toppled or were damaged. The schoolhouse, which consisted of one section of concrete blocks and another section of bricks, was damaged so badly that it had to be rebuilt. Small cracks formed in the schoolhouse yard. Some walls collapsed in adobe buildings, and ceilings and partitions were damaged in wood-frame structures. Some concrete and brick walls were cracked severely. One low wall, reinforced with concrete, was broken and thrown down. Tombstones in a local cemetery were rotated. Damage to property was reported from widely scattered points in Brewster, Jeff Davis, Culberson, and Presidio Counties. Landslides occurred in the Van Horn Mountaiins, southwest of Lobo; in the Chisos Mountains, in the area of Big Bend; and farther northwest, near Pilares and Porvenir. Landslides also occurred in the Guadalupe Mountains, near Carlsbad, New Mexico, and slides of rock and dirt were reported near Picacho, New Mexico. Well water and springs were muddied throughout the area. Also felt in parts of Oklahoma, New Mexico, and in Chihauhua and Coahuila, Mexico.

    Texas history courses could make some use of these data, for map reading exercises, and for general geography about the state. Click on the map below, the isoseismal map of the 1931 Valentine, Texas quake, and geography teachers will begin to dream of warm-up exercises right away.

    Isoseismal map of 1931 earthquake near Valentine, Texas

    USGS offers a wealth of information on Texas’ geology and geography — stream flow information, drought information — collected in one spot for each state in a “Science in your backyard” feature.

    Pick your state, pick your topic, and go.


    Making history class interesting: A lesson plan

    September 12, 2007

    Getting kids to dive into history can be a chore — but a chore well worth the effort.

    Here’s what it might look like, if the kids dive in:

    ON the kind of humid summer day that sends visitors to Washington running for cool cover, not even free air-conditioning could lure more than a trickle of tourists into the art museums lining the National Mall.

    But 35 miles south at the National Museum of the Marine Corps near Quantico, Va., visitors in a virtual boot camp tested their mettle against drill instructors and their marksmanship on an M-16 laser-rifle range.

    Up the Potomac at Mount Vernon, crowds spilled onto a four-acre replica of George Washington’s working farm, while inside the Revolutionary War Theater the rumble of cannons and the cold prick of snow falling overhead lent verisimilitude to the re-enactment of his troops crossing the Delaware River.

    And at the International Spy Museum in downtown Washington, visitors with $16 advance tickets snaked out the door as they waited their turn to practice fantasy espionage, complete with assumed identities, pen cameras, shoe phones and the kind of super-spy cars Q might have dreamed up for 007.

    Admit it. Learning about history has rarely been so much fun.

    You’re not close to Quantico, nor to Washington, D.C.?  How about you get your kids to invent a museum.

    The New York Times collaborates with Columbia University’s Bank Street College of Education to produce lesson plans based on stories from the Times, every week day.

    You may subscribe to get a lesson plan to your e-mail box every dayOr you can track them down at the Times’ website.

    Below the fold, without editing, I list the lesson plan sent out September 10, as an example.  Sounds like a good day in class, to me.

    Read the rest of this entry »


    Intelligence: Can it rub off in the classroom?

    September 3, 2007

    Can intelligence rub off from an intelligent classroom to the students?

    Educational osmosis is one way to learn, I have found. I think a good classroom is one in which the student learns regardless what the student is doing, even daydreaming by looking out the window. How to achieve that? We’re working on it. In 2007, such a classroom should visually stimulate learning, and do so with sound and kinesthetics, too. Repetition in different media, with different contexts, aids learning and cementing of knowledge. But, I speak only from experience, having taken only a tiny handful of “real” education classes in my life, and they rank at the bottom of my list of useful courses.

    Brian C. Smith blogs about education technology from the technology side, at Streaming Thoughts. Some time ago he asked teachers to tell about their ideal classroom technology (my response is here). Now he’s back with results of his survey — what technology do teachers need for educational success?

    It may be my fault for failing to make the point, but I think a successful classroom also needs access to a photocopier that can turn around material in short order — a fast photocopier is preferred. Classrooms also need printers.

    I also wonder if working ventilation and temperature control for comfort figures into the technology equation.

    The ideal classroom technology is that set which allows the student to learn well, with speed and wisdom.

    Alexander (not yet the Great) and his teacher, Aristotle; public domain image, originally from British Museum?