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Daniel Viles
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Hello All,

This is another opportunity to present your STI work.  I hope this time will be convenient to those unable to attend the meeting last night or the meeting scheduled for Saturday, November 23 at 2:00pm.

Hope to see you there,
Dan

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Hello Summer Tech Institute,

  I hope everyone has had a great school year so far. We would like to wrap up the final meeting for your STI projects before Thanksgiving break, so we've set up some dates and times you can choose from to join a video Hangout with us.

  Monday, November 18th, 6:00
  Saturday, November 24th, 2:00  (link opens at 1:45 for early clickers)

If none of these work for you, please let us know. The expectation would be you simply explain (and screenshare if applicable) your project with the group in the hangout. There is a limit of 9 people per session (plus the instructor) so we may have to add additional dates if needed.

If you have any questions, please ask.

Hello All,

The Digital Connections book presents itself as a sort of buffet of digital options for a classroom teacher.  With that in mind, please consider the following as our final prompts for the summer reading:

After reading Digital Connections, please find TWO ideas or concepts you will be able to use in lessons this year and share.

(Fictitious) Bonus Points to those who have braved the video response--keep it up.
 

Too Big to Know

Question #4: I can’t seem to move past the central argument of the book.  This question may be a bit derivative of Kern’s first, but let’s see if we can look at this from another angle.

Consider the following quote (location 3023 on the Kindle edition/Chapter 9):

"We used to think that knowledge is what is true and independent of us. Now we are faced with the fact that knowledge is not a mirror held up to nature but, rather, a web of connections that shows itself to us depending on our starting point, viewpoint, and inescapably human sense of what matters to us. "

Weinberger states it as a “fact” that knowledge is as he says, but I don’t know if I am convinced.

Question #4:  Are you convinced in the “fact” of his definition of knowledge?    

Said another way, is the Pythagorean Theorem dependant on a “viewpoint”?  Is an assessment of George Washington’s character or Shakespeare’s works a “web of connections”, or would they be achievements best judged in the context of an essential human experience that is “true and independent of us [as individuals]”?   

I teach high school History.  If Weinberger is right, it seems that I should encourage students to seek out multiple resources on Washington, critically reflect on their credence and then ultimately judge him based on their own “starting point, viewpoint, and...sense of what matter to [them]”.  At fifteen years old.  This seems like an abrogation of my professional responsibility to acclimate them to a cultural perspective larger than their own and by so doing help them mature intellectually.    

Weinberger’s “fact” has real consequences for my daily practice if he is right.  What are the consequences for you?

Too Big To Know

Question #3: Consider the following quote (location 3216 in Kindle/ Chapter 9 regular):

"If we want the Net to move knowledge forward, then we need to educate our children from the earliest possible age about how to use the Net, how to evaluate knowledge claims, and how to love difference."

Three questions:
1.  How, and how often, did you teach students last year "how to use the Net"?

2.  What is a lesson (brief description) you have used that teaches students to "evaluate knowledge claims"?

3. Can a teacher in a classroom teach children to "love difference", or is this the work of parents and culture?  What is the teacher's role in this task?  

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Quick tutorial on how to post a video response in our G+ Community:

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Hello Everyone--I thought I'd post the Amazon link for our first book.  We will read this during July and hope to move on to our second book by the beginning of August.

Don't have it yet?  Order the Kindle version and start reading today.

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We will discuss the DBQ, the Unit 1 Workbook, and a schedule for G+ sessions. 
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