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Dewey Decimal Numbers for Kids | Library Resources | Reference Websites | Library Links | | Accelerated Reader | Virus and Hoax Information | | Scholarship, College and Financial Aid | | Online Magazines | United States Activities | | Dewey Decimal for Kids | Library Events | Dewey Decimal Numbers for Kids 000 Computers, Loch Ness, Bigfoot, UFOs, Aliens 020 Libraries 030 Encyclopedias & World Record Books 060 Museums 070 Newspapers

Taxonomy Table Computer-Based Assessment: "Intermediate Constraint" Questions and Tasks for Technology Platforms Kathleen Scalise, University of Oregon, June 2009 This website introduces a taxonomy or categorization of 28 innovative item types useful in computer-based assessment. The taxonomy describes "intermediate constraint" items. These item types have responses that fall somewhere between fully constrained responses (i.e., the conventional multiple-choice question) and fully constructed responses (i.e., the traditional essay). Click on each cell of the table to see the example and download source.

Resource-Based Learning Lisa Campbell, Paula Flageolle, Shann Griffith, Catherine Wojcik Department of Educational Psychology and Instructional Technology, University of Georgia Review of Resource-Based Learning Introduction Orbis Pictus Award for Outstanding Nonfiction for Children Congratulations to the 2017 award winners! 2017 Winner Some Writer!: The Story of E.B. White written and illustrated by Melissa Sweet(Houghton Mifflin Harcourt Books for Young Readers) Government Agency Pages for Kids Government Agency Pages for Kids When kids are curious about certain things, it can be tough to find an age-appropriate way to teach them. Most of the many agencies of the United States government have created web pages designed specifically with kids in mind. These sites offer fun and safe ways for kids to explore the functions of various government agencies and to learn about how these agencies work for everyone as a part of our society. Investigative Agencies The United States has several investigative agencies, and kids are almost invariably compelled to find out more about them.

How to Get Hesitant Teachers to Use Technology In my consulting as well as administrative technology work, I am often asked the same questions by different schools and officials. One of the most common is: “How do you get teachers who are hesitant or resistant to use technology?” I am keenly aware that many of my colleagues are not, for various reasons, gung ho about educational technology. And it’s interesting. Quite often, the teachers who are hesitant to adopt new technology are great — in fact, amazing — educators.

My Best of series I’ve separated my “The Best…” lists here by topics. A number of the lists, though, can fit into multiple categories, so it still might be useful to scan all of them. The Websites Of The Year page on this blog, on the other hand, has these lists in the chronological order in which they’ve been written. Please note that I continually update and revise all of the lists. The Best Websites page on my website shows versions of these same lists that are designed for student self-access. How Teachers Are Hacking Their Own Digital Textbooks March’s issue of Wired Magazine included a fascinating interview* with Clayton Christensen, Business professor at Harvard University and author of several books, including The Innovator’s Dilemma and Disrupting Class: How Disruptive Innovations Will Change the Way the World Learns . Since these books were published, the world of education has seen an influx of technology with tablets leading the way. While it’s difficult to know exactly how many schools have deployed 1 to 1 initiatives, one thing remains certain: there were will be more schools with 1 to 1 technology disrupting the classroom tomorrow than there are today. The disruptive device of choice these days seems to be the iPad.

History Labs A Guided Approach to Historical Inquiry in the K-12 Classroom What is a History Lab? In this video students and teachers describe the benefits of History Labs. ODE Extended Standards The Ohio Academic Content Standards – Extended (OACS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio’s Learning Standards.