On the off chance that there are regular readers out there, (and if they are wondering about the lack of posting here), I need to let you all know that Ms Vicki and I are on a five week trip in the UK. If you’re interested you can catch up with the trip on Vicki and John’s Great 2009 Expedition. Normal service on this blog will resume later 
.
Apologies in advance for the content of this post as I usually try to avoid what my mother used to call “blowing my own trumpet” however this time I hope you will permit me a little indulgence. Somewhere around this time 12 months ago a little book that a colleague and I had laboured long and hard over was finally released. Since then Technology Toolkit: An Introduction To Web 2.0 has done quite nicely.
According to our publisher the first print run of 1500 copies has basically sold out and a reprint has begun. This I’m told is not all that common in Australian education publishing so I guess is worthy of note. Along the way too, a couple of folk have been kind enough to reflect on the book including recently John Connell, an interview with the EdTech Crew and Gary Barker in his Green Guide column in The Age newspaper.
When I was first approached to start writing the book I actually demurred suggesting that as the content would change so quickly, a static print version was not as appropriate as say an online iteration. As the publisher only dealt in books and as she is quite persuasive I was finally talked into compiling my practices into a book form and so the book was written.
Looking back over the 12 months it is interesting to see how the Web 2.0 landscape has changed. Perhaps the most significant change has been in the range of tools and enhancements that teachers can select from, Tech Toolkit has no mention of Twitter, Ning or many of the tools many of us take for granted. Despite this rapid expansion of options, anecdotal evidence suggests the majority of teachers and schools are still coming to terms with the very basics of blogs and wikis let alone considering enhancements or dare I say it pedagogy.
If you are interested in the book you can check out this flyer/order form, (though if you are looking to order a copy using this form I need to let you know that I will be overseas from the 19th of June for five weeks so I won’t be able to fill the order till late July ). Alternatively you can also order a copy from Edsoft. By way of a complete disclosure from the $59.95 cost of the book I get $2.50 royalty so the retirement will have to go on hold for a bit longer, (if you order through me I get an additional $5).
Tehcnology Toolkit: An Introduction To Web 2.0
One of the really invigorating yet often paradoxically annoying aspects of the current state of play in regard to Web 2.0 is the seemingly endless proliferation of tools that are becoming available. As noted in a previous post, some of these spaces are also disappearing as with FURL and latterly Flowgram.
Whilst it’s not too difficult to find information about startups, Mashable and Go2Web20 are two that come to mind, very often these are general listings not specific to education. Jane Hart from the Centre for Learning & Performance Technologies regularly polls selected readers for their suggestions of their favorite tools. In the case of the 2009 list Jane has aggregated the top recommendations and organised them under 25 headings into the following Slideshare Presentation. Most if not all will be familiar to readers of this blog but the Slideshare presentation might prove a useful reference point for awareness raising with other teachers.
Of more interest perhaps is the link on the final slide which links to Jane’s Top 100 Tools. Here you not only get to see an expanded list of tools but can track the relative movement of each tool on the list over the past three years. For those interested in delving even deeper, on the 25 Tools page you can also access links to a whole further range of tools under each of Jane’s 25 categories. Mind-boggling really and yet most of us know teachers who still have little knowledge or conception of the most basic of these tools.
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4 Stages of Learning Twitter – come on in, the water’s warm!
This post from Lynda Morceaux is a nice commonsense run down of how to find your way into the Twitterverse. Organised under four stages, Lynda offers suggestions on how to maximise your involvement with each one. Thanks to @murcha for tweeting this link.
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Australia Publishes CC Info Pack – Creative Commons
If you’re an Australian teacher then you should definitely have this page in your Bookmarks/Favorites. As they say:
“Through its Copyright Advisory Group, the Australian Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) has published a Creative Commons information pack online, a bundle of eight documents that distills the basics of CC licensing and the philosophy behind it. This pack is a great resource for educators and students, and we encourage you to use it in your schools by adapting it however you like.
The info pack includes concise and concrete answers to simple questions, like:
- What is Creative Commons?
- How to Find Creative Commons Licensed Material
- How to Attribute Creative Commons Licensed Material
and more. Find all documents at their Smartcopying website, “The Official Guide to Copyright Issues for Australian Schools and TAFE.” All of them are licensed CC BY, the most effective and open license for open educational resources.”
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TED Talks Demystified for Teachers
Jeff Mummert from The History Teachers Attic has published this great post which lists the TED videos that he thinks are particularly useful and divides them up by subjects including the traditional curriculum areas. As he point out this list is not the sum total of all the TED videos, just a selection of those most relevant to education.
Posted from Diigo. The rest of my favorite links are here.
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Stupeflix – Video creation made easy
Stupeflix is another one of those online apps/spaces that enable you to create slideshows using images from online or your camera to which you can add a soundtrack. The big difference with this one is that you can actually download the “movie” to your own computer either as an mp4 or flash file. You can also select to group images so that they have the same transition. This also enables you to add soundtracks specific to each group. The only downside is that there is no direct embed code, instead you have to upload the movie to a thrid party site such as TeacherTube and then use this code to embed it as below.
This movie is also available via TeacherTube on MrP’s Test Blog Blog
Posted from Diigo. The rest of my favorite links are here.
Things have been a bit quiet of late as far as posts go but that is because I have been just a tad distracted. It seems that sometimes things come in waves and so it was that over the last month or so I have been involved in a couple of conferences which of course has meant new presentations. This time I had the pleasure of presenting with a couple of colleagues from my old school, Rick and Suz. The sessions were respectively
- More Than Blogs A look at a range of different ways that teachers are using blogs and wikis in schools and
- More Than Flippin’ Videos The story of one teacher’s work with students developing digital stories
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Both can be found, (along with a number of other presentations), under the Online Presentations tab at the top of this page.
One of the real pleasures in doing these joint presentations is not only celebrating the work of fellow teachers but also appreciating their growing levels of expertise and understanding of the conceptual and pedagogical underpinnings of the basis for the presentation. There is nothing like preparing for a conference session to concentrate and bring into question the how and why of classroom practice. It’s a pity more teachers don’t value their work enough to subject themselves to this process. Too often teachers don’t see what they have been doing as worthy of sharing however given just a modicum of support they find they have a genuinely interesting story to share with colleagues.
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The Amphibian Research Centre site is the web presence of the centre dedicated to research and conservation of Australia’s unique frogs. They provide a range of services from the site including
- Tadpoles in schools kits
- A Field Guide to Frog Groups of Australia
- Frogs of Australia: A Regional Guide to Frogs of Australia
- Frogwatch
- amongst other activities and links to amphibian sites.
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Frogs in Orbit is a hands-on program which integrates Biology, Ecology and Physics from the Australian Ecolinc organisation. The pdf and Powerpoint files for a 2008 project involving the MIR space station are intended for use with secondary school students in year 9 or 10 but can be adapted for other levels. The lessons can be used individually or as a complete unit. This material is copyright free and can be freely distributed.
Posted from Diigo. The rest of my favorite links are here.
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OffiSync – Enabling Collaboration
If you are looking to use Google Docs but also want the security of Microsoft Word then the Offisync Beta plugin may be worth considering. Offisync allows you to open and save your documents online in Google Docs and access them from any computer. This enables you to access your files from any computer with or without Microsoft Office. You can also manage, create and delete Google docs folders and add collaborators to your documents and manage their permissions.
For another perspective check out this readwriteweb article
Posted from Diigo. The rest of my favorite links are here.
- This is, I believe, the original source article for the 90% lurkers 9% and 1% contributors quote that Jason Smith used in his Innovations Showcase Keynote presentation.
- 90% of users are lurkers (i.e., read or observe, but don’t contribute).
- 9% of users contribute from time to time, but other priorities dominate their time.
- 1% of users participate a lot and account for most contributions: it can seem as if they don’t have lives because they often post just minutes after whatever event they’re commenting on occurs.
The article from Jakob Neilsen explains the basis for his assertion then it also goes on to explore the upsides and downsides of the findings as well as some ways to overcome the downsides. The article was written in 2006 so some of the context may have changed though I wonder whether the fundamentals are not still the same.
- 90% of users are lurkers (i.e., read or observe, but don’t contribute).
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SearchMerge is another of those really interesting new search engines designed to search in real time as well as via the traditional Google search. You can select to search from one or more of the following Google, Twitter, Friendfeed, Flickr, YouTube, Last.FM, Technorati and Vimeo.
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With the Print Friendly Bookmarklet in your browser Bookmarks toolbar you can quickly clean up any webpage, removing ads, navigation, and all the junk you don’t want to print before sending it to the printer. Even better you can remove extraneous paragraphs from the page and then if you wish save the file as a pdf.
Posted from Diigo. The rest of my favorite links are here.
Readers who checked out my CoverItLive post re Martin Westwell’s recent Innovations Showcase might be interested to know that Martin has kindly added his slides from this presentation to the Innovations Showcase Ning. As I have also commented the Australian Secondary Principals have a report/record of a similar 2008 presentation from Martin.
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digitalresearchtools / FrontPage
This fabulous pbworks wiki is a collection of links to a whole range of diverse tools and resources to manage and use in research. Though it is aimed more at higher education, many of the tools also have applicability to other sectors of education.“Whether you need software to help you manage citations, author a multimedia work, or analyze texts, Digital Research Tools will help you find what you’re looking for.”
Posted from Diigo. The rest of my favorite links are here.
This post was written with tongue firmly in cheek and any offence caused to colleagues, friends, acquaintances or to those who self indentify is purely accidental .
How many of you dear readers follow the prognostications and/or misadventures of your social networking friends and colleagues without actually having met them in person? If you’re like me, those whom I follow via Twitter, RSS feeds and the like and who are personally known to me, are vastly outnumbered by those who I have never had the pleasure of sharing a face to face conversation with. There are huge advantages with this sort of situation, all of which far outweigh the possible downsides of online interaction. For this I am hugely grateful as I have made many more valuable contacts via such networks than I could ever have hoped to do by any other means. Having gotten to “know” these colleagues, it’s always interesting when you do finally get the chance to meet face to face with these network nodes for the first time.
Last week as I have written previously, I was fortunate to be able to go to the DEECD Innovation Showcase which numerous nodes of my network also attended. As always it was great to catch up with some of the already “f2fed” nodes and several online conversations were continued often in a much more animated fashion than in their online iteration. What was more a challenge though was trying to catch up with those nodes yet to be “f2fed”. At a fairly large gathering, the need to be social, the need to get to sessions and all of the rigmarole of being in a strange place made life tricky in this regard. In most cases though it proved fairly straight forward to find folk.
For one or two however, things proved a little trickier. It would appear that some of the colleagues who I was scanning the room for might have inadvertently left the softening lens on the digital cam when their avatar pic was taken. Either that or said colleagues had not bought their Retinol with them down to the “Big City”. Try as I could it was just a little tricky to reconcile the person across the room with the avatar that I had previously stored in my mind against their name. Other problems stemmed from those clever folk who in developing their avatar, had chosen to show off their expertise with PhotoBooth, Photoshop or other image manipulation tools. All in all it caused this ageing bloke whose mind is on the decline, no end of problems when the image planted in my brain was not the person I’m expecting to greet .
So an earnest plea from the heart, in order to spare me future befuddlement and/or embarrassment if you are ever at an event and you see some poor old beared bloke staring blankly into the crowd please come over and introduce yourself, I’ll be the one with the jar of Retinol in hand.
Full disclosure my latest avatar was taken earlier this year though given the ravages of my life at present maybe I should be updating it weekly
One of the other Keynote Addresses at the Innovations Showcase was from Jason Smith, co-founder of TeacherTube.
This is a copy of my CoveritLive record of his presentation, (the red notes are my comments).
| Jason Smith Co-founder of TeacherTube | (05/15/2009) |
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9:35
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Jason Smith from TeacherTube is now starting his keynote |
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9:38
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Speaking about N1H1 flu and actual email of child kissing pig. Relating it to the need to be accurate, quick and easy |
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9:40
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Noting that there is often an expectation that students must master 100% of content/ learning outcomes 100% of the time |
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9:40
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This increases the weight on teachers |
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9:41
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Using the notion of a wiki as the basis for his thesis that we must transform the education system |
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9:42
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What is the impact of collaborative learning Referring to Don Tapscott Wikinomics http://www.wikinomics.com/blog/ |
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9:49
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Telling story of mining company that put all their research on possible mining sites online in a wiki. They then sought contributions via the wiki with the idea that others could gain prizes for their work if it proved useful. Though it was a gamble, the company benefitted significantly from the work of the non-company contributors. |
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9:52
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Moving on to the idea of collaboration. Suggesting that we join the Innovations Ning |
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9:53
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Explaining the 99:1 rule
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9:54
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The question was posed, “How does this relate to teachers/classrooms?
We have to be careful that we don’t cruel social networking spaces by mandating that all are contributors or need to make specific ongoing contributions to the space |
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9:57
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It is a nice notion that even lurkers have their role in community as they provide purpose and need to which the contributors respond |
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9:59
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Exloring the contradiction of teaching and sharing content work that can be critically appraised by anyone who wishes to. Most teachers background is to value privacy. |
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10:01
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Relating this to how TeacherTube has developed. T/Tube now accepts lots of other files. Exploring the problems of current search capability. Lesson is the need to improve search capability. The more information that comes into the community the better and brighter the community |
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10:02
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Data online can be retrieved in nano-seconds. Looking at Google ranking and how search on Google works |
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10:05
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Looking at Automated prescriptive results and human judgement. Google translation is very powerful. As Google has all websites archived it translates all these via English mediation. |
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10:05
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Google manages this because they have the wealth of knowledge on their servers. The suggestion is that it is via the accumulation of knowledge that advances are made. |
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10:06
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Likening this to what happens at present to knowledge when teachers retire. Too often the accumulated knowledge retires with the teacher. |
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10:08
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Notion that if entire education history of student was online and we could access this information within seconds how better we could make decisions on where to provide learning experiences. Interesting BUT there are bigger questions related how this knowledge has been developed that simple representation of the knowledge doesn’t/can’t show. |
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10:10
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Isn’t this really only building on the notion of Gagne and learning continuums. If only students would learn things in linear fashion life would be so much easier. |
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10:11
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Suggestion that such learning histories can do away with the need to do standardised testing This doesn’t address the question though as to the relevance of standard testing and whether replacing something that has questionable value is a positive. |
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10:13
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looking at Moodle, Webex, and the notion of free vs at cost. Referring to dim-dim http://www.dimdim.com/ |
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10:14
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Looking at how TeacherTube looking to expand into more personalised spaces |
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10:15
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Looking at how spaces are opening up the API (Application Programming Interface), so that user can add to the functionality. |
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10:16
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Opening up API is empowering for both users and developers Shades of the mining company referred to at the start. |
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10:21
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Now telling the TeacherTube story. Really interesting that the gestation has been so long, 6-7 years before the portal actually was developed |
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10:31
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10:32
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finally looking at the development of TeacherTube Mysite |
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2:20
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Yesterday I was fortunate to be able to head up to Melbourne to take in the local Victorian Department of Education’s Innovations Showcase. During the day there were a number of parallel presentations highlighting the work of numerous innovative teachers across the state. There were also a couple of keynote presentations, one of which was from Martin Westwell, Director of the Flinders Centre for Science Education in the 21st Century. The following is a copy of my Coveritlive record of his presentation.
The red text is my commentary on what Martin was saying.
| Martin Westwell, Director of the Flinders Centre for Science Education in the 21st Century | (05/15/2009) |
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2:06
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Looking at some predictions from the past, all of which are very funny viewed through the lens of hindsight. Love the good wives guide http://www.j-walk.com/other/goodwife/index.htm |
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2:07
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When we make predictions for the future we pretty much always end up being wrong because we deduce trends by looking to the past |
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2:08
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Now referring to the work of Kerzweil http://singularity.com/ For another take on this see http://www.michaelgrant.com/blog/2009/05/media-literacy-gutenberg-singularity.html |
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2:09
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If we accept the work of Kurzweill looking to the future we will have 100 years of progress in the next 25 years and exponential progress after that. |
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2:10
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Whether this is the case or not, the only constant of the future will be change. |
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2:10
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Suggesting that there has never been a generation Z because the usual notion of a generation is that they have traditionally spanned a period or part period of change. Because change is occuring so rapidly generations are now seeing more than one change in their lifetime. |
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2:10
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The number of years that span a generation is too small to talk about the concept of a generation |
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2:12
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Unlike in the past where the graph of change had periods of equilibrium this is no longer the case. Change is the straight line trend upwards |
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2:12
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Question how do we meet the needs of folk in this era and what do we mean by intelligence, creativity productivity |
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2:13
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How do the characteristics change the way we do things, work, play, THINK |
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2:15
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Looking at the inside of the brain More space is taken with connections than the cells themselves |
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2:19
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Looking at neuroscientists notions of how repetition and emotion affect learning, how the biochemistry of the brain can enhance or hinder the connection and repetition hence learning |
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2:21
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The bigger picture aspect is the transformation of information to construction of knowledge, (the creation of links between these blocks of knowledge in the interconnectivity of brain cells) |
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2:21
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Question is how this relates to Information Technology |
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2:24
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Systems such as education departments do not how to deal with the plethora of knowledge. Relating the story of Dr Ken Boston and how they dealt with student plagarism via the internet via sites such as coursework.info The departmental answer was to concentrate more on unseen examination type assessment rather than ongoing formative assessment that took advantage of the type of knowledge pool that coursework.info is |
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2:24
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Making point that we are moving from a question rich-answer poor society to a question poor-answer rich one |
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2:25
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Suggesting therefore that educationalists should be assessing the questions students ask rather than the answers they give. |
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2:26
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Making the point that it’s not the technology that changes how we do things, its what we do with the technology |
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2:26
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The biggest plus and minus with this explosion in accessibility to knowledge is that we can now access more of the extremes, both positive and negative. |
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2:27
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We should not be spending money on teaching the nuts and bolts of using technology but on the how to use it effectively to solve problems |
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2:30
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Showing us the medal of honour game |
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2:35
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Looking at study on video game surgeons compared with non-video playing surgeons. Video gamers were quicker more accurate in how they performed their operations. (Looking further there was no other obvious correlation eg via age, sex, etc)
The research didn’t show a causitive relationship however ie it was impossible to say that good video players will make good surgeons or vice versa?? |
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2:37
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Young people today want the money today. They strategise to achieve this more than generations of the past. |
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2:39
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2 Types of things happen in the brain, controlled thinking of one thing at a time is frontal lobe stuff as opposed to automatic( the majority), non-conscious whole of brain eg braking car |
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2:40
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There is a constant interplay between each |
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2:40
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Automatic often takes precedence |
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2:43
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Looking at Mischel marshmallow experiment |
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2:44
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Question is it in the genes? No there is no one particular gene for any characteristic |
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2:47
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Looking at Huntingtons disease and mice and how placing the mice in an enriched environment can moderate the outcomes of the disease. |
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2:49
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Relating to this to education and how the following can effect it. Education needs to be
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2:52
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There are some myths associated with these though
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2:54
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Exploring the idea that education can be either lighting a candle, (showing the way and illuminating opportunities), or filling a bucket, (pouring in knowledge). |
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2:58
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Generally though people prefer the known over the unknown which sometimes sacrifices opportunity for the sake of security.
Because of time Martin closed on this point. |
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2:18
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10 Youtube URL Tricks You Should Know About – Annotated
Once you’ve begun working with YouTube for some time you might like to play with the movies that are available. This list from the makeuseof site is a collection of ten interesting hacks associated with YouTube movies. Here you can;
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learn how to view and embed high quality videos
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link to the video part way through the clip
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hide the search box
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embed only the relevant part of a movie
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autoplay and loop an embedded movie
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disable the related video link
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bypass regional filters and use kickyoutube to download videos
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30+ Places To Find Creative Commons Media
One of the problems facing many teachers is trying to make students aware of the need to respect copyright and fair use of digital content. Even though students can generally appreciate the principles behind the need to pay due regard to the originators of these artefacts too often they are unable to locate anything other than copyright material. Locating suitable Creative Commons licenced content can be a real nightmare for students and teachers alike. To this end
SitePoint has gathered up over 30 of the best resources online for audio, video, images and more for finding just the perfect Creative Commons licensed item for use in your next project. So, have a look around and get inspired!
Posted from Diigo. The rest of my favorite links are here.
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xtimeline – Explore and Create Free Timelines
xtimeline is another free web-based timeline. Here you can easily create and share timelines with pictures and videos.
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TimeRime.com – Make your own timeline!
Another Timeline Tool
Posted from Diigo. The rest of my favorite links are here.
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100 Free Online Lectures that Will Make You a Better Teacher
“Great teachers know that learning doesn’t stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.”
This great collection of some of the best recent lectures has been selected by Heidi Taylor. It contains sections on Creative Learning Environments, Technology, Information for New Teachers, Information for All Teachers, Teaching Specific Subjects, Special Needs, Arts, PE & Health and Lectures From Influential Professors. This is the perfect site for a rainy afternoon.
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McSweeney’s Internet Tendency: Internet-Age Writing Syllabus and Course Overview.
This highly amusing look at the world of Web 2.0 as viewed through the INTERNET-AGE WRITING SYLLABUS AND COURSE OVERVIEW is a salutary reminder to those of us who have latently become besotted by the wonders of social networking that “All that Twitters is not told”.
As Mr McSweeney suggests the course is the perfect antidote to those who are worried what to do;
“As print takes its place alongside smoke signals, cuneiform, and hollering …….”
I 4 1 wll B signing up 4 I cn hz writng skls
Posted from Diigo. The rest of my favorite links are here.
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Top News – Study: Ed tech leads to significant gains – Annotated
This article from eschoolnews looks at the Robert Marzanno “Evaluation Study of the Effects of Promethean ActivClassroom on Student Achievement,”report. It begins
“Integrating Promethean’s ActivClassroom–a suite of educational technologies that includes an interactive whiteboard, teaching software, and student response systems–into instruction can raise student achievement by an average of 17 percentile points, according to new research that also confirms the experience, comfort, and skill level of teachers in using the technology has a huge impact on how effective they’ll be.”
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Vanishing Styrofoam at Steve Spangler Science
You won’t believe your eyes when you see what happens to ordinary packing peanuts when they come in contact with a solvent called acetone. They seem to just “disappear” like magic. In fact, the Styrofoam reacts with the solvent to reveal the fact that Styrofoam is made up of long strands of styrene molecules with lots of air pockets. This demonstration also reminds us about the importance of reducing our use of Styrofoam and replacing it with more Earth-friendly packing materials.
Posted from Diigo. The rest of my favorite links are here.
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This You Tube movie looks at how the US Best Buy chain is using Social Networking tools including wikis and other networking tools and spaces. Note the lack of mention of Office Suites and presentation tools such as PowerPoint. Fabulous evidence to counter arguments that we should be concentrating on teaching about the tools that workplaces use and not social networking.
Posted from Diigo. The rest of my favorite links are here.
One of the professional associations that I still support even though I am no longer full time in the classroom, is the local Science Teachers Association of Victoria, (STAV). I find that for most conferences they offer, (and in the past they have offered quite a few), I can cobble together something of interest. This year I have been in a position where I could for the first time support, The Beginning Science Teachers’ Conference. There were a couple of things of note about this decision, given the title I had assumed, (incorrectly), that there would be a reasonable primary teacher cohort amongst the participants and given past experience with STAV events there would be plenty of these participants. Iwas wrong on both counts. Alas the conference attracted fewer than 50 delegates and all were from the secondary not primary sector.
Of course by the time I found all this out it was too late so I had to plough ahead regardless. Fortunately the participants in my sessions were genuinely enthusiatic young teachers eager to interact even if it was with a primary school focussed facilitator.
For one of the sessions I had decided to explore a constructivist based approach known as the 5E’s approach. In this case the five E’s represent Engagement, Exploration, Explanation, Elaboration and Evaluation. Now the 5E’s approach has been around for some time and is certainly not anything that I have had anything to do with in terms of development. It is however an interesting and useful way to structure teaching and learning units in science to better ensure connection and interaction within and between science sessions and is one that has informed my science teaching for some time.
Atelier pour enfants dans la Ville européenne des Sciences (Grand Palais / Paris)
As I have done with most of my recent presentations, I settled on a wiki, 5escience, as the vehicle for the discussion, and once again the wiki format proved a neat way to make available the content of the session and at the same time free up more of the session time for activity and interaction. As much of the basis for this session and approach is in the nuance of the method it was particularly important not to have the participants head down taking notes but rather working hands-on and in groups situations. Thankfully also there were some lively members of the group who were willing to speak up and make the conversation that I was able to work with to accentuate the various stages discussed. Because of this I came away from the session with a nice feeling that the participants may have at least an appreciation of a framework against which they can question and develop their science teaching.
As to the future of the conference, speaking with the organisers in a break they had to admit that other STAV conference were struggling for numbers as too were similar conferences run by other subject based organisations. The reasons for this may be many and varied however there definitely seems to be a trend away from traditional large scale gatherings with multiple and diverse session offerings, but more of that another time….
Image credit Atelier pour enfants dans la Ville européenne des Sciences (Grand Palais / Paris) by dalbera
This is an aggregation of the blogs and social bookmarks from John Pearce, a primary school teacher in Geelong, Victoria, Australia.
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