Monday, May 31, 2010

Re: tablet/pen mouse recommendation

We have deployed about 80 tablets, both Lenovo X60s (I think) and Dell
XT2s. Each has its plusses and minuses, but our teachers (only) are
enjoying them. We are not a tablet school, in that student use of the
tablets is done by projecting and sharing the teacher's tablet at the
table (we are a discussion-based school where teacher and students share
a single oval table).

Vi Richter
Academic Technology Coordinator
Instructor in Junior Studies
Phillips Exeter Academy
http://www.exeter.edu/ITS

-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Brown, Jill
Sent: Wednesday, May 26, 2010 12:09 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: tablet/pen mouse recommendation

If your school uses any tablet/pen mice please let us know which
brand/model you recommend.
We are considering purchasing some for our media rooms.
Any other feedback is appreciated.
Jill

Jill R. Brown, PhD
Director, Educational Technology
Albuquerque Academy
brownj@aa.edu<mailto:brownj@aa.edu>
(505) 858-8831
6400 Wyoming Boulevard, NE
Albuquerque, New Mexico 87109
Fax (505) 828-3320

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Sunday, May 30, 2010

looking for high school girls who would exchange with Australia

Hi,

A colleague of mine, Kate Powell from St. Hilda's school on the Gold =
Coast of Australia, is looking for 15-16 year-old girls who would be =
interested in doing a semester exchange.

St. Hilda's is a terrific school with an extraordinary principal and =
faculty.

If you're interested or think girls in your school might be, please =
contact Kate directly at KPowell@sthildas.qld.edu.au

Thanks,

Gary

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Friday, May 28, 2010

iPad/Meru

Our language departments is set to pilot an iPad cart in a classroom. Their entire curriculum is online so they feel that web access is all they need.

In preparation of deploying the iPads and with a possible transition to a one to one program we are working at updating our infrastructure especially the wireless.

I am interested in both your thoughts about the iPad for classes of 9th - 12th grade students and Meru as a wireless system.

thanks in advance

Carl Campion
Director of Technology
Archmere Academy

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Re: ipads Lower School

Nicely said, Susan...

The iPad may someday, even perhaps soon, be an amazing learning =
laboratory for kids. It's just not there yet.

The diminutive term, "app," suggests something quick or small. I want =
kids lost in meaningful creation.

By the way...

iCal has been hosed ever since I upgraded to Snow Leopard. As a result, =
iPad refused to sync.

I tried everything, including every tool and web site I could find.

I finally solved the problem by writing a Logo program in MicroWorlds! =
No kidding!
...
It would be swell if we taught kids how to have agency over their =
computing devices. Being able to write a little code is quite important =
and powerful.

On May 27, 2010, at 3:15 PM, Susan Ferris wrote:

> Some thoughts after reading the many responses...
>=20
>=20
>=20
> In 1984 I bought a Macintosh computer and dot matrix printer for $2500 =
to
> use as a TOOL to create graphics for my silk-screened products I sold =
at
> juried art shows. I discovered a process that used Xerox technology =
that
> enabled you to burn a screen using a black and white drawing as a =
base. It
> sure beat the heck out of cutting each stencil to adhere it to a =
screen. I
> owned a business and was an artist.
>=20
>=20
>=20
> I didn=92t really know that the machine could do word-processing nor =
did I
> really know what that meant. But, when I was getting divorced, in =
1988, and
> I needed money, I learned how to use MacWrite. I interviewed men =
dying of
> asbestosis and then typed interrogatories for a New Jersey law firm =
engaged
> in suing John-Manville.
>=20
>=20
>=20
> That=92s where I started.
>=20
>=20
>=20
> I have always viewed technology as a tool.
>=20
>=20
>=20
> It is now 2010 and I still think pretty much the way I did in 1984.
>=20
>=20
>=20
> The ipad is nothing more than another tool. It is not a computer or a =
laptop
> as we know them to have become. I wouldn=92t suggest using it to do
> word-processing with or on---at least not at this time. At least not =
with
> little kids.
>=20
>=20
>=20
> My research into ipads involved a Sunday afternoon at the Apple Store =
where
> I watched kids pick up the ipad and try it out. Many of the kids were =
just
> about as tall as the table. They persevered and got the machines to =
work.
> The tech knowledge of a 4 year old is pretty intense to see in action. =
Their
> use of tech is fearless; their curiosity is daunting and determined.
>=20
>=20
>=20
> I posted this query to get ideas about using ipads in the lower =
school. From
> what I have seen it can be used as a fabulous tool to reinforce skills
> taught, going out to learn new things on the internet and creating =
small but
> useful projects. I=92m interested to see what we can do here at Pingry =
and am
> happy to collaborate with many of you folks who have expressed =
interest.
>=20
>=20
> Tech educators should be leaders and willing to try new technologies. =
They
> may not all work but we can't shut down or shut out new tools.
>=20
>=20
>=20
> Oh, and one last thing=85it has been years since a physician has =
written out a
> script on a pad of paper. My doctors tap on PDAs while they are =
talking
> (while facing me---in the same room) and my scripts are submitted
> electronically. Welcome to 2010.
>=20
>=20
>=20
> Susan Ferris Rights
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
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Re: ipads Lower School

On May 27, 2010, at 3:33 PM, Len Doran wrote:

> Joel: I agree completely. I am not anti-technology, I am just not
> pro fad and the IPad is a fad until proven useful.

"...until proven useful." seems a passive posture, awaiting others to
put students, iPads, and teachers in play together in order to
determine what possible (if any) results arise that might enrich/
empower the teaching/learning process.

HTH,

Mark

Mark Nelson
Director of Information Technology
Thayer Academy
745 Washington Street
Braintree, MA. 02184

voice: 781-664-2264
fax: 781-380-0515
email: mnelson@thayer.org http://www.thayer.org

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Re: ipads Lower School

Chris,

I hate to sound combative with you, but... :-)

So, it's the actual shape of the letters that teaches children to read?

If so, how do you explain Chinese, Arabic or Hebrew-speaking children =
learn to read?

I would love to know how teaching children to write in a different form =
than what they read is the best intervention for reading difficulties.

I suspect that this methodology is not without controversy - as is the =
case with dyslexia.
On May 27, 2010, at 1:01 PM, Bigenho, Chris wrote:

> Actually, cursive writing is one aspect of Sequential English =
Education (SEE), a therapy used with dyslexic students. It is a =
multi-sensory therapy that helps LD students with their reading, writing =
and spelling. Part of the theory behind this technique is to minimize =
the starting and stopping that occurs when printing and the disconnected =
motions made in typing. Students struggling with dyslexia can start with =
SEE therapy (including cursive writing) and as their over-all reading =
and spelling skills improve, will move from cursive writing to using a =
computer. SEE makes use of what they call a memory board where students =
will write with gross motor movements, in cursive with their finger on a =
large rough board. This is done at the same time as they are spelling =
and saying the word out loud. This multi-sensory process is powerful and =
works. Now, they may not have any fingerprints left after they have =
completed all of the training but they will be able to read :). This is =
one of the therapies used with my son at Shelton School in Dallas. While =
not an exciting process (I have tutored in SEE), it works. You will =
almost never see my son without a book now.
>=20
>=20
>=20
> Chris Bigenho
> Director of Educational Technology
> Greenhill School
> 4141 Spring Valley Road
> Addison, TX 75001
> Ph. 972-628-5479
> Fx. 972-628-5279
> bigenhoc@greenhill.org
> www.greenhill.org
> =20

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Re: ipads Lower School

On May 27, 2010, at 3:12 PM, Keith E Gatling wrote:

> Amen to that! Is there an actual real use for the iPads, or are we
> just
> buying them so we can tell parents that we're using cutting edge
> technology?

Neither, at this very early point in its life cycle a solid rationale
for purchasing iPads might be to simply begin to explore at length and
in depth how they might be used in consequential ways in our learning
environments.

HTH,

Mark

Mark Nelson
Director of Information Technology
Thayer Academy
745 Washington Street
Braintree, MA. 02184

voice: 781-664-2264
fax: 781-380-0515
email: mnelson@thayer.org http://www.thayer.org

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Re: Cursive

A number of years ago a learning specialist pointed out to me that for many=
children, cursive is easier than printing because you do not need to "repo=
sition" the pen nearly as often, since you are rarely lifting it off the pa=
ge and then putting it down again (as with printing.) The "continuity" of =
cursive removes one element of difficulty for students who struggle with fi=
ne motor skills. That idea has made me a fan of continuing cursive instruc=
tion to the point where children can be fluent with it -- say, maybe, sixth=
grade -- and after that, leave the choice to them.=0A=
=0A=
Of related interest: I have been experimenting with "Swype" input on my iP=
ad using an app called Shapewriter. Basically, you select letters on a key=
board using a continuous line of finger-pointing, rather than tap-tap-tappi=
ng. I find it not only faster than the iPad's regular keyboard, but also v=
ery pleasant in a tactile sort of way. It's a free app available for many =
platforms, not just the ipad, and I would love to see it flourish!=

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wireless projection in the classroom

Anyone having good success with wireless projection in the classroom? I've =
been doing some research and testing some wireless projectors, but not sold=
on one brand yet. =20

Thanks

Phil

______________________________
Phil Zaubi
Director of Academic Technology
Porter-Gaud School
Charleston, Sc
843.402.4711
http://www.portergaud.edu

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Employment Opportunities

Hamden Hall Country Day School- Hamden, CT is seeking:

PS- 12 Academic Technology Coordinator
Lower School Music Teacher
Part Time AP French/ French IV Teacher

Visit this link for more info:
http://www.hamdenhall.org/podium/default.aspx?t=126529


Lorri Carroll
Director of Technology
Hamden Hall Country Day School
1108 Whitney Avenue
Hamden, CT 06517
lcarroll@hamdenhall.org
work (203) 752-2606
cell (203) 215-9833

This message contains privileged and confidential information intended
solely for the use of the addressee(s) named above. Any disclosure,
distribution, copying or use of the information by others is strictly
prohibited. If you have received this message in error, please notify the
sender by immediate reply and delete the original message. Thank you.

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Re: ISED/ Web Filtering for Students and Adults

We are using OpenDNS and have been for the last two years. It has worked
great for us. They offer a paid version (which we have not needed to use)
in case you need greater control over whitelists and blacklists.

~~~~~~~~~~~~~~~~~~~
Dana Pero
Director of Technology
Science & Arts Academy
(847) 827-7880 x17
http://www.scienceandartsacademy.org/


On Thu, May 27, 2010 at 1:23 PM, Ann Hamel <ann.hamel@gmail.com> wrote:

> I'd be interested to hear how many schools are using OpenDNS for this
> service.
>
> On Thu, May 27, 2010 at 12:17 AM, Jack Hardcastle <
> jwhardcastle@jwhardcastle.com> wrote:
>
> > Dear ISED Colleagues,
> >
> > First, per the signup e-mail, my name is Jack Hardcastle and in a month
> > I'll
> > take over as director of technology at the McDonogh School outside
> > Baltimore, Maryland. We're a private co-ed K-12 college prep school with
> > about 1300 students and 250 faculty and staff. :D
> >
> > Second, I have been searching the ISED archives for information about
> this
> > topic, but I find nothing more current than messages from 2000. How do
> you
> > accomplish web filtering? The product we purchased several years ago
> went
> > from $5,000 to $30,000 after several acquisitions, and we're looking for
> > other options.
> >
> > Do you use a software solution? Do you use an appliance? Do you do
> > named-user licensing (expensive) or do you have one filter for your whole
> > institution (students AND faculty), and if so how do you deal with
> allowing
> > productivity for faculty while protecting little ones from the dark
> alleys
> > of the net?
> >
> > Thanks,
> >
> > Jack Hardcastle
> > jwhardcastle@mcdonogh.org
> >
> > [ For info on ISED-L see
> https://www.gds.org/podium/default.aspx?t=128874]
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> > non-commercial, share-alike license.
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> >
>
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>

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Subject: Re: ipads Lower School

On 5/28/10 12:00 AM, "ISED-L automatic digest system"
<LISTSERV@LISTSERV.SYR.EDU> wrote:

> Subject: Re: ipads Lower School

Two good Nings talking about the general issue of iPads in education:
On Isenet.Ning.Com, there is a forum on "iPads in Education".
There's also a focused ning just on this issue:
http://ipadeducators.ning.com/


Quite a range of responses ... I'd be hesitant to try to replace a lower
school laptop cart with a set of iPads for a variety of reasons: limited
software (the iWorks suite can do very basics, but is much less functional
then iWorks on the Mac - which itself can't do some of the basics that Word
can do), difficulty of printing, lack of universal VGA output/mirroring,
lack of Flash/Java (taking away the wide range of interactive websites that
are geared to youngsters and rely on this technology). As a longtime 3rd
grade teacher, I think the difficulties involved in using the iPad would
make it counterproductive as a "laptop replacement".

However, I think it's much, much, much more than a fad. It's a whole new way
to interface with technology. I look at some first graders who still touch
the screen when trying to move things around, or left-handed second graders
with OT issues who struggle to use the mouse - extreme examples that aren't
the norm, I'll admit, but the touchscreen interface is so intuitive to kids
of this age ...

When I was a third grade teacher at Norwood, I helped pilot the tablet PC
program. Demetri Orlando and Susan Stadnik asked me if I wanted to try one
and what I would need with it - my first response was a wireless projector.
And then they said "go explore." Over the years I figured out what it could
do, it's strengths and weaknesses, how to solve problems (like switching
from wireless projector to networked). As one of the early adopters I shared
these ideas with my colleagues, I learned from their suggestions as well as
those of my students (who came up with innovative ways to use it when they
had a chance to use "my" tablet). And after several years, it became the
standard computer at Norwood.

I think a similar path would be the best way to experiment with an iPad in
Lower School. Keep the resources for a strong laptop or computer lab
program, with a reliable network ... But get a few iPads, give them to
teachers who will experiment with unique ways to use it, and see what
happens. Perhaps you'll discover that it won't work, perhaps you'll see so
many wonderful uses that the next year you'll be them for another 10
teachers, or but a cart of 10 to share among the students, or...


*****
Nate Gordon
Academic Technologist, Lowell School
Washington, DC
202-577-2017

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Re: ipads Lower School

On Thu, May 27, 2010 at 6:15 PM, Susan Ferris <susanferris123@gmail.com>wro=
te:

> Some thoughts after reading the many responses...
>
> In 1984 I bought a Macintosh computer and dot matrix printer for $2500 to
> use as a TOOL...


I went to grad school for Library Science in 1984 after working for a
company that had a Wang word processing system, and seeing a magazine
article on computers you could use for composing music. As an aspiring
writer and composer, this was when I first saw computers as being useful fo=
r
something other than number crunching.

I still see computers as a TOOL for writing (words), composing, and
arranging. They've also helped me create graphics and do other things that
are useful in my everyday life.

Never, however, have I be into the computer as a gadget in and of itself.
Hmm, check out my blog entry Back to the
Future<http://wordfromg.blogspot.com/2009/03/back-to-future.html>.
I saw things that I could use it for, and then decided to explore them. Onc=
e
I knew what I could use it for, I knew what others could use it for. Now, I
get the feeling that we're in "gadgetland," where we try to push kids into
uses that they don't really have, just because they look cool and "cutting
edge." But then, maybe I'm just an old fogey.

The ipad is nothing more than another tool. It is not a computer or a lapto=
p
> as we know them to have become. I wouldn=92t suggest using it to do
> word-processing with or on---at least not at this time. At least not with
> little kids.
>

I talked to someone who was using her iPad as we watched our daughters'
soccer games one Saturday morning, and she said something that explained
what I wasn't getting. The iPad is an excellent content-delivery device. If
you want to watch or read something, you've got it. But it's not a cheap
laptop. It's not a productivity tool. It's really a better version of the
Kindle.


> Tech educators should be leaders and willing to try new technologies. The=
y
> may not all work but we can't shut down or shut out new tools.
>

But can we admit when they don't work? I spearheaded an experiment with
Palms in the 5th grade six years ago. It was a huge failure. Was it because
it was the wrong device? Was it because the teachers didn't understand them=
,
were afraid to use them, and prevented the kids from using them for things
that would've made sense to them? Was it all of the above? Possibly. But th=
e
important thing was that we were able to say, "OK, this didn't work," rathe=
r
than feeling that we had to justify the initial expense by forcing the next
few groups of 5th graders to use these. Instead, we gave the machines away
to willing faculty members, with the condition that the tech support number
was 1-800-NOT-KEITH.

Oh, and one last thing=85it has been years since a physician has written ou=
t a
> script on a pad of paper. My doctors tap on PDAs while they are talking
> (while facing me---in the same room) and my scripts are submitted
> electronically. Welcome to 2010.
>

Well, your doctor's office has advanced a lot more than mine has. I actuall=
y
asked about that with one doctor, and he said that his practice is looking
into it, but it's so expensive.
--

keg

=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
Keith E Gatling
Email: keith@gatling.us
Blog: http://wordfromg.blogspot.com
Website: http://www.gatling.us/keith
The fact that I'm open-minded doesn't mean that I have to agree with you.
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D

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Re: ipads Lower School

Len makes an excellent point and the use of pens, pencils and handwriting is
not going to go away any time soon, so learning how to do handwriting should
certainly be a part of the instruction in school that children receive in their
elementary school curriculum. There are too many adults in the world today who
cannot do basic arithmetic in their heads so as to even make change when a POS
register system fails to work so basic writing and reading skills remain
important to give students their own understanding of how these activities work
from a hands on perspective.

There is indeed a tremendous body of literature regarding handwriting reading
errors and its impact on medical outcomes.

<http://scholar.google.com/scholar?hl=en&as_sdt=800000000000&q=
handwriting+and+prescriptions+and+drugs+and+errors+and+adverse>

A shorter URL for the above link:

<http://tinyurl.com/3837sv8>

<http://www.google.com/search?hl=en&q=handwriting%20and%20prescriptions%
20and%20drugs%20and%20errors%20and%20adverse&tbo=u&tbs=

bks:1&source=og&sa=N&tab=sp>

A shorter URL for the above link:

<http://tinyurl.com/3af3chs>

<http://news.google.com/archivesearch?pz=1&cf=all&ned=us&hl=
en&q=handwriting+and+prescriptions+and+drugs+
and+errors+and+adverse&cf=all
>

A shorter URL for the above link:

<http://tinyurl.com/3xafqnb>

<http://www.google.com/search?pz=1&ned=us&hl=en&q=handwriting%
20and%20prescriptions%20and%20drugs%20and%20errors%20and%

20adverse&cf=all&sa=N&tab=nw>

A shorter URL for the above link:

<http://tinyurl.com/39lxba2>

<http://www.google.com/images?pz=1&ned=us&hl=en&q=handwriting%
20and%20prescriptions%20and%20drugs%20and%20errors%20and%

20adverse&cf=all&um=1&ie=UTF-8&source=og&sa=N&tab=wi>

A shorter URL for the above link:

<http://tinyurl.com/38w7rcv>

<http://www.scirus.com/srsapp/search?q=handwriting+and+
prescriptions+and+drugs+and+errors+and+adverse&t=all&sort=0&g=s
>

A shorter URL for the above link:

<http://tinyurl.com/35mfx38>

Handwriting of prescriptions should in the near future become far less
prevalent due to information technology initiatives in the health care and
medical worlds from health care reform legislation and other legislative,
regulatory and practice initiatives effecting medical practice.

<http://www.scirus.com/srsapp/search?q=handwriting+and+
%22health+care+reform%22&t=all&sort=0&g=s
>

A shorter URL for the above link:

<http://tinyurl.com/2vd4muz>


<http://news.google.com/archivesearch?pz=1&cf=all&ned=us&hl=en&q=
handwriting+and+%22health+care+reform%22+and+prescriptions&cf=all
>

A shorter URL for the above link:

<http://tinyurl.com/39fy5bc>

Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jwne@temple.edu
<http://daviddillard.businesscard2.com>
Net-Gold
<http://groups.yahoo.com/group/net-gold>
Index: <http://tinyurl.com/myxb4w>
<http://listserv.temple.edu/archives/net-gold.html>
<http://groups.google.com/group/net-gold?hl=en>
General Internet & Print Resources
<http://guides.temple.edu/general-internet>
COUNTRIES
<http://guides.temple.edu/general-country-info>
EMPLOYMENT
<http://guides.temple.edu/EMPLOYMENT>
TOURISM
<http://guides.temple.edu/tourism>
DISABILITIES
http://guides.temple.edu/DISABILITIES
INDOOR GARDENING
<http://tech.groups.yahoo.com/group/IndoorGardeningUrban/>
Educator-Gold
<http://groups.yahoo.com/group/Educator-Gold/>
K12ADMINLIFE
<http://groups.yahoo.com/group/K12AdminLIFE/>
RUSSELL CONWELL CENTER SUBJECT GUIDE
http://guides.temple.edu/Russell-Conwell-Center
THE COLLEGE LEARNING CENTER
<http://tinyurl.com/yae7w79>
Nina Dillard's Photographs on Net-Gold
http://tinyurl.com/36qd2o
and also http://gallery.me.com/neemers1
http://www.flickr.com/photos/neemers/
Net-Gold
Membership Required to View Photos on Net-Gold
Twitter: davidpdillard

SPORT-MED
https://www.jiscmail.ac.uk/lists/sport-med.html
http://groups.google.com/group/sport-med
http://groups.yahoo.com/group/sports-med/
http://listserv.temple.edu/archives/sport-med.html

Health Diet Fitness Recreation Sports Tourism
http://health.groups.yahoo.com/group/healthrecsport/
http://groups.google.com/group/healthrecsport
http://listserv.temple.edu/archives/health-recreation-sports-tourism.html
.
On Thu, 27 May 2010, Len Doran wrote:

> Gary: I disagree. Handwriting is important. The next time your MD writes a
> prescription and the pharmacist can't read it or gives you the wrong drug or
> dosage, I suspect you might change your mind about handwriting! Or you might
> not be around to change your mind!

> Len

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Re: ipads Lower School

Len makes an excellent point and the use of pens, pencils and handwriting
is not going to go away any time soon, so learning how to do handwriting
should certainly be a part of the instruction in school that children
receive in their elementary school curriculum. There are too many adults
in the world today who cannot do basic arithmetic in their heads so as to
even make change when a POS register system fails to work so basic writing
and reading skills remain important to give students their own
understanding of how these activities work from a hands on perspective.

There is indeed a tremendous body of literature regarding handwriting
reading errors and its impact on medical outcomes.

<http://scholar.google.com/scholar?hl=en&as_sdt=800000000000&q=
handwriting+and+prescriptions+and+drugs+and+errors+and+adverse>

A shorter URL for the above link:

<http://tinyurl.com/3837sv8>

<http://www.google.com/search?hl=en&q=handwriting%20and%20prescriptions%
20and%20drugs%20and%20errors%20and%20adverse&tbo=u&tbs=

bks:1&source=og&sa=N&tab=sp>

A shorter URL for the above link:

<http://tinyurl.com/3af3chs>

<http://news.google.com/archivesearch?pz=1&cf=all&ned=us&hl=
en&q=handwriting+and+prescriptions+and+drugs+
and+errors+and+adverse&cf=all
>

A shorter URL for the above link:

<http://tinyurl.com/3xafqnb>

<http://www.google.com/search?pz=1&ned=us&hl=en&q=handwriting%
20and%20prescriptions%20and%20drugs%20and%20errors%20and%

20adverse&cf=all&sa=N&tab=nw>

A shorter URL for the above link:

<http://tinyurl.com/39lxba2>

<http://www.google.com/images?pz=1&ned=us&hl=en&q=handwriting%
20and%20prescriptions%20and%20drugs%20and%20errors%20and%

20adverse&cf=all&um=1&ie=UTF-8&source=og&sa=N&tab=wi>

A shorter URL for the above link:

<http://tinyurl.com/38w7rcv>

<http://www.scirus.com/srsapp/search?q=handwriting+and+
prescriptions+and+drugs+and+errors+and+adverse&t=all&sort=0&g=s
>

A shorter URL for the above link:

<http://tinyurl.com/35mfx38>

Handwriting of prescriptions should in the near future become far less
prevalent due to information technology initiatives in the health care and
medical worlds from health care reform legislation and other legislative,
regulatory and practice initiatives effecting medical practice.

<http://www.scirus.com/srsapp/search?q=handwriting+and+
%22health+care+reform%22&t=all&sort=0&g=s
>

A shorter URL for the above link:

<http://tinyurl.com/2vd4muz>


<http://news.google.com/archivesearch?pz=1&cf=all&ned=us&hl=en&q=
handwriting+and+%22health+care+reform%22+and+prescriptions&cf=all
>

A shorter URL for the above link:

<http://tinyurl.com/39fy5bc>


Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jwne@temple.edu
<http://daviddillard.businesscard2.com>
Net-Gold
<http://groups.yahoo.com/group/net-gold>
Index: <http://tinyurl.com/myxb4w>
<http://listserv.temple.edu/archives/net-gold.html>
<http://groups.google.com/group/net-gold?hl=en>
General Internet & Print Resources
<http://guides.temple.edu/general-internet>
COUNTRIES
<http://guides.temple.edu/general-country-info>
EMPLOYMENT
<http://guides.temple.edu/EMPLOYMENT>
TOURISM
<http://guides.temple.edu/tourism>
DISABILITIES
http://guides.temple.edu/DISABILITIES
INDOOR GARDENING
<http://tech.groups.yahoo.com/group/IndoorGardeningUrban/>
Educator-Gold
<http://groups.yahoo.com/group/Educator-Gold/>
K12ADMINLIFE
<http://groups.yahoo.com/group/K12AdminLIFE/>
RUSSELL CONWELL CENTER SUBJECT GUIDE
http://guides.temple.edu/Russell-Conwell-Center
THE COLLEGE LEARNING CENTER
<http://tinyurl.com/yae7w79>
Nina Dillard's Photographs on Net-Gold
http://tinyurl.com/36qd2o
and also http://gallery.me.com/neemers1
http://www.flickr.com/photos/neemers/
Net-Gold
Membership Required to View Photos on Net-Gold
Twitter: davidpdillard

SPORT-MED
https://www.jiscmail.ac.uk/lists/sport-med.html
http://groups.google.com/group/sport-med
http://groups.yahoo.com/group/sports-med/
http://listserv.temple.edu/archives/sport-med.html

Health Diet Fitness Recreation Sports Tourism
http://health.groups.yahoo.com/group/healthrecsport/
http://groups.google.com/group/healthrecsport
http://listserv.temple.edu/archives/health-recreation-sports-tourism.html

.

On Thu, 27 May 2010, Len Doran wrote:

> Gary: I disagree. Handwriting is important. The next time your MD writes
> a prescription and the pharmacist can't read it or gives you the wrong
> drug or dosage, I suspect you might change your mind about handwriting!
> Or you might not be around to change your mind!

> Len

> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 3:40 pm
> Subject: Re: ipads Lower School

> While I agree with you about chasing tech fads, there is no reason whatsoever to
> each cursive writing, unless your school is preparing children for royalty.
> On May 27, 2010, at 11:27 AM, Len Doran wrote:

<snip>

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Re: Digital Photo & Graphic Archiving

I put a copy of our beta FileMaker solution for managing digital image
archives here: http://dws.editme.com/Digital-Image-Archive-Solution (look
down at the bottom of the page)

Use 'admin' for account and password.

This copy just has some thumbnail images from 1910. The large versions of
the images are not stored in the solution.

Feel free to use, modify, etc..

Fred

=E2=99=AB

On Thu, May 27, 2010 at 11:53 AM, Fred Bartels <fredbartels@gmail.com>wrote=
:

> Hi Ali,
>
> We have what I would call a beta FileMaker solution. I say beta because
> although everything works we created the solution quickly last summer and
> have made minimal use of it between the end of the summer and now and
> haven't deployed it.
>
> Essentially we store the scanned images on one of our Appleshare servers
> and reference those images from the server-hosted FM solution.
>
> Here is an image of the screen used by the scanners to tag the images:
> http://dws.editme.com/Digital-Image-Archive-Solution
>
> Happy to share the solution with anyone interested.
>
> Fred
>
>
> On Thu, May 27, 2010 at 11:15 AM, Yares, Ali <ayares@parkschool.net>wrote=
:
>
>> I think that this has been mentioned before, but we are looking into a w=
ay
>> to store, tag, and preserve our photos digitally.
>>
>> There are a number of people who must access these photos and need the
>> capability to get both low-res (for most purposes) and high res photos. =
We
>> also need a way to easily go through the pictures and find specific phot=
os
>> based on a number of criteria.
>>
>> We also want our teachers to be able to store pictures and tag/identify
>> events and people in the pictures.
>>
>> Two different methods that we are looking into are purchasing a network
>> drive and then software to deal with the archiving and categorizing of t=
he
>> pictures.
>> The issues we see is that we still have to maintain a backup.
>> No way to ensure the photos survive in the event of someone stealing the
>> hardware or a fire.
>> Difficult to access photos off campus.
>> Software needs to work for both Mac & PC Users and be adaptable to the
>> future requirements of photos.
>>
>>
>> A second option we are looking into is a cloud computing option such as
>> Flickr's pro-account.
>> We still have to think about how to back up the information, since most =
of
>> them don't seem to insure backup.
>> Security is also more of a concern. We wouldn't want just anyone to be
>> able to access these pictures.
>>
>>
>> Our Art Department also wants to create an archive of student art work.
>>
>>
>> My question is about whether any schools have found a successful way to
>> digitally archiving and categorizing pictures.
>>
>> Thanks,
>>
>> Ali Yares
>> Park School of Baltimore
>>
>>
>
>
> --
> Fred Bartels
> Dir. of Info. Tech.
> Rye Country Day School
>

--=20
Fred Bartels
Dir. of Info. Tech.
Rye Country Day School

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Thursday, May 27, 2010

Re: Cursive

I think every student should leave 4th grade with solid handwriting skills
-- take your pick, Palmer cursive or DeNealian -- I still had write
important thank you notes, very personal letters, my journal, and more. I had a
wonderful time 20 years ago learning calligraphy with my daughter in a
parent-child art class. She would not have been able to learn that skill
without decent handwriting as a beginning. I think there is time to become
adept at keyboarding and learn to write skillfully by hand! Students at
Viewpoint do.
All best,
Margaret Bowles
Associate Head, Academic Affairs
Viewpoint School
Calabasas, CA

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Re: rationale for switching from PC to Mac when going 1:1

I no longer understand the Mac vs. PC discussion. We are doing a y'all come
approach (Ttanks to Dan Hudkins at the Harker School for the phrase). wher=
e
parents provide whatever. Mac, Windows, or Linux. Laptop, tablet or
netbook. As long as it can do certain basic things, kids can use it. (iPads
our out since they do not do basic things.) Now, I will say that this
approach is criticized in many places AND we only have the pilot under our
belt, but it has worked far better than any of us expected. It just
worked--and with sixth graders.

What are the access benefits?

*Reliability.* At the recent AERA conference in Denver, Chris Dede of
Harvard nailed it when he referred to the bizarre, idiosyncratic networks i=
n
schools. That's just the nature of networks designed for access control to
numerous resources. We just bypassed that--students authenticate to wireles=
s
and access everything through their browsers. Nothing is needed beyond what
any current mobile device comes with.

*Maintenance. *If we own machines, we have to fix them. Not only that, we
are expected to solve all problems, big and small. Yet computers are
remarkably robust these days and our city has numerous places to fix
machines or get them repaired under warranty. We provided loaners for the
pilot, but next year students will have to rent one from us if they show up
with a non-working machine.

*Cloud and Open Source:* We explicitly planned that all work would be done
in the cloud, using resources accessed through a standard browser, such as
Moodle, or open source software. This would not have been feasible two year=
s
ago. The cloud also enhances collaboration in ways that previous technology
didn't.

*Agnosticism: *By making our network and approach agnostic, parents are fre=
e
to purchase whatever they believe is best and we avoid the whole Mac vs. PC
argument.

I sold this model on access benefits because that is concrete--it's easy to
talk about. "When you travel, connectivity just works." People can picture
that.

But access is only part of the reason. I have philosophical reasons for thi=
s
approach, but these aren't as widely discussed.

*Ownership. *When it's the school's computer, we would have it locked down
tighter than a drum to reduce the risk of something "going wrong." Here,
students, with their parents, really own the machine--it's not only for
school work; it's a personal device. It becomes a part of them.

*Responsibility.* Having a plethora of operating systems, languages, and
keyboards blunts the effectiveness of the teacher and tech staff to solve
"tech" problems. Students have to work with each other to solve their
technology problems--they own the devices, which are so much more than a
school tool, so they do.

*Learning.* This is why we hold school, isn't it? The focus moves from the
hardware and software to doing and experimenting.

*Technology* When the school owns the devices and the access, we always are
behind the curve because we do things in steps, not small increments. And w=
e
lock down the systems in the meantime. As a result we are always to the far
right of the hype cycle and not experimenting with the peak or left of the
curve. Students will tend to bring in the
latest usable technology--hardware, software, or communications, and push
our boundaries.
*
*
*Non-uniformity: The world isn't uniform. Pretending the tools are leads to
beliefs such as Macs are needed for art or video, Photoshop is needed for
images, and Microsoft Word is needed for word processing. That is comfort
masquerading as expertise. *

A potential downside is issues related to specialty software, such as for
physics or math. However, restricting a whole program based on a couple of
courses is the tail wagging the dog, but I expect to see more subscription
services that we can use for much of this.

There are other issues and, given that this model is not wide-spread, we ca=
n
expect a few surprises, but I would have expected major issues to surface
during the pilot. Mac vs. PC--I just don't understand it anymore.
--=20
Derrel Fincher
Director of Information and Communication Technology
Graded - The American School of S=E3o Paulo
http://www.graded.br | (55 11) 3747-4800 x160


On Thu, May 27, 2010 at 7:38 AM, Robert Bauer <rbauer@aisgz.org> wrote:

> I'm needing to find the reasoning other schools used when switching from
> PC to Mac when rolling out 1:1. We are in China and most of our peer
> international schools have followed this path. Just wanting to know what
> most influenced a school that moved in this direction.
>
> Not trying to start any debate. Fully aware of cost factors, market
> penetration of platforms, software compatibility [or availability] etc.bu=
t
> would still like to know why a school ultimately decided on a PC to Mac
> shift when rolling out 1:1.
>
> Thanks for any feedback, private or public.
>
> Bob
>
> .......................................................................
> Robert Bauer
> Information Technology Director
> American International School of Guangzhou
> Tel: (8620) 8735-3392 Fax: (8620) 8735-3339
> rbauer@aisgz.org
>
>
> ----------------------------------------------
> Important Note: All AISG email addresses now end in @aisgz.org. Please ad=
d
> this address to your address list with the new ending. The AISG website i=
s
> also changing to www.aisgz.org.
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74]
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> non-commercial, share-alike license.
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>

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Re: ISED/ Web Filtering for Students and Adults

Hello, Ann. We're using OpenDNS to back up our Sonicwall content filter
(enhance firmware) with great success. One of the nice features about
OpenDNS is that it'll automatically redirect a user that typed in an
unknown domain to an OpenDNS-based results page that looks a lot like
Google. It also offers anti-phishing capabilities which really cuts
down on malware. We're using the "free" version as we don't see a need
to use the paid version when combined with our Sonicwall.

I hope this helps.

Regards,
Kory
St. Catherine's School
Richmond, VA.

On 5/27/2010 2:23 PM, Ann Hamel wrote:
> I'd be interested to hear how many schools are using OpenDNS for this
> service.

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iPads in upper school language classes/wireless

Our language departments is set to pilot an iPad cart in a
classroom. Their entire curriculum is online so they feel that web
access is all they need.

In preparation of deploying the iPads and with a possible
transition to a one to one program we are working at updating our
infrastructure especially the wireless.

I am interested in both your thoughts about the iPad for classes
of 9th - 12th grade students and Meru as a wireless system.

thanks in advance

Carl Campion
Director of Technology
Archmere Academy

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Re: Cursive

As a former Palm user, I always thought that some great handwriting
instruction could have been embedded in a stylus-using tablet OS. I
think we've lost the opp now, though, so I will probably never learn
DeNealian.

But other than my scrawl of a signature, I haven't even pretended to
use cursive since 9th grade or so. I guess I think handwriting is a
good skill to have, with user option for style allowed early. I also
guess as I write this that choice means knowing printing and cursive.
Maybe I SHOULD have learned DeNealian.

Cheers--Peter Gow

from my iPhone


On May 27, 2010, at 5:45 PM, Libby Mueller <libby@ejmueller.com> wrote:

> Learning cursive can and should be, IMHO, be embedded into every
> 2nd, 3rd, 4th tool-user's day! A mere 15 minute daily practice time
> allows for the development of this basic and very necessary
> kinestheic graphic, fine motor skill. Developing the unique and
> individual "look" of my students' writing is equally as important as
> developing voice, content, organization, and style. I continue to
> teach cursive and keyboarding. There is plenty of time for both!
>
> -----Original Message-----,From: Renee Ramig
> [mailto:rramig@sevenhillsschool.org]
>
>
> Sent: Thursday, May 27, 2010 04:41 PM
> To: ISED-L@LISTSERV.SYR.EDU
> Subject: Cursive
>
> I always think about how much time my 2nd and 3rd (and even 4th)
> grade teachers spend teaching cursive versus teaching keyboarding.
> Now compare that to the number of students that will be using
> cursive versus the number of kids that will be typing on a computer.
> I personally think we should take the time used to teach cursive and
> spend it helping students learn to keyboard at the fastest and most
> accurate that they can. I too have not written in cursive during my
> adult lifetime. I type 99% of everything, and what I do write out is
> printed. I just looked at an essay test given to our seventh
> graders. Only one student out of 38 used cursive. I think there is a
> need to learn how to be able to handwrite something legibly, but
> printing is fine. Teachers constantly complain they do not have
> enough time in the day to teach everything they need. Take out the
> time spent on cursive and use it to teach something that will have a
> long term benefit to the students. Renee Ramig Seven Hills School
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
> ] Submissions to ISED-L are released under a creative commons,
> attribution, non-commercial, share-alike license. RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L
>
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
> ]
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> attribution, non-commercial, share-alike license.
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Re: ipads Lower School

Some thoughts after reading the many responses...

In 1984 I bought a Macintosh computer and dot matrix printer for $2500 to
use as a TOOL to create graphics for my silk-screened products I sold at
juried art shows. I discovered a process that used Xerox technology that
enabled you to burn a screen using a black and white drawing as a base. It
sure beat the heck out of cutting each stencil to adhere it to a screen. I
owned a business and was an artist.

I didn=92t really know that the machine could do word-processing nor did I
really know what that meant. But, when I was getting divorced, in 1988, an=
d
I needed money, I learned how to use MacWrite. I interviewed men dying of
asbestosis and then typed interrogatories for a New Jersey law firm engaged
in suing John-Manville.

That=92s where I started.

I have always viewed technology as a tool.

It is now 2010 and I still think pretty much the way I did in 1984.

The ipad is nothing more than another tool. It is not a computer or a lapto=
p
as we know them to have become. I wouldn=92t suggest using it to do
word-processing with or on---at least not at this time. At least not with
little kids.

My research into ipads involved a Sunday afternoon at the Apple Store where
I watched kids pick up the ipad and try it out. Many of the kids were just
about as tall as the table. They persevered and got the machines to work.
The tech knowledge of a 4 year old is pretty intense to see in action. Thei=
r
use of tech is fearless; their curiosity is daunting and determined.

I posted this query to get ideas about using ipads in the lower school. Fro=
m
what I have seen it can be used as a fabulous tool to reinforce skills
taught, going out to learn new things on the internet and creating small bu=
t
useful projects. I=92m interested to see what we can do here at Pingry and =
am
happy to collaborate with many of you folks who have expressed interest.


Tech educators should be leaders and willing to try new technologies. They
may not all work but we can't shut down or shut out new tools.

Oh, and one last thing=85it has been years since a physician has written ou=
t a
script on a pad of paper. My doctors tap on PDAs while they are talking
(while facing me---in the same room) and my scripts are submitted
electronically. Welcome to 2010.

Susan Ferris Rights

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Re: ipads Lower School

Battery power and solar backup. Really, if it gets so bad that that won't work, we will
revert to the 19th century.

A conservative attitude (don't do anything until it is tested) does not push us in any
direction except staus quo. Remember we are teach wisdom and experience from the past for
the future, not to preserve past behaviors. In that endeavor to experiment we will make
mistakes, but to not experiment is to fail to reach for the future.

David F. Withrow
Director of Technology
Harford Day School
Bel Air, Maryland 21014
voice: 410 809 2406
fax: 410 836 5918
cell: 443 876 3422
skype: dfwithrow
http://www.harfordday.org

"What we want is to see the child in pursuit of knowledge, and not
knowledge in pursuit of the child."- George Bernard Shaw

The test of the morality of a society is what it does for its children.
- Dietrich Bonhoeffer

In theory, there is no difference between theory and practice. In practice, there is.
- Yogi Berra


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Re: Cursive

Learning cursive can and should be, IMHO, be embedded into every 2nd, 3rd=
, 4th tool-user's day! A mere 15 minute daily practice time allows for th=
e development of this basic and very necessary kinestheic graphic, fine m=
otor skill. Developing the unique and individual "look" of my students' w=
riting is equally as important as developing voice, content, organization=
, and style. I continue to teach cursive and keyboarding. There is plenty=
of time for both!

-----Original Message-----,From: Renee Ramig [mailto:rramig@sevenhillssch=
ool.org]


Sent: Thursday, May 27, 2010 04:41 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Cursive

I always think about how much time my 2nd and 3rd (and even 4th) grade te=
achers spend teaching cursive versus teaching keyboarding. Now compare th=
at to the number of students that will be using cursive versus the number=
of kids that will be typing on a computer. I personally think we should =
take the time used to teach cursive and spend it helping students learn t=
o keyboard at the fastest and most accurate that they can. I too have not=
written in cursive during my adult lifetime. I type 99% of everything, a=
nd what I do write out is printed. I just looked at an essay test given t=
o our seventh graders. Only one student out of 38 used cursive. I think t=
here is a need to learn how to be able to handwrite something legibly, bu=
t printing is fine. Teachers constantly complain they do not have enough =
time in the day to teach everything they need. Take out the time spent on=
cursive and use it to teach something that will have a long term benefit=
to the students. Renee Ramig Seven Hills School [ For info on ISED-L see=
https://www.gds.org/podium/default.aspx?t=3D128874 ] Submissions to ISED=
-L are released under a creative commons, attribution, non-commercial, sh=
are-alike license. RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=
=3DISED-L


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Re: ISED/ Web Filtering for Students and Adults

We use Internet Guide from DynDNS. com for recursive DNS and basic DNS
filtering. It's $40 a year since we have several different IPs in different
CIDR blocks that we cover. Dyndns is also our authoritative DNS server for
our domain. (Open DNS provides similar capability.) I spend under a $100 a
year for everything DynDNS does for us.

Anybody who really knows what they are doing can get around services like
Internet Guide and Open DNS, but that takes premeditation. We only blocked
pornography, proxies, hacking, phishing, and virus sites. All of our
computers in our lower school are in places that are always supervised when
students are present.

Sure, we could get better protection on site--but at much higher cost and
more complexity.
--=20
Derrel Fincher
Director of Information and Communication Technology
Graded - The American School of S=E3o Paulo
http://www.graded.br | (55 11) 3747-4800 x160


On Thu, May 27, 2010 at 1:17 AM, Jack Hardcastle <
jwhardcastle@jwhardcastle.com> wrote:

> Dear ISED Colleagues,
>
> First, per the signup e-mail, my name is Jack Hardcastle and in a month
> I'll
> take over as director of technology at the McDonogh School outside
> Baltimore, Maryland. We're a private co-ed K-12 college prep school with
> about 1300 students and 250 faculty and staff. :D
>
> Second, I have been searching the ISED archives for information about thi=
s
> topic, but I find nothing more current than messages from 2000. How do y=
ou
> accomplish web filtering? The product we purchased several years ago wen=
t
> from $5,000 to $30,000 after several acquisitions, and we're looking for
> other options.
>
> Do you use a software solution? Do you use an appliance? Do you do
> named-user licensing (expensive) or do you have one filter for your whole
> institution (students AND faculty), and if so how do you deal with allowi=
ng
> productivity for faculty while protecting little ones from the dark alley=
s
> of the net?
>
> Thanks,
>
> Jack Hardcastle
> jwhardcastle@mcdonogh.org
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74]
> Submissions to ISED-L are released under a creative commons, attribution,
> non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>

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Re: ipads Lower School

Funny response

Sent from my iPhone

On May 27, 2010, at 4:00 PM, Len Doran <ldoran1947@aol.com> wrote:

> And when the power is out?
>
> Len
>
>
>
>
>
>
>
>
> -----Original Message-----
> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 4:53 pm
> Subject: Re: ipads Lower School
>
>
> I'm not as optimistic that we will stop teaching cursive
> handwriting. There has
> een little reason to do so for generations and the handwriting
> industry keeps
> evising new curricula and ways to make an S.
> As for keyboarding instruction, I suggest you take a look at this
> study:
> http://stager.org/keyboarding.html
> I'm nearly a half-century old and I've had a typewriter or computer
> my entire
> ife.
>
> n May 27, 2010, at 1:44 PM, Keith E Gatling wrote:
>> On Thu, May 27, 2010 at 4:24 PM, Gary S. Stager
>> <district@stager.org> wrote:
>
>> WIth all due respect, that is remarkable nonsense.
>>
>> First of all, MDs have bad handwriting. Second-of-all, that is
>> surely a
>> task that can be better automated or typed. In fact, I suspect that
>> most
>> hospital prescriptions are generated and communicated digitally.
>>
>
> Hospital maybe. But the last time I went to my doctors in their
> offices,
> they wrote out the prescriptions for both my meds and my eyeglasses
> on the
> spot on a pad of paper that they had on them. It may have been low-
> tech, but
> it was definitely quicker than having to go to another room to type
> it in,
> and then wait for the printout.
>
> I think that cursive will slowly die out of its own, and one day we
> won't
> even notice that no one's teaching it anymore, just like one day it
> happened
> that no one was using horse and buggies, or no one was broadcasting
> in black
> and white. It'll just happen with very little fanfare when the time is
> right.
>
> On the other end of the spectrum, I've got people asking why I
> insist on
> still teaching keyboarding, since "everyone knows" that in five
> years people
> will either be dictating into their computers anyway, or people will
> be
> typing with their thumbs on the smartphones.
>
> I can't tell you how long I've heard that one. But again, that will
> go away
> slowly on its own, and no one will notice. But for now, the most
> efficient
> way of entering and editing MASS amounts of text is with a keyboard.
>
> And yes, I know that at some point the info gets typed into the
> provider's
> system, but still, sometimes low-tech is the way to go.
>
>
>> On a personal note, I have not used cursive handwriting in any way
>> shape or
>> form since the 8th grade. I can't write all of the letters in my
>> wife's name
>> in cursive font and could care less.
>>
>
> Pretty much the same here. I only use cursive to sign my name.
>
> But remember that cursive was once faster than printing...something
> important in an age where the typewriter didn't exist.
> --
>
> keg
>
> ========================================
> Keith E Gatling
> Email: keith@gatling.us
> Blog: wordfromg.blogspot.com
> Website: www.gatling.us/keith
> The fact that I'm open-minded doesn't mean that I have to agree with
> you.
> ========================================
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
> ]
> Submissions to ISED-L are released under a creative commons,
> attribution,
> on-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
> ]
> ubmissions to ISED-L are released under a creative commons,
> attribution,
> on-commercial, share-alike license.
> SS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L
>
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874
> ]
> Submissions to ISED-L are released under a creative commons,
> attribution, non-commercial, share-alike license.
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Re: ipads Lower School

And when the power is out?

Len=20


-----Original Message-----
From: Gary S. Stager <district@stager.org>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 4:53 pm
Subject: Re: ipads Lower School


I'm not as optimistic that we will stop teaching cursive handwriting. Ther=
e has=20
een little reason to do so for generations and the handwriting industry ke=
eps=20
evising new curricula and ways to make an S.
As for keyboarding instruction, I suggest you take a look at this study:
http://stager.org/keyboarding.html
I'm nearly a half-century old and I've had a typewriter or computer my ent=
ire=20
ife.

n May 27, 2010, at 1:44 PM, Keith E Gatling wrote:
> On Thu, May 27, 2010 at 4:24 PM, Gary S. Stager <district@stager.org> wr=
ote:
=20
> WIth all due respect, that is remarkable nonsense.
>=20
> First of all, MDs have bad handwriting. Second-of-all, that is surely a
> task that can be better automated or typed. In fact, I suspect that most
> hospital prescriptions are generated and communicated digitally.
>=20
=20
Hospital maybe. But the last time I went to my doctors in their offices,
they wrote out the prescriptions for both my meds and my eyeglasses on th=
e
spot on a pad of paper that they had on them. It may have been low-tech,=
but
it was definitely quicker than having to go to another room to type it in=
,
and then wait for the printout.
=20
I think that cursive will slowly die out of its own, and one day we won't
even notice that no one's teaching it anymore, just like one day it happe=
ned
that no one was using horse and buggies, or no one was broadcasting in bl=
ack
and white. It'll just happen with very little fanfare when the time is
right.
=20
On the other end of the spectrum, I've got people asking why I insist on
still teaching keyboarding, since "everyone knows" that in five years peo=
ple
will either be dictating into their computers anyway, or people will be
typing with their thumbs on the smartphones.
=20
I can't tell you how long I've heard that one. But again, that will go aw=
ay
slowly on its own, and no one will notice. But for now, the most efficien=
t
way of entering and editing MASS amounts of text is with a keyboard.
=20
And yes, I know that at some point the info gets typed into the provider'=
s
system, but still, sometimes low-tech is the way to go.
=20
=20
> On a personal note, I have not used cursive handwriting in any way shape=
or
> form since the 8th grade. I can't write all of the letters in my wife's=
name
> in cursive font and could care less.
>=20
=20
Pretty much the same here. I only use cursive to sign my name.
=20
But remember that cursive was once faster than printing...something
important in an age where the typewriter didn't exist.
--
=20
keg
=20
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
Keith E Gatling
Email: keith@gatling.us
Blog: wordfromg.blogspot.com
Website: www.gatling.us/keith
The fact that I'm open-minded doesn't mean that I have to agree with you.
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
=20
[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74 ]
Submissions to ISED-L are released under a creative commons, attribution,=
=20
on-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D12887=
4 ]
ubmissions to ISED-L are released under a creative commons, attribution,=
=20
on-commercial, share-alike license.
SS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L


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Re: ipads Lower School

I'm not as optimistic that we will stop teaching cursive handwriting. =
There has been little reason to do so for generations and the =
handwriting industry keeps devising new curricula and ways to make an S.

As for keyboarding instruction, I suggest you take a look at this study:

http://stager.org/keyboarding.html

I'm nearly a half-century old and I've had a typewriter or computer my =
entire life.


On May 27, 2010, at 1:44 PM, Keith E Gatling wrote:

> On Thu, May 27, 2010 at 4:24 PM, Gary S. Stager <district@stager.org> =
wrote:
>=20
>> WIth all due respect, that is remarkable nonsense.
>>=20
>> First of all, MDs have bad handwriting. Second-of-all, that is surely =
a
>> task that can be better automated or typed. In fact, I suspect that =
most
>> hospital prescriptions are generated and communicated digitally.
>>=20
>=20
> Hospital maybe. But the last time I went to my doctors in their =
offices,
> they wrote out the prescriptions for both my meds and my eyeglasses on =
the
> spot on a pad of paper that they had on them. It may have been =
low-tech, but
> it was definitely quicker than having to go to another room to type it =
in,
> and then wait for the printout.
>=20
> I think that cursive will slowly die out of its own, and one day we =
won't
> even notice that no one's teaching it anymore, just like one day it =
happened
> that no one was using horse and buggies, or no one was broadcasting in =
black
> and white. It'll just happen with very little fanfare when the time is
> right.
>=20
> On the other end of the spectrum, I've got people asking why I insist =
on
> still teaching keyboarding, since "everyone knows" that in five years =
people
> will either be dictating into their computers anyway, or people will =
be
> typing with their thumbs on the smartphones.
>=20
> I can't tell you how long I've heard that one. But again, that will go =
away
> slowly on its own, and no one will notice. But for now, the most =
efficient
> way of entering and editing MASS amounts of text is with a keyboard.
>=20
> And yes, I know that at some point the info gets typed into the =
provider's
> system, but still, sometimes low-tech is the way to go.
>=20
>=20
>> On a personal note, I have not used cursive handwriting in any way =
shape or
>> form since the 8th grade. I can't write all of the letters in my =
wife's name
>> in cursive font and could care less.
>>=20
>=20
> Pretty much the same here. I only use cursive to sign my name.
>=20
> But remember that cursive was once faster than printing...something
> important in an age where the typewriter didn't exist.
> --
>=20
> keg
>=20
> =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
> Keith E Gatling
> Email: keith@gatling.us
> Blog: wordfromg.blogspot.com
> Website: www.gatling.us/keith
> The fact that I'm open-minded doesn't mean that I have to agree with =
you.
> =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons, =
attribution, non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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Re: ipads Lower School

On Thu, May 27, 2010 at 4:24 PM, Gary S. Stager <district@stager.org> wrote:

> WIth all due respect, that is remarkable nonsense.
>
> First of all, MDs have bad handwriting. Second-of-all, that is surely a
> task that can be better automated or typed. In fact, I suspect that most
> hospital prescriptions are generated and communicated digitally.
>

Hospital maybe. But the last time I went to my doctors in their offices,
they wrote out the prescriptions for both my meds and my eyeglasses on the
spot on a pad of paper that they had on them. It may have been low-tech, but
it was definitely quicker than having to go to another room to type it in,
and then wait for the printout.

I think that cursive will slowly die out of its own, and one day we won't
even notice that no one's teaching it anymore, just like one day it happened
that no one was using horse and buggies, or no one was broadcasting in black
and white. It'll just happen with very little fanfare when the time is
right.

On the other end of the spectrum, I've got people asking why I insist on
still teaching keyboarding, since "everyone knows" that in five years people
will either be dictating into their computers anyway, or people will be
typing with their thumbs on the smartphones.

I can't tell you how long I've heard that one. But again, that will go away
slowly on its own, and no one will notice. But for now, the most efficient
way of entering and editing MASS amounts of text is with a keyboard.

And yes, I know that at some point the info gets typed into the provider's
system, but still, sometimes low-tech is the way to go.


> On a personal note, I have not used cursive handwriting in any way shape or
> form since the 8th grade. I can't write all of the letters in my wife's name
> in cursive font and could care less.
>

Pretty much the same here. I only use cursive to sign my name.

But remember that cursive was once faster than printing...something
important in an age where the typewriter didn't exist.
--

keg

========================================
Keith E Gatling
Email: keith@gatling.us
Blog: wordfromg.blogspot.com
Website: www.gatling.us/keith
The fact that I'm open-minded doesn't mean that I have to agree with you.
========================================

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874 ]
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Cursive

I always think about how much time my 2nd and 3rd (and even 4th) grade
teachers spend teaching cursive versus teaching keyboarding. Now
compare that to the number of students that will be using cursive versus
the number of kids that will be typing on a computer. =20

I personally think we should take the time used to teach cursive and
spend it helping students learn to keyboard at the fastest and most
accurate that they can. =20

I too have not written in cursive during my adult lifetime. I type 99%
of everything, and what I do write out is printed. I just looked at an
essay test given to our seventh graders. Only one student out of 38
used cursive.=20

I think there is a need to learn how to be able to handwrite something
legibly, but printing is fine. Teachers constantly complain they do not
have enough time in the day to teach everything they need. Take out the
time spent on cursive and use it to teach something that will have a
long term benefit to the students.

Renee Ramig
Seven Hills School

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Re: ipads Lower School

WIth all due respect, that is remarkable nonsense.

First of all, MDs have bad handwriting. Second-of-all, that is surely a =
task that can be better automated or typed. In fact, I suspect that most =
hospital prescriptions are generated and communicated digitally.

If what you say is in fact the truth, then I suggest you identify the =
2-3 kids in your elementary school likely to become physicians and teach =
handwriting to them. Better yet, they can teach that specific skill in =
medical school.

Besides nostalgically holding on to quaint ideas, handwriting =
instruction causes a great many needless learning disabilities among =
young children who confuse their ability to recreate script with an =
ability to "write" - meaning express themselves coherently.

On a personal note, I have not used cursive handwriting in any way shape =
or form since the 8th grade. I can't write all of the letters in my =
wife's name in cursive font and could care less.

On May 27, 2010, at 1:00 PM, Len Doran wrote:

> Gary: I disagree. Handwriting is important. The next time your MD =
writes a prescription and the pharmacist can't read it or gives you the =
wrong drug or dosage, I suspect you might change your mind about =
handwriting! Or you might not be around to change your mind!
>=20
> Len
>=20
>=20
>=20
>=20
>=20
>=20
> -----Original Message-----
> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 3:40 pm
> Subject: Re: ipads Lower School
>=20
>=20
> While I agree with you about chasing tech fads, there is no reason =
whatsoever to=20
> each cursive writing, unless your school is preparing children for =
royalty.
> On May 27, 2010, at 11:27 AM, Len Doran wrote:
>> I have to wonder why we continue to chase technology and not let it =
chase us.=20
> parent asked me this morning if we still taught cursive writing. I =
wonder if=20
> e are moving too fast just to be trendy and not really looking at the=20=

> ducational values and, perhaps, consequences? The APPLE store at the =
local Mall=20
> eems to be mobbed, but I wonder how many people are buying IPads for =
the right=20
> easons?
>=20
> Len=20
>=20
>=20
>=20
>=20
>=20
>=20
> -----Original Message-----
> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 12:54 pm
> Subject: Re: ipads Lower School
>=20
>=20
> Just curious, why do you think that younger children need less of a =
computer?
> I have two iPads and I find their best use to be watching TV on them =
and=20
> ooking=20
> p trivia while watching TV on my television.
> Knowledge is a consequence of experience and the richest experiences =
with=20
> omputers are when you construct things of meaning, beauty, purpose,=20
> ophistication, etc...
> The iPads have a long way to go in achieving that objective or in =
supporting=20
> roject-based learning.
> I've also written about the inadequacies of the iPad as a book reader =
-=20
> ttp://stager.tv/blog/?p=3D1189
> On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
>> I am interested in connecting with anyone who is currently using
>=20
> (or planning to use in the near future) ipads with a focus on use in =
the
> lower school.
>=20
> Or, if you know anyone who is currently using or
>=20
> planning to use ipads in the lower school that would also be great.
>=20
>=20
>=20
> Thanks.
>=20
> Susan Ferris Rights
>=20
> The Pingry School
>=20
> sfrights@pingry.org
>=20
> 973-379-4550 x1438
>=20
>=20
> --=20
> Susan Ferris Rights
> susanferris123@gmail.com
> 908-568-1884
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons, =
attribution,=20
> on-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> ubmissions to ISED-L are released under a creative commons, =
attribution,=20
> on-commercial, share-alike license.
> SS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>=20
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons, =
attribution,=20
> on-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> ubmissions to ISED-L are released under a creative commons, =
attribution,=20
> on-commercial, share-alike license.
> SS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>=20
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons, =
attribution, non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128874 ]
Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L