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Please feel free to edit the conversation with answers and solutions. Simply click Edit at the top right of the page and enter teacher as the password. You can insert text, in much the same way that you would with a word processor. However it is a very primitive word processor. You will see, at the bottom of the page, techniques for formatting your messages.

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Added lines 1-2:
''I have not yet read and commented on the transcript. I should have that done and up by the end of the day. A lot of hours in the sky today.''
Changed lines 13-15 from:
<a href="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" target="_blank"><img src="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" align="right" width="250"></a>

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Clovis
to:
<a href="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" target="_blank"><img src="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" align="right" width="250"></a><img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Clovis
Deleted lines 16-17:
-><span style="color: #900;">I see that there wasn't a lot of commenting here, less than usual. I know that the WiFi was dodgy there and I apologize. My hat's off to Paster Eric, because he worked miracles adapting to my technical needs. But I said a couple of times yesterday that "We will have truly reached education reform " I think that another one will be ''when we consider robust wireless Internet as essential to the audience as lights and heat (or cool.) </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 20-21:
-><span style="color: #900;">Thank you! </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
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"We have no idea what our children will be doing 10 years from now." Very good point!
to:
\"We have no idea what our children will be doing 10 years from now.\" Very good point!
Deleted lines 28-29:
-><span style="color: #900;">You know, when I graduated from high school, there was a fairly finite list of vocations and professions that I could pursue, with the expectation that with a degree or diploma in that area, I would be ready for a career. A few years ago I asked a group of about 220 parents, a majority of them professionals, how many of them were currently doing what they went to college to learn to do. Only six hands went up. ''You go to college today to get your first job.'' From then on, it's your skill and proclivity to continue to learn. It you're ''[+learning lifestyle+]''. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 36-43:
-><span style="color: #900;">... with some meaningful goal in mind. But also, they need to be held responsible for effectiveness and appropriateness of their work. What I was saying about literacy really has more to do with the conversations we have in our classrooms than what our children are doing with computers. </span>

-><span style="color: #900;">If I was style teaching my students would be familiar with my asking -- even expecting me to ask -- "How do you know that's true." Being able to offer the evidence that a statement is true is as important as its correctness. </span>

-><span style="color: #900;">They would also be able to challenge my statements, and I will need to be able to offer evidence. </span>

-><span style="color: #900;">I'll add one more item here. That evidence does not always have to be scholarly. Sometimes there is no authoritative backing for a statement. It rests on pure logic. I think we should bring back Rhetoric as a required subject, the art of argument. If this equals this, and that equals that, then this should also equal that. ''Did I get that right?'' ;-) </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 40-41:
-><span style="color: #900;">Yes! But what's the ''need''? Teachers are no longer the providers of knowledge. We are now the elicitors of need.</span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 44-45:
-><span style="color: #900;">"Lifelong Learning" makes me think of professional or vocational learning - having to do with work. Learning lifestyle covers all areas of living and learning. Much of the learning we do today has more to do with our play, entertainment, and hobbies than our professions or vocations. When did we become producers of workforce, instead of perpetuators of democracy. I know that's a grossly over simplified response to a deeply complex issue. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 52-53:
-><span style="color: #900;">I love it. They have a sense of no ceiling in their outside the classroom experiences. But their classrooms seem to provide more limits than opportunities. So suggesting lifting the ceiling in formal education is brilliant. One of the best things I've read in a while. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 56-57:
-><span style="color: #900;">Scratch is cool. But there are several such tools out there now. That has been a recent resurgence in programming as a basic skill in education, not only because of STEM, but also because it help develop higher order thinking skills. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 60-61:
-><span style="color: #900;">But, again, the power was in the purpose. ''"I want you to motivate next year's seniors to want to read this play."'' Next year's seniors could do MacBeth. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 64-65:
-><span style="color: #900;">Alice is another one, though quite different. As an aside, my son tried majoring in computer science for a year. He hated it, because they tried to teach him programming. He hated it. It was all about syntax and not about making computers do interesting things. I, on the other hand, taught myself programming, in order to get computers to do interesting things for me. I love it. It's the same joy I once had playing with legos. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 68-71:
-><span style="color: #900;">I don't know. It's a huge problem, and one bigger than your classroom or school district. Other countries have decided that it was in their interest, as democracies, to get access to every citizen. In Finland, home access to high speed Internet is a '''legal right'''. It's considered a commodity here, only for those who can afford it. This is not a Warsaw problem. It is a national problem.</span>

-><span style="color: #900;">There are many in today's federal government who understand this. But we've found ourselves in such dire economic straights that we've not been able to act on those desires. I just read that the U.S. is something like ninth in the world with regard to Internet penetration. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 72-75:
-><span style="color: #900;">It's a good question. But if I might reword it just a bit. What about the fact that some students have more drive to be taught than others. I suspect that many reluctant learning in our classrooms might actually be quite skilled at learning, especially if they're going home to play video games or write fan fiction, or what ever. There are many stories out there about kids who are poor writers in class, but actually have a loyal following in the fan fiction world. </span>

-><span style="color: #900;">All I'm saying is that we need to adapt our pedagogies toward the learning skills that our children are developing outside the classroom. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 80-81:
-><span style="color: #900;">Yes! Yes! Yes! It is important to make them aware of what motivates people and organizations to say and write what they do. But I would suggest an additional approach. Rather than drawing attention to the misinformation, she should focus on what supports the good information. Again, "How do you know that's true?" </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 84-85:
-><span style="color: #900;">Thanks! </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 88-89:
-><span style="color: #900;">:-). I've lost count. Understand that I've been building web sites since the early 1990s. I created the first state department of education web site in 1994, and have been writing web code ever since. Again, I have an idea that I think is cool, and I set out to build it. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 91-93:

-><span style="color: #900;">I have just started working on it again for the first time in years. There are so many web sites out there that provide links to other web sites. But they all link to educational sites and apps. I want to link to real content that can be used by teachers, not educational games, though that will be there as well. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Deleted lines 0-1:
''I have not yet read and commented on the transcript. I should have that done and up by the end of the day. A lot of hours in the sky today.''
Changed lines 11-13 from:
<a href="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" target="_blank"><img src="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" align="right" width="250"></a><img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Clovis
to:
<a href="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" target="_blank"><img src="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" align="right" width="250"></a>

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Clovis
Added lines 17-18:
-><span style="color: #900;">I see that there wasn't a lot of commenting here, less than usual. I know that the WiFi was dodgy there and I apologize. My hat's off to Paster Eric, because he worked miracles adapting to my technical needs. But I said a couple of times yesterday that "We will have truly reached education reform " I think that another one will be ''when we consider robust wireless Internet as essential to the audience as lights and heat (or cool.) </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 23-24:
-><span style="color: #900;">Thank you! </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Changed line 30 from:
\"We have no idea what our children will be doing 10 years from now.\" Very good point!
to:
"We have no idea what our children will be doing 10 years from now." Very good point!
Added lines 33-34:
-><span style="color: #900;">You know, when I graduated from high school, there was a fairly finite list of vocations and professions that I could pursue, with the expectation that with a degree or diploma in that area, I would be ready for a career. A few years ago I asked a group of about 220 parents, a majority of them professionals, how many of them were currently doing what they went to college to learn to do. Only six hands went up. ''You go to college today to get your first job.'' From then on, it's your skill and proclivity to continue to learn. It you're ''[+learning lifestyle+]''. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 43-50:
-><span style="color: #900;">... with some meaningful goal in mind. But also, they need to be held responsible for effectiveness and appropriateness of their work. What I was saying about literacy really has more to do with the conversations we have in our classrooms than what our children are doing with computers. </span>

-><span style="color: #900;">If I was style teaching my students would be familiar with my asking -- even expecting me to ask -- "How do you know that's true." Being able to offer the evidence that a statement is true is as important as its correctness. </span>

-><span style="color: #900;">They would also be able to challenge my statements, and I will need to be able to offer evidence. </span>

-><span style="color: #900;">I'll add one more item here. That evidence does not always have to be scholarly. Sometimes there is no authoritative backing for a statement. It rests on pure logic. I think we should bring back Rhetoric as a required subject, the art of argument. If this equals this, and that equals that, then this should also equal that. ''Did I get that right?'' ;-) </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 55-56:
-><span style="color: #900;">Yes! But what's the ''need''? Teachers are no longer the providers of knowledge. We are now the elicitors of need.</span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 61-62:
-><span style="color: #900;">"Lifelong Learning" makes me think of professional or vocational learning - having to do with work. Learning lifestyle covers all areas of living and learning. Much of the learning we do today has more to do with our play, entertainment, and hobbies than our professions or vocations. When did we become producers of workforce, instead of perpetuators of democracy. I know that's a grossly over simplified response to a deeply complex issue. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 71-72:
-><span style="color: #900;">I love it. They have a sense of no ceiling in their outside the classroom experiences. But their classrooms seem to provide more limits than opportunities. So suggesting lifting the ceiling in formal education is brilliant. One of the best things I've read in a while. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 77-78:
-><span style="color: #900;">Scratch is cool. But there are several such tools out there now. That has been a recent resurgence in programming as a basic skill in education, not only because of STEM, but also because it help develop higher order thinking skills. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 83-84:
-><span style="color: #900;">But, again, the power was in the purpose. ''"I want you to motivate next year's seniors to want to read this play."'' Next year's seniors could do MacBeth. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 89-90:
-><span style="color: #900;">Alice is another one, though quite different. As an aside, my son tried majoring in computer science for a year. He hated it, because they tried to teach him programming. He hated it. It was all about syntax and not about making computers do interesting things. I, on the other hand, taught myself programming, in order to get computers to do interesting things for me. I love it. It's the same joy I once had playing with legos. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 95-98:
-><span style="color: #900;">I don't know. It's a huge problem, and one bigger than your classroom or school district. Other countries have decided that it was in their interest, as democracies, to get access to every citizen. In Finland, home access to high speed Internet is a '''legal right'''. It's considered a commodity here, only for those who can afford it. This is not a Warsaw problem. It is a national problem.</span>

-><span style="color: #900;">There are many in today's federal government who understand this. But we've found ourselves in such dire economic straights that we've not been able to act on those desires. I just read that the U.S. is something like ninth in the world with regard to Internet penetration. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 103-106:
-><span style="color: #900;">It's a good question. But if I might reword it just a bit. What about the fact that some students have more drive to be taught than others. I suspect that many reluctant learning in our classrooms might actually be quite skilled at learning, especially if they're going home to play video games or write fan fiction, or what ever. There are many stories out there about kids who are poor writers in class, but actually have a loyal following in the fan fiction world. </span>

-><span style="color: #900;">All I'm saying is that we need to adapt our pedagogies toward the learning skills that our children are developing outside the classroom. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 115-116:
-><span style="color: #900;">Yes! Yes! Yes! It is important to make them aware of what motivates people and organizations to say and write what they do. But I would suggest an additional approach. Rather than drawing attention to the misinformation, she should focus on what supports the good information. Again, "How do you know that's true?" </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 121-122:
-><span style="color: #900;">Thanks! </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 127-128:
-><span style="color: #900;">:-). I've lost count. Understand that I've been building web sites since the early 1990s. I created the first state department of education web site in 1994, and have been writing web code ever since. Again, I have an idea that I think is cool, and I set out to build it. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Added lines 132-134:

-><span style="color: #900;">I have just started working on it again for the first time in years. There are so many web sites out there that provide links to other web sites. But they all link to educational sites and apps. I want to link to real content that can be used by teachers, not educational games, though that will be there as well. </span> - dfw<img src='http://www.gravatar.com/avatar/7f39fcc720abd8b9787b378a95ee8149' height='25' align='right'>
Changed lines 1-2 from:
The future home of the Warsaw Missouri backchannel transcript.
to:
''I have not yet read and commented on the transcript. I should have that done and up by the end of the day. A lot of hours in the sky today.''
Changed lines 7-91 from:
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to:
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Here is the transcript of your backchannel conversation for $eventID. This is a wiki page. As such, you can edit this page and insert text into the transcript, contining the conversation, as I have done. To edit, click the EDIT link at the top of the page. The password is ''teacher''.

You can indent your comments by inserting '''-->''' at the beginning text. Many HTML codes can also be inserted. Other formatting features can also be found at the bottom of the edit page.
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<a href="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" target="_blank"><img src="http://landmark-project.com/images/Wordle_-_Create-20131102-071408.png" align="right" width="250"></a><img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Clovis
I look forward to reading your conversation.
1 Nov 2013 - 11:10:40

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>loree
I look forward to reading your conversation also
1 Nov 2013 - 11:13:03

<img src='http://www.gravatar.com/avatar/628144c93f639e4f6d23a14e7499af92' height='25' style='float: left; margin-right: 10px;'>James Haley
Test
1 Nov 2013 - 11:13:57

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Shawn Crouch
\"We have no idea what our children will be doing 10 years from now.\" Very good point!
1 Nov 2013 - 11:26:13

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Shawn Crouch
What do kids need to be learning to prepare for an unpredictable future?
1 Nov 2013 - 11:34:28

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Shawn Crouch
From my point of view, I think we need to teach them how to use their resources effectively and appropriate. . .
1 Nov 2013 - 11:36:09

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Shawn Crouch
. . .ly so that they can get the information they need.
1 Nov 2013 - 11:36:49

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Amy
learning lifestyle...good stuff!
1 Nov 2013 - 11:43:58

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Amy
anything in an instant.
1 Nov 2013 - 11:50:30

<img src='http://pbs.twimg.com/profile_images/3614908543/a17d9034b6106ea0f48cd5025135b402_normal.jpeg' style='float: left; width: 35px; margin-right: 10px;'><a href='http://twitter.com/account/redirect_by_id?id=41733411' target='_blank'>Rachel </a>
#:WarsawSD We need to give our students a sense that there is no ceiling to their education...there is an answer to every question!"
1 Nov 2013 - 12:26:43

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>ann
Excited about the scratch website.
1 Nov 2013 - 12:43:20

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>amanda adler
Love the idea of movie trailers! I want to learn how to do that!
1 Nov 2013 - 12:44:25

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Shawn Crouch
Alice is another cool free programming tool for students. http://www.alice.org/index.php
1 Nov 2013 - 12:48:03

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>amanda adler
How do we get around the fact that not all of our students have access outside of our school?
1 Nov 2013 - 12:50:56

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Brian
What about the fact that some students are more driven to learn than others?
1 Nov 2013 - 12:57:58

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>Shanda Miller
@amanda adler. Me too! Our next project.
1 Nov 2013 - 13:04:49

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>amanda adler
I agree that we have to teach our children about the misinformation out there and to question reliability.
1 Nov 2013 - 13:10:24

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>amanda adler
Website backtracking-a great strategy for teaching web research in my class next week!
1 Nov 2013 - 13:14:33

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>ann
Curious... How many websites have you created?
1 Nov 2013 - 13:16:43

<img src='http://www.gravatar.com/avatar/d41d8cd98f00b204e9800998ecf8427e' height='25' style='float: left; margin-right: 10px;'>amanda adler
Wow! Check out that landmarks for schools website. Lots of useful links.
1 Nov 2013 - 13:25:14
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'''[++November 1, 2013++]]'''
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'''[++November 1, 2013++]'''
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The future home of the Warsaw Missouri backchannel transcript.

'''[+++Technology & Literacy+++]'''

'''[++November 1, 2013++]]'''

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Page last modified on November 20, 2013, at 11:40 AM EST