Archive for April, 2010

Review: Puffins by Vincent Hyland

vinny

Vincent Hyland Learning is a Kerry-based company founded by the man himself.  Vincent is a multi-talented filmmaker, artist and musician and will be featuring on RTE’s “Living the Wildlife” in May 2010.  Vincent sent me a copy of his DVD, “Puffins” from the Learn to Care scheme, a set of programmes he has developed himself.  However, more interesting to me, was what came with the DVD – a set of Promethean ActivInspire Flipcharts.

To give a bit of background, the “Learn to Care” system:

aims to educate children about the natural world using visual, audio and interactive content. The system employs interactive white board technology platforms to enage children in an experience that will make learning fun and engaging. It is hoped that the system will foster a sense of caring for their environment, whether this is in the immediate surrounds of their schools, their home town environment, their county, country or beyond.

To be honest, I’m not much of a fan of television so watching a documentary isn’t something I generally do.  However, in the name of research, I popped on the DVD and watched Vincent getting close to a bunch of puffins… and I thoroughly enjoyed it!  Vincent is a very engaging presenter and the quality of the DVD was super.  Vincent describes his DVD better than I could:

In Puffins of Skellig Michael students follow filmmaker Vincent Hyland as he uncovers the secrets of Puffins nesting on Skellig Rock. Each summer these endearing “painted beauty” seabirds come ashore to nest on the precipitous ledges of Islands around Ireland and the coasts of Northern Europe.

My only previous experience of puffins was eating one on my honeymoon in Iceland in a weird Icelandic tapas bar.  I didn’t know they came along to Ireland!  Anyway, I was more interested in the Promethean Flipcharts that came along with the DVD.

I loaded the chart up easily enough using Activ Inspire – (I don’t think it works on older versions of Promethean’s software).  It took a good minute or so to open and I was presented with 30 flipchart pages – each one with a different activity.

Navigation-wise, the flipchart is fine.  I was easily able to get around each slide and had no problems “getting lost”.  The slides, themselves, varied from cloze tests to videos to drag and drop exercises.  I think they make a nice accompaniment to the DVD.  In fact, if a teacher was to want to do a complete project on puffins, this DVD and flipchart combination would give about two-thirds of everything they would need.

An extra that would have made this even better would have been printable worksheets in PDF format, although the teacher can print off any of the flipchart pages.  I also think that restricting the Interactive Flipcharts to Promethean’s software might alienate other IWB users if they don’t own the Promethean software.  Having said that, the free Promethean ActivInspire Personal Edition, would suffice to view the flipcharts – well unless the personal edition starts costing money.  Perhaps a better idea would have been to create the flipcharts in Flash or some other universally readable software.

There seems to be a load of other titles in this Learn to Care series and Vincent  was showing his wares at this year’s INTO congress.  I certainly think this series is worth a look.  I haven’t got a release date or a price yet on these products but hopefully Vincent might add a comment to this review and let us know.

It’s great to see Irish produced content, especially professionally produced content and I hope that products like these are not once-offs.  I’m also delighted to see that companies are embracing interactive technologies rather than the traditional one-way communication system that has been the norm.  To view Vincent’s other work, you can go to his web site, http://www.vincenthyland.com

Fis-writing the screenplay

storyboarding03

It has been a long time since I last blogged about Fis.

It has taken soloing to get back to any form of normality but after Easter, Fis came back to our school! We lost the camera, microphone and tripod in the fire so it has taken a ling time sourcing those items. We also lost all our notes, stories and scripts. We have been very fortunate to have the support of so many people and businesses. We were donated a camcorder with built in microphone and I located a tripod! Sao, back in business! My friend, Pauric Brennan from bp productions- (have to give him a plug) came in for a week and taught the children all about script writing, resulting in a well put together idea for our script. The class really enjoyed him, thanks!

Last week, we all revised scriptwriting and storyboarding. The class had been asked to apply for the film crew job they wanted the most. Myself and Mrs Cole sat down as Executive Directors and picked the team! I spent the last week in intensive meetings with the scriptwriters and at the end, we now have a really good script! We brainstormed the title. We problem solved various endings. We had a particular hard time with the dream sequence in our script but hopefully we have overcome it!

Believe, it or not Britney Spear’s videos for ” Stronger” and ” Hit me baby” have helped us with a few ideas in terms of the script and the shooting of the film! Next step, myself and the producer( from 6th class!) have to work with the storyboarders. I am amazed at how creative and professional the students are. Some children have really shown their talents in terms of the small details of the film and others have started to develop their inter personal and team wiring skills. Not just the standard English lesson! Anyway, the race is on for 25th June.

The class are convincing themselves they have won the whole thing already. But for me, it’s not about the winning. It sounds corny but Fis is bringing this class together and showcasing talents we never would have had the chance to see before. I am already highly recommending it. There are no behaviour or discipline issues when we do Fis! Isn’t that what every teacher wants?

Prim-Ed do not recommend using markers on their Geneeboard

Genee Powerboard

I have used dry wipe markers on the Genee Powerboard. However, Prim-Ed, the distributors of the GeneeBoard are not recommending customers to use dry-wipe markers on their boards. If you do buy a GeneeBoard, a leaflet drops out of the box telling the customer not to use dry wipe markers on the board.

Being honest, I’m a little bit surprised by this and, personally, I would probably have no problems using a marker on these boards. Having said that, I don’t think I would buy a GeneeBoard now in case anything did go wrong.

Considering the Geneeboard uses the same surface type as its near-rivals, I’m puzzled by this news. In any case, I felt I should let people know about this and I will be updating my information on posts about the GeneeBoard to factor in this latest news.

Turning the Tables on Multiplication (Part 2)

tables

First things first.  How many number facts are children supposed to know?  If you teach up to the 10 times tables (and you should be!) there’s 121 facts to learn off.  In this week’s session, we’re going to reduce the number of facts to learn down to 35.  Yes, 35. Let’s have a look at a full  multiplication square for times tables.

That’s a lot of facts to learn.  However, because of the law of commutativity,  we can scrap almost half of the tables.  If you know 3×4=12 then you’ll know 4×3=12.  So let’s check the chart now.

Now we’ll introduce three rules to get rid of a load more.  The first rule is the rule for multiplying by zero.  Here it is:

Anything multiplied by zero is zero.

I have good fun with this.  I ask the children what zero multiplied by one is, then zero multiplied by 5 then we move on to big numbers: zero multiplied by 100 or 1,000 then onto really silly numbers like zero multiplied by 5,344,342.  The kids have good fun with this and even more fun when we start multiplying zero by bananas, monkeys and sausages.  In any case, this rule alone clears another eleven tables off the chart.

We now introduce the rule for the one times tables:

Anything multiplied by one stays the same.

We go through the same process as we did with zero.  This time the kids have more fun because when you get to “one multiplied by a million smelly sausages”, they get to say “a million smelly sausages” whereas before they had to say zero with the zero rule.  More importantly, we knock off another 10 tables off the chart.

The final set of tables I do in my first lesson is the two times tables because I want to challenge the kids a little bit.  The rule for the two times tables is simple enough:

Double the number.

Children find doubling easy enough and we knock off nine more tables from the chart.

So in one short maths lesson, we’ve knocked off more than two-thirds of the tables without having to learn one table off by heart.  However, 35 facts are still fairly tough to learn off and in the next session we’re going to lose a few more.  We’ll also show some strategies for consolidation so that children begin to cement their new found strategies into instant knowledge.

A Case of Mistaken Identity

twitterwithmyname

My Twitter username is simonmlewis – the “m” is my middle initial. I had to do this because someone had already taken the username, simonlewis.

Anyway, a lot of people must forget to insert my middle initial when referring to me in Twitter. I love when I check my Twitter account and see “mentions” of me and I get a bit disappointed if it turns out to be spam or something.  The actual Twitter user @simonlewis must be too as he has written on his bio profile:

Simon James Lewis: Just some bloke you’ve probably never met. Not to be confused with some guy from Ireland who works in schools or something. He’s another Simon Lewis.

It gave me a giggle.  I wonder if the guy who owns “anseo.ie” (which is run from Asia and I believe will become a Search Engine Optimisation site) is confused with questions about Interactive Whiteboards.

Review: Wizteach (Qwizdom)

wizteach

Every so often, a piece of software comes along which tries to steal the crown from Promethean’s Activ Software series.  Easyteach from RM was the last challenger and it wasn’t bad.  It had many advantages over the Promethean software – with lots of add-ons for maths, phonics, science and even a dance mat!  However, although it looked a lot better than any of the other options out there, it just didn’t look as good as Promethean’s software.  The resource library graphics were jagged-edged and it looked a little clunky.  Having said this, it was good enough to be packaged along with lots of IWBs including the Touch IT in Ireland.

Wizteach is the latest piece of IWB software to try and steal the crown from Promethean.  Its initial toolbar is amazingly compact and it fits snugly into a corner of the screen where one can access its various tools.  The tools that I tried were the Drawing, Media, Maths and Literacy tools.  When you select any of these tools, the screen fills up with floating toolbars.

The drawing toolbar is a fairly standard affair with pencils, highlighters, erasers, lines, shapes and the usual standard IWB tools.  The media tool,  (I don’t really understand why it’s separate), allows screen grabs and video capture, which again are fairly standard tools these days.

The real magic begins when you select the vast array of maths tools.  Because there are so many, they are divided into the strands of the UK maths curriculum, which are similar to the Irish curriculum.  Most of these tools are simply Flash-based utilities and very few of them blew me away.  The only tools that I  really liked were the “Number” tools.  Essentially, with one of the tools, you can create fantastic interactive number problems. The program automatically joins up digits to make numbers.  For example if I drag a digit 4 and follow it up by dragging a digit 5 beside it, the programme automatically turns it into a 45.  Now I can drag a symbol, for example, a plus sign.  This now joins the equation.  Adding another number in a similar way, (e.g. 36), lengthens the equation.  Once I drag the “equals” sign to the equation, a blank answer box is automatically created.  If I click on this, the answer box automatically fills in the correct answer to the equation.  There are a number of symbols – certainly plenty for primary level.

Another tool I liked was the number line tool.  It allowed me to create different types of interactive number lines.  I also liked the function machine and number grid creator.  I wasn’t fussed on the rest of the maths tools.  However, having said that, there wasn’t anything particularly wrong with them either.

The literacy tools and games were also fine.  The games were:

  1. Word Builder- Pick letters to form words using the adjacent letters.
  2. Word Hunt – Search for the word with the given meaning. The word can read in any direction. Get more points for quicker answers but you lose points for showing hints.
  3. Mix Up – Rearrange the letters to form a valid word. You can get the meaning of the word by clicking the hint button.
  4. Word Scramble – Arrange the letters to form words. You do not need to use all the letters but words must be at least 3 letters long. Use the mouse to drag the letters or type them into the box.
I got very addicted to the Word Builder game and I can see how children would enjoy these word games.  I wasn’t as impressed by the tools.  The only ones I could see working out of the four at primary level were the “word and sentence builder” and the “Word Vault”.  I had a frustrating time dragging and dropping bits of words and letters and gave up after a short time.
If I were a company selling IWBs and I wanted to package a piece of software to work with it, I would choose Wizteach over Easyteach, just about.  Wizteach looks a lot better than Easyteach but unfortunately it does not match Promethean’s ActivInspire for quality.  I understand Wizteach is in constant development and there are new toolbars coming out soon, which will be positive additions.  However, Promethean need not be quaking in their boots yet as this is another IWB software package which won’t be stealing its crown.

Social Networking and Bullying

bullying

With the news that Bebo may soon be no more,  I asked colleagues was it likely that teenagers would move to Facebook.  One of these replies came from a teacher from Bonnybrook Youthreach and she has given me permission to publish her own findings.   Sadly for me, in her opinion, students who abandon Bebo more than likely will ‘invade’ Facebook.  Anyway, enjoy the rest of the article – it’s a fascinating read.

Younger teens might not like the privacy features and lack of visual content on Facebook though. I wonder will Facebook create a younger version to make sure they are the no.1 dishcloth for bebo if and when it does go bust? There is already a ‘Facebook light’… does anyone know what this is?

Social networking sites (SNS’) are especially attractive to teens because they are allowed express themselves amongst peers. Peer to peer sociality is most intense during the teen years and SNS’s offer multimedia features to teens wishing to express to the world that they have changed their image and even.. their mood!

There is a downside of course. The anonymity offered to bullies being the most frightening. Female teens in particular appear to be using SNS’s as a platform for bullying. Victims of suicide that have had links traced to cyber bullying provide evidence of this:

Leanne Wolfe (Cork, 2008), Holly Grogan (UK, 2009) and Irish teen Phoebe Prince (USA)

However, didn’t bullying always go on in dark corners? I wonder do SNS’s get a bad rap from some adults because they are the latest version of the dark corner?

One thing is for sure, modern youth or the ‘igeneration’ (Larry D. Rosen, 2010) are HOOKED on cyber communication. People are extremely ACCESSIBLE nowadays. This poses the question, if WE are so open to being accessed, is our well-being too easily accessible?

We all know what that feels like as adults because we can most probably remember our very first mobile phone. We can compare life before and after the buzz of a message that YOU JUST HAVE TO CHECK. Our concern as educators needs to be focussed on the psycho-social development of our children with a strong emphasis on the world they are developing in. Allowing children have access to technology in an unsupervised anonymous environment might just be opening them up to what I would argue is an additional psychological pressure for their still developing brains.

Teachers and pastoral care teams need to know more about how and why teens use SNS’s. There are similar motivations for adults. My point is that in order to incorporate healthy and unhealthy communication into the realm of cyber communication we need to acknowledge that children and teens are not as self aware as us adults. They are wide open to this accessibility.. the accessibility we as adults know to keep a close eye on.

From D. Brady Kerins, Bonnybrook Youthreach, D.17 – via CESI List

Turning the tables on multiplication (Part 1)

tables

I usually write about technology in education but when I’m not doing that, I’m a teaching principal of a primary school.  One of the things that has baffled me is how to help children learn their multiplication tables.  I cringe every time I hear someone say that the only way is to learn them off by heart.  Unfortunately I hear it a lot.

When I was in school, I learned stuff off by heart through fear.  My main memory of being in primary school is seeing a 6th class boy standing at the end of a line with a number on a piece of paper above his head showing how many spellings he’d got right that year.  There were also 2 kids with a much higher number above their head at the other end of the hall. Gah! I could even name them!  I don’t remember what class I was in or any of the 20-odd children in between those 3 kids, but I remember not wanting to be the boy at the end of the line with his head down.  Hence I learned my spellings off by heart.

In fairness, this was acceptable behaviourist teaching methodologies back then.  I know my primary school wouldn’t dream of doing this today.  Anyway, luckily I was good at learning things off by heart back then. I didn’t live in a visual world.

Today children live in a very different world to us.  It’s not better or worse.  It’s just different.  Most children don’t learn things off by heart anymore.  So one of the greatest challenges to teachers is how to get kids to learn basic things that we used to learn off by heart – namely spellings and tables.

Spelling tests on Fridays are thankfully decreasing (though probably not fast enough) as they are getting more and more bad PR.  Work by Brendan Culligan has also influenced the way we think about spellings.  We have also learned about the progression of spellers from nonsense spellers  to first initial spellers to phonic spellers onto fluent spellers.  In fact, teachers are gettings less and less concerned about “correct” spellings and more and more concerned about building knowledge so that spellings can improve.

Unfortunately with tables, 4 x 5 is always 20 and nothing can change that.  This is why so many teachers, educationalists and others feel there is simply no alternative but to learn tables off by heart.  There are a number of strategies that are popular, e.g. the 9 times tables can be learned using a finger trick (see a later post).  There is also a book which gives the numbers characteristics.  For example 6 x 8 = 48 is learned through knowing Chicks on skates make Fort E Cake, which I think is more confusing than anything.  However, despite the great strategies out there – what is the strategy for 6×8 or 3×7?

I’m going to be writing a set of articles, which I hope will help teachers to help children learn tables more effectively.  I’m no expert but I have found some great ways that have got children well on the way to “knowing” their tables.  The final piece in my jigsaw came about only last week.  However, I know there will be many more “final pieces” as I learn more.  I hope people will contribute to these articles with ideas they might have to tackle the 121 number facts.

My Twitterversary

twitter-bird-pic

I’ve been using Twitter for a while now and am about to tweet for the 1,000th time.  Whenever you near some sort of milestone in your life, you tend to reflect a little bit.  While I realise reflecting on the number of Twitter messages I’ve written confirms me as a complete geek, I wanted to think about why and how I have used Twitter since I set up my first account on this day 2 years ago.

Originally, I decided to join the Twitter revolution because somebody told me it was really cool and it was going to be the next big thing.  My instincts were to use it to promote this web site, Anseo.net.  I set up the account Anseo and I remember staring at an almost blank screen, which asked me what I was doing right now.

I also remember thinking that I was NOT going to use Twitter for anything else except reporting news from the Anseo.net web site so my first tweet wouldn’t be something like

Just joined Twitter and figuring out what it does

No, I reported updates that I thought people would be interested in.  Tweet number one was:

Anseo is planning a more professional look to its site

Great.  Two days later, my fourth tweet confirmed that this new professional look to the web site was up and running.  I don’t think I had any more than 3 followers at the time.  It took me three months to write my first 15 tweets; these days, I may write 15 tweets in less than 3 days.  However, I was using Twitter as a broadcasting tool.

I started broadcasting Anseo.net’s updates more regularly when I came upon a service called Twitter Tools, which is a plugin for WordPress.  As Anseo.net was (and still is) based on the WordPress platform, I added this plugin so that every time I wrote an article on Anseo, a Twitter message would be broadcast stating the name of the article and a bit.ly link to the article.

In fairness to me, I quickly realised that Twitter could be used as a social tool so I began asking followers questions.  The only problem was that I hadn’t got a lot of followers and I hadn’t learned the benefits of following people.  Again, my mindset was still using Twitter as a one-way broadcasting service.  Although I had about 30 people “following” me, I wasn’t following anyone back.

Most people who were following me hadn’t followed me because of Twitter.  Most people followed me because I was beginning to broadcast tweets about Interactive Whiteboards.  I began following some of the users who were following me.  Initially it made no difference.  I kept broadcasting and one or two people started following.  I rarely logged into my Twitter account.

After seven months of tweeting, two things happened at the same time.

Firstly, I decided I wanted to tweet about other things in my world.  One thing was the government’s cutbacks on children in school.  I wanted to send Twitter messages about protesting.  Secondly, I discovered the “@” symbol which allowed me to mention another Twitter user.

Because I wanted to tweet about things other than Anseo.net, I decided to open amy own personal Twitter account.  Anseo.net was still for broadcasting the web site’s updates, not my personal thoughts.  The account @simonlewis was gone as were most derivations so I stuck my middle initial in and @simonmlewis was born with the tweet:

simonmlewis is now Twittering separately from Anseo

So, now I had two separate accounts to run.  I quickly began my microblogging career with amazing insights such as: “I’m now finally happy with the look of my web site” and “Relieved now that the school I’m principal of is 100 days old and still standing”.  In fairness, I quite like the latter tweet, which was a significant moment for me.

Discovering the “@” symbol should have been a huge bolt of lightning for me but I rarely used it.  I didn’t really see the reason for using it when Direct Messages were available to me.

In January 2009, I had the brainwave to link my Facebook and Twitter account together.  I also stopped using Twitter from my @anseo account and only tweeted from @simonmlewis. I thought this would save loads of time and I could tweet my status updates rather than having to update twice.  It also marked the start of how I began to really use Twitter as a social tool.  On Facebook, I had about 120 friends or so.  I knew each and every one of them and they knew me.  So, when I tweeted the message about being a principal for 100 days, I got loads of responses on my Facebook page.  A few days later my tweet about writing a talk for an upcoming CESI conference also led to some conversation on Facebook.  This was great, I thought.

It was CESI Meet 2009 that marked the moment Twitter itself changed from being a broadcasting tool to a social tool for me.  It was a Twitter user by the name @johnmayo who opened my eyes.  He hooked up his laptop to a projector and logged on to a Twitter program called Twitterdeck and anyone with a Twitter account was asked to write tweets about the evening.

As people got up to speak at the meeting, anyone with an Internet connection was able to write Twitter messages.  I wrote about ten and other Twitter users wrote similar amounts.  Essentially, these tweets from February 13th 2009, are a collaborative diary of the evening.  Sadly either none of us had heard of the #hashtag or it hadn’t been invented yet!  After CESI 2009, lots of new Twitterers began their Twitter journey.  I even got my sister to start tweeting. (Strangely, as I write this she used Twitter to send me a direct message for the first time.  She usually uses Facebook.)

@johnmayo also helped us all figure out how to use the “@” symbol to have lots of inclusive conversations.  We all agreed that the best thing about Twitter was it was a great tool for sharing recommendations of educational web sites. So a little group of educational tweeters began recommending sites they found to each other.  More importantly though, for me, this small group of tweeters started recommending each other to their own followers.  Messages such as:

Hi @Someone1.  You should follow @someone2. He write great things on somethingorother.

became reasonably commonplace.  My followers started to grow and grow.

I also started following non-teachers like George Hook (@ghook) and David McWilliams (@davidmcw) and they followed me in return.  By following me after I followed them, they both understood the “grammar” (quote from Jason Oke) of social media on Twitter.  I felt connected to them. Unfortunately for David, I sent him messages telling him uninteresting things loosely related to his economic updates.  I cringe as I look at my tweet to him about the price of coffee in Iceland.  Oddly enough he didn’t reply to that one.  I presume he no longer follows me.  However, what David and George did was a small but important lesson for me.  Where possible try to follow back your followers as it creates an important connection.  In fact, I think it is the key to changing Twitter usage from a broadcasting tool to a social tool.  It makes it much more effective.

So I was now one happy Twitter user.  Everytime I blogged. a Twitter update would appear then my Facebook account would reciprocate and conversations often began.  Often if someone I followed tweeted another conversation could start.

In April 2009, I got an iPhone.  However, despite having the Echofon app at my fingertips any time I wanted, I rarely tweeted from my phone and stuck with Twitterdeck.

It was @johnmayo again who introduced me to the #hashtag.  He was doing a survey about Twitter and asked his followers to write how they use Twitter in education.  He asked us to use the hashtag #cesidt.  Here were mine:

I use Twitter to let people who follow me know if I’ve posted something new on my web site

also have introduced Twitter to mesh with Google calendar in order to remind parents of school closings, etc.

also using Twitter instead of status update on Facebook

I now had used Twitter as a survey tool.

A few weeks later, I  disconnected my Facebook status updates from Twitter after tweeting about a summer course I was giving every hour or so.  Although I only wrote around 30 tweets over the week, it was from too many status updates for Facebook.  The “tirade” of updates was not appreciated by my Facebook friends and a good few of them spent several days slagging me off for finally becoming a robot. Facebook users seem to update their status about once per day.  Twitter users can, in effect, do the same thing dozens of times a day. Twitter users don’t seem to mind this.  Facebook users do.

By July, I was regularly tweeting from my phone.  All was good and I was ready for reporting on the next CESI Meet through Twitter.  The second CESI meet had several more tweeters than the first.  I had arranged to meet @daynuv at the evening through Twitter and we found each other through the tool.  However, it was after the meeting ended that Twitter gave me a new dimension.  My wife had left all of her shopping bags in the meeting room.  We were halfway home and the place was locked up for the night.  I didn’t have anyone’s phone number so I sent the following message:

@magsamond Rozz left an M&S bag at the meet this evening. Did you happen to see it?

Another person at the Meet saw this tweet and you can read the story on “How Technology Saved my Wife

Over the next month or two, I used Twitter while watching the X-Factor, which made the experience a lot more fun and interactive, particularly when Jedward (who?) were performing. (Example: #XFactor Jedward. Oh. Dear. God.)  I also used Twitter to vent my frustrations with the teachers’ unions for wanting teachers to vote in favour of strike.  I was so aggrieved that I posted up several tweets.  When teachers overwhelmingly voted in favour of strike action, I wrote a tweet condemning the people who voted.  It wasn’t a particularly awful tweet but the consequences from it  taught me to never tweet anything that I wouldn’t say out loud to everyone including people who may not agree with me.

It’s really only in the last six months that I have published most of the one thousand tweets.  Retweeting (re-posting someone else’s tweets) is a daily habit and Twitter has made this an easy process. I feel I understand the etiquette of Twitter and the best ways to use it or not.  I tweet more and more often but this is probably because more and more people are joining up.  I have learned several things since taking my first tentative steps into the world of tweeting.

  1. Using Twitter to broadcast is not as effective as using Twitter to converse
  2. If someone follows you, it’s good to follow them back. It makes a connection.
  3. However, if a celebrity follows you back, it’s probably best not to tell them mundane things about coffee prices in Iceland.
  4. The @ symbol is a great way to involve people in discussion
  5. The #hashtag symbol is a great way to organise tweets and gives great opportunities for meeting other users
  6. Broadcasting your blog articles using a tool like Twitter Tools is an effective way of letting people know you have new content on your site. It’s probably more effective than RSS.
  7. Twitter is great for recommending good web sites
  8. Don’t link Facebook and Twitter.  Facebook updates are not as plentiful as Twitter ones.
  9. Retweeting is great for recommending other users’ tweets and also gives great opportunities for linking up with more Twitter users
  10. Don’t tweet anything you wouldn’t say to the person/people you’re tweeting about

I imagine it won’t take me as long as two years to reach another 1,000 tweets.  I would encourage anyone who hasn’t signed up to Twitter to give it a go and persevere with it.  The first few tweets can be like talking into a vacuum but once you follow some fellow-tweeters and pick up a few followers of your own, the Twittersphere is a fine place to be.

Press Release: Updates from ICT in Education Conference 2010

1. Keynote Speakers
The Tipperary Institute have an interesting lineup of keynote speakers this year that includes Simon Lewis – Carlow Educate Together NS, the college’s own Bernie Goldbach, and Mark Little – Digital Age Broadcast Journalist.

2. Friday Evening CESI Meet
This year the committee have worked closely with CESI to synchronise their 4th CESI Meet with the conference. The CESI Meet will be held in Thurles
on the Friday night prior to the conference in the Anner Hotel in Thurles from 7pm-9pm.

3. Register and Pay Online
You can register online at http://www.tippinst.ie/schools for both the conference and the CESI Meet event. The conference fee this year is
€30 and the CESI Meet fee is €10. Both events can be booked through
our online confrence system and you have the option to register for
either the ICT in Education conference or the CESI Meet or both
together.

4. Reminder about Times and Venues
The Friday Evening CESI Meet will take place in The Anner Hotel, Thurles, Co. Tipperary from 7 – 9pm with refreshments and social to follow. The Saturday
Conference is held as ususal at the Tipperary Institute Thurles campus
and registration starts promptly at 9am. The Conference program starts
at 9:20am sharp and will conclude at 4pm.

5. Subscribe to ICTEdu’s Twitter Feed
Follow the ICT in Education Conference news on Twitter at @ictedu to
keep up-to-date on breaking conference news, and use the hashtag of
#ictedu10 for specific information on this year’s conference, including real-time tweets from attendees and participants on Saturday.