I still wear the same size earrings!
I still wear the same size earrings!
 
 
 Hi all,  This is what we posted on Facebook "Class Of 1970"
I’m sorry it’s taking us so long to get something together:( 
Hope you all can make it:) If you could help us spread the word or if you have emails please 
forward:))    
 
Hey there Class of ’70.  Unbelievably, it’s time for our 45th reunion.
Please help us celebrate with the “Big One Dayer”.  One big day of fun and camaraderie.
We held our 40th reunion at River's Edge Golf Course and they have agreed to let us come back.
We’re also repeating the golf tournament because everyone that played had such a good time.
So - here are the details:

Date:  Saturday, August 22, 2015
Golf Tournament starts at 1pm
   - Absolutely no skills required - just a good sense of humor!
   - $42 for 9 holes with cart
   - reserve your spot by calling Andy French at 541-480-2969 or email him at ajfrench@bendcable.com

The evening festivities will start at 5pm at the Clubhouse with a casual BBQ and no-host bar. The cost will be $20/person.  The plan is to keep it simple and casual - so nothing to do but catch up and reconnect!


Register for either the golf tournament and/or the evening festivities by clicking on the PayPal link below or by sending a check to: Class of 1970 c/o Red Carpet Car Wash, P.O. Box 5323,  Bend, OR  97709.
we hope you’ll join us for “The Big One”!
 
 
 
Boyle, Ford & Wheeler
Boyle, Ford & Wheeler
Memories
Like the Corners of my mind
Misty watered clored memories
of the Way We Were!

Scattered Pictures
of the smiles we left behind
Smiles We gave to one Another
For the Way We Were

Can it be that it was all so simple then
or has time rewritten every line
If we had the chance to do it all again
Tell Me, Would We? Could We?

Memories
May be beautiful and yet
What is too painful to remember
We simply choose to forget.

So its the laughter
we will remember 
whenever we remember
The Way We Were
The Way We Were!!!!!!!!  

Stay tuned for memories and words!  Coming soon!
2014 Rose Bowl Bound!
2014 Rose Bowl Bound!
2014 Duck Football Season!  What another great Duck Football Season!  Once
again, it was a fantastic time to see old friends and Bendites each football game.
Of course a few of us got the red carpet treatment, courtesy, of Chris and Debbie
Wetle!  Can't thank them enough for hosting the tail gate party each game, and also
for the "Wetle Presidential Suite" at their home.  They are simply awesome, and will love and cherish them both for life!  It is very special to have childhood friends, and your best
friends for a lifetime.  

It was particularly wonderful this Duck season when Steve McClain joined us at 
a Duck game, and Marcia Grote came to town the same weekend!  What a fabulous
weekend of memories that was.  Eugene and Portland was rocking with Bendites.

We wish our beloved Duck many blessings for the Rose Bowl!  We are playing for
the National Title soon!

Blessings to all in 2015!  
PS:  Nice to send some good news for a change!
Treasure for a Lifetime!
Treasure for a Lifetime!
I received a very special Christmas Card in 2014.  It came from a classmate I have not
seen in 44 years, and it meant the world to me.

"Sending you a Christmas card reminds me of how you have crossed my path and
touched my life.  Warm Wishes for a Merry Christmas and a Happy New Year!"

Thank you so very much, it meant the world to me!

Blessings Veronica
Image
Doug Peabody's Memorial Service will be on 8/24/14 from 3-to 8:00 pm at the Overlook House at 3839 N. Melrose.  Dr. Portland, Or. 97237.  There is limited parking, but
Max line is near by.

DOUGLAS Scott Peabody, 62, passed away in one of his favorite spots, his
parents home in Sequim, Wa.; after a battle with liver cancer for four months.

Doug also know by his family as ( Buggy-Dougy, Doug-A-Doo, Dugout, Roger & Rub-A-
Dub) was born in Anchorage, Alaska.  He and his family moved to Bend where he
graduated from Bend High in 1970.  After a few years in Eugene pursing music as
a major, he left for the adventure of working on the Alaska Pipeline in the mid 70's.
He later moved to Portland, where he received his degree in elementary education from
Portland State University.

Doug had many passions including sports, music and literature.  He was very literate
and musical, he was a Jazz DJ, part-owner of Great American Music in Bend (1980),
manager of Music Milennium (1985-1995) and more recently the owner of the
popular Book Store, "The Open Book", in Bend, Or. (1995-2014).  His sports passions
included fleecing his buddies with footall wagers, a yearly March Madness pool for
20 plus friends and family and skiing Mt. Bachelor for many years.

Doug married Sheila Martin and their daughter Alison was born in 1980.  He is
survived by his former wife Sheila; his daughter Alison of Portland; Parents Max
Peabody and his wife Mary; brothers Max Peabody III (Peggy) , Richard (Maloue)
and Wen (Angelina) and his sister Amy Peabody (Joseph Godinet) and his
niece Megan  Peabody and nephew Michael Peabody.

There wil be a Memorial for Doug from 3-8:00 pm on Sunday, 8-24-14 at the Overlook
House, 3839 N. Melrose Dr. Portland, Or. 97237.  

In lieu of flowers, donations to the Oregon Music Hall of Fame would be appreciated
by his family.
Storybook Properties
Storybook Properties
Wishing all my old classmates a Wonderful, Merry Christmas, and
many blessings in 2013!

It is the time of year, you really treasure the blessings of family and
friends, and a lifetime of memories.  I have enjoyed every single
Christmas Card because of the thought, time and care put into them.
In this day and age, it is electronic text messages, emails, generic facebook greetings, which usually includes "it is all about me!"

This week, it was wonderful to actually get a plate of home
baked cookies, receive photos of family & friends, have a meal with
just "good quality people", and most of all; being around people who
understand the meaning of the true "Christmas Sprit", and what a gift this special Christmas Holiday is all about.

Take a moment to open the door for someone, call someone you have been meaning to call forever-but life keeps getting in the way,
make a senior day, and drop by-remember you are a step away, but
above all else; just be the best you can be each day.  

Looking forward to a walk in the snow in Bend during the holidays, and remembering the "Way We Were!"

Blessings Always
Your Bearette Bud!
Mr. Magic Mom!
Mr. Magic Mom!
Our beloved Mr. Magic's Mom has received her Angel Wings!
Duane Zanon's mom passed away this last Wednesday, and her service will be
in Bend on April 12, 2013.  Please read the attached obituary for details.
 
I know Mr. Magic would love to see some of his old classmates, and I know
many would like to pay their respects to his beloved mom Barbara.
 
Barbara and Kevin Domby's folks were the only parents to make it to our
40th reunion, and darn did they all look great!  Mr. Magic must have done his magic
on his mom.  It was so great to have her join us, and I sure don't have half the
energy she had.
 
Our prayers and thoughts are with Duane Zanon and his family at this most difficult time.
 
Our blessings our with them.
February 11, 2011

THE WINNER IS!

MR. GQ 2010!
MR. GQ 2010!

I'm wishing all my classmates a fantastic 2011! 
Can you believe 6 months have passed since the reunion? 

I must admit, I wrote a newsletter at Christmas time catching everyone up on the events since our reunion, wishing you all a
Merry Christmas and a Happy New Year!  I actually even had
them printed, but fell short of getting them mailed out.  However,
all our Beaver buddies, were probably happy because the
fabulous picture was of our beloved Duck Mascot and the
thousands of Duck fans wishing the Duck's luck on their
incredible journey!

As everyone knows, a great time was had by all at our reunion.
It was our biggest and best, and even those who came kicking
and screaming were some of the people who had the best time reuniting with their old pals.  (Doug Peabody, Molly Brandis, Carolyn Cooley and Charlie Nichols to name a few!)  They had temporarily forgotten how much fun their little old classmates could be. It truly was a blessing to spend time with people and find out what they had been up to the last 40 years!  Ouch, that is so hard to say!  It is impossible to catch up with everyone in 3 days, but it sure was fun trying.  I must admit, one of the joys, of tracking Bears for 1 1/2 years was finding out about all those secret adventures many of my classmates had back then.  It truly is a miracle some of us are still alive.  Are you
reading this Dan Steele? 

North from Alaska was Joe Ward and Connie Dutton!  Neither
had attended a reunion before.  Although, Connie had broke
her back prior to the reunion, that didn't stop her from joining
her peers from all around the U.S.  You may have recognized
Joe's famous laugh before you spotted that handsome devil.
He still has his famous Santa laugh that comes deep from the
belly.  He had so much fun Friday night, he was tired out after
the first night!

Duane Zannon, made a special appearance as the mad
magician!  He did a awesome job, and was honored by
his classmates with a standing ovation.  His magic was
so great, Lana Turner, looked just like she did back in high-
school-fabulous!  She was the "pretty lady" Duane picked
out of the audience to assist him with his fantasstic magic show.
I think she is even more beautiful now, if that is possible!

Speaking of people who looked fantastic!  There was a vote
of the guys who looked the greatest at our reunion!  The
following made the GQ Court!  Stuart LaFranchi, Steve and
Stan McClain, Charlie Nichols,  Steve Timm, Chris Wetle, and Doug Wirges.  Dean Guyer was MR. GQ, and ruled his court
with integrity and humility.  If you didn't make it, Dean looked
exactly like he did when he graduated, but a few more muscles!
Everyone was impressed that he could still fit into his 10
year class reunion T-Shirt!

A special thanks goes out to Dean Guyer for his willingness
to scan photos for the web site.  You know the saying, "actions
speak louder than words!"  Dean had mentioned on a phone
call, when he was tracked down, if there was anything he could
do, just holler!  So with only a few days to get the site up and
running, I emailed Dean.  He responded immediately, and
and had the photos scanned, sized and back to me in a flash.
Dean, is the CEO, of his own company; so I was impressed
and grateful for his willingness to drop everything and jump right
in to help.  He was a bright guy in school, and put that talent
to good use.  He invented some type of laser, and travels the
world selling it, but he will have to explain the functionally of
it.  Dean is as nice as he is smart; so it was a pleasure to
reconnect with him.

Speaking of smart and successful.  Carl Sell was located after
40 years, and has been a CEO of many major companies
throughout his successful career.  AS many of you found
out, a year or so before the reunion, Carl had flown to LA
to observe a surgery his daughter had to have.  He passed
out, and impailed his brain with an object.  It is truly a miracle
he lived, and a testimony to his strong will to live and relearn
the basics of life.  I had relayed this story to Charlie Nichols,
and he immediately found an article that had just been
published.  Carl Sell had just won a golf Tournament which
was held for people who had recovered by head injuries.
Truly an amazing story.

Doug Ford, another great mind in our class, had recently
sold his company to Garmin.  He was unable to attend the
reunion but relayed a fun story.  It is truly a small world.
He noted some years back he was at the airport heading
north to Alaska, when he ran into Cindy Burgess.  Doug
was kind enough to upgrade Cindy to first class, and they
had a fun time catching up on the years gone by!

I could go on and on with stories, but I hope you will join me
in posting some of your own fun adventures with classmates.

We have had several Bearette functions at my home in
Portland with a diverse group of gals, and everyone has
been simply a joy!  It has been so much fun to hear all the
stories about what we all assumed!  We also found out that
we were all about 100% wrong most of the time.  I finally
got to apologize to Judy Backstrom for not showing up at
the U of O.  We both plan to attend nursing school.  Judy
is as sweet as she always was. 

I can't close this blog out without acknowledging my
"best phone bear!"  When I thought I couldn't hunt one
more bear down, Jack was there to cheer me on!
What would our reunion have been like without our dearly
beloved Steve Sherman!  Jack found Steve or should I
say Steve found Jack, and the rest is history!  The same
Steve we all loved to hate, showed up with bells on his toes.
He hadn't changed a bit.  He is still as sassy as ever, but
I love that guy.  For all his "rough though cream puff image",
he really has a heart of gold.  He also said he got the
award for "MOST WIVES!"  UMMMMMMMMMMM??

Last, but not least, our dear Pam Stroud was as full of energy
as yesteryears!  It was a true blessing to spend time and
share with her.  She stole my "Duck" on Facebook, but
finally put him back.  She is still up to her old tricks!
We love you Pammy!

Life is a journey, and it isn't always the way we thought it
would be.  What should have been, what could have been,
what would have been will never be for many of our
classmates.  So many lost buddies over all these years.
Laurie Ellingson was the first lost since our reunion.  She
had gotten her medical degree at the Mayo Clinic, but
retired with health issues before her death.

Life is but a brief moment in time!  So make the most of each
day.  I look forward to spending time with many of you over
the next few years, and eternity with many others.

Thanks again, to each and every one of you for filling my
book of life with so many wonderful memories.

Home is where the heart is, and my heart will always belong
to Bend! 

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18(3), 8-11.Schools are often skeptical when it comes to using social networking tools in the classroom. It opens a door that many feel is too risky to be used in schools. What this article suggests is that by renaming √ʬ?¬?social networking√ʬ?¬? to √ʬ?¬?academic networking,√ʬ?¬? the focus shifts and the concept is likely to be more accepted by administrators and parents. Networking sites can contribute to the classroom environment: create opportunities for students that otherwise wouldn√ʬ?¬?t exist, and promote a learning environment of collaboration that teachers may struggle to establish without such tools. Online tools such as Skype, Edmodo, Twitter, Facebook, and Google Docs are all explored in this article and suggested ways of incorporating them are provided. Tim Childers is a technology coach in Cleveland, Tennessee and deemed a Project-Based-Learning guru by the Tennessee Discovery Educator Network Leadership Council. Czarnecki, K. (2008). Virtual Environments and K-12 Education. Multimedia & Internet@Schools, 15(4), 14-17.This article reviews two programs designed for implementing technology into student learning by creating virtual environments and enabling students to, in many ways, lead their own education. Teen Second Life is designed for students who are 13-17 years old and giving them the ability to fully build their virtual learning environment. Science in Second Life enables students to engage in exploring global science, technology, and programming. Creating a virtual environment allows students to explore concepts that would otherwise be very difficult to grasp. For example, sampling the atmosphere over the Arctic Ocean is much more engaging than reading tables out of a textbook. Student will remember the experience much longer than a table of numbers. Czarnecki, K. (2008). Virtual Environments and K-12 Education: Part 2. Multimedia & Internet@Schools, 15(5), 12-16.The article reviews several programs related to technology in K12 classrooms. It seeks online and technology related opportunities that encourage kids with engaging, fun, hands-on activities√ʬ?¬?programs that offer an alternative to the regular curriculum. Programs analyzed in the article include: Whyville, The River City Project, Quest Atlantis, and McLarin√ʬ?¬?s Adventures. With the use of these virtual environments, students are engaged and directing their own learning on a topic. Due to the higher thinking required of these programs, they are much more geared for high school instruction. Learning should be fun and learning should involve the student. Incorporating virtual environments such as these invite students to become active participants in their education. As identified in other articles, one of the biggest hurdles in implementing any sort of new technology or online tool is getting the instructor the proper training to incorporate it well rather than just adding one more thing to an already full plate of expectations. Fredette, M. (2012). A Time for Tablets. T H E Journal, 39(1), 54-56.This article identifies some of the ways tablets can be beneficial additions to a classroom setting. A growing collection of educational apps are available√ʬ?¬?the draw for many teachers and schools to start using tablets. Though Apple products were mentioned, the primary discussion is based on Android platform tablets and apps. The article discussed the pros and cons of initiating classroom sets of tablets. The primary negative is simply the cost. Although they are cheaper than laptops, they still come at a significant expense to a school or district. One school commented on the savings of ink, paper, and printer maintenance once tablets were introduced in their school.The author of the article, Michelle Fredette, is a freelance writer. Based on her terminology (√ʬ?¬?disabled kids√ʬ?¬? and √ʬ?¬?autistic children√ʬ?¬?) I would assume she has little experience in the field of education. As the article subtly implies, she may be very well versed in product analysis, but education is not her forte. I believe the article to contain good information, but it was just those couple of phrases that caught my attention and turned me sour. Gersh, S. O. (2009). Global Projects & Digital Tools. Internet@schools, 16(1), 10-13.The Global Education Project uses technology to enhance students√ʬ?¬? education by expanding the walls of the classroom. The project began with the recognition that students on different continents were learning key events from history from vastly different angles. For example, in classrooms across the U.S., studies of the Mayflower voyage revolve around the arrival; whereas, students in England are taught the reasons the voyagers onboard the Mayflower left. With the use of technology√ʬ?¬?students in both countries are able to learn both sides of the story, from each other! As we strive to prepare our students for success in the 21st century, a global perspective is a key component. The Global Education Project, and any instruction that leads toward its goal, lends itself to project-based learning, student collaboration, and development of a global, cultural understanding. Without leaving the classroom, technology allows us to virtually leave the classroom. Being an avid world-traveler and lover of new cultures myself, the concept this article focuses on is of high interest to me. The author of this article is the director of technology and international projects, so obviously her interests and credibility align with the foundation I would like to build my teachings on. McCrea, B. (2012). AV, Interactive, and Collaborative Technologies for K-12 Education. T H E Journal, 39(12), 16.This article, though short and to the point, addresses the problem schools and districts are facing regarding the cost of adding technology√ʬ?¬?laptops, tablets, etc.√ʬ?¬?to their classrooms. One school interviewed, Holy Rosary School, offers insight on the difficulties they have faced in this area and strategies they have taken to overcome them. A secondary issue to adding technology to education is getting the teachers adequately trained to be able to incorporate the new tools into their teaching practices. The principal of Holy Rosary School sums up his comment by stating: √ʬ?¬?Your district doesn’t have to be rich to create the best possible learning environment. You can do it if you have a few computers and teachers who know how to integrate and use the technology.√ʬ?¬? Norris, C., & Soloway, E. (2011). When the Baby-Boomers Meet the Mobile Generation. District Administration, 47(6), 66.This article describes the significant disconnect between the more traditional education had and known by the baby-boomer generation and the constantly connected digital generation of today√ʬ?¬?whom they are educating. It compares the way education √ʬ?¬?looks√ʬ?¬? today versus in the past. Students today don√ʬ?¬?t learn in the same way they did when the baby-boomers were k12 students because they don√ʬ?¬?t live the same way. Society has gone from a stationary education system to one that is digitally connected and available in the palm of your hand. Information is literally at your fingertips and having 24/7 access has grown to be an expectation.Cathleen Norris is a professor at the University of North Texas and Elliot Soloway is a professor at the University of Michigan. Both are members of a Special Interest Group on Mobile Learning who, for the past 10 years, have traveled around the world advocating for the integration of mobile technologies into classrooms. Schmidt, K. (2004). A Model to Integrate Online Teaching and Learning Tools Into the Classroom. The Journal Of Technology Studies, 30(2), 86-92.This model emphasizes the importance of appropriate integration of technology and online tools into the classroom setting. It reinforces the fact that teachers cannot just add technology into their teaching and expect there to be positive results or added benefit to their instruction. Teachers must be prepared and know their tools before incorporating them into the classroom. This article outlines five steps for finding the right technology or online tools suited for your teaching style. These steps include the following:1)Examine your teaching style;2)Assess your students√ʬ?¬? preferred learning style;3)Study online and traditional teaching and learning tools;4)Select online teaching and learning tools;5)Reflect, implement, reflect, & revise.This model is intended to encourage experimentation as new technologies are developed and as teachers become more comfortable merging online education with traditional classroom-based education. Teachers must go into this process with an open mind and flexible to continuous change as self-reflections lead to adjustments and new attempts. Reinhart, J. M., Thomas, E., & Toriskie, J. M. (2011). K-12 Teachers: Technology Use and the Second Level Digital Divide. Journal of Instructional Psychology, 38(3), 181-193.Addressing the issue of a second-level digital divide √ʬ?¬? this article dives into the realities of differences in technology use and integration amongst school districts, schools, and individual teachers. A large majority of teachers these days received their teaching degree and their own education in the 20th century. However, with little professional development in the use and incorporation of new technology into the classroom, we expect them to prepare their students to be successful citizens in a 21st century work environment. The problem is, teaching strategies and assessments of learning commonly do not line up with the current age of technology and the era our students are growing up in. Even new teachers often struggle with appropriate integration because much of their teacher-prep education is on the use of such technological tools, and less emphasis on actually merging it with classroom curriculum and instruction. This combined with inconsistent availability of technology resources and teacher acceptance/use is what causes there to be an even greater divide between what students across the country have access to benefiting from. buy nexium international pharmacy lasix effect on kidneys
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Lynn Lynn on May 31, 2013 3:35 AM
18(3), 8-11.Schools are often skeptical when it comes to using social networking tools in the classroom. It opens a door that many feel is too risky to be used in schools. What this article suggests is that by renaming √ʬ?¬?social networking√ʬ?¬? to √ʬ?¬?academic networking,√ʬ?¬? the focus shifts and the concept is likely to be more accepted by administrators and parents. Networking sites can contribute to the classroom environment: create opportunities for students that otherwise wouldn√ʬ?¬?t exist, and promote a learning environment of collaboration that teachers may struggle to establish without such tools. Online tools such as Skype, Edmodo, Twitter, Facebook, and Google Docs are all explored in this article and suggested ways of incorporating them are provided. Tim Childers is a technology coach in Cleveland, Tennessee and deemed a Project-Based-Learning guru by the Tennessee Discovery Educator Network Leadership Council. Czarnecki, K. (2008). Virtual Environments and K-12 Education. Multimedia & Internet@Schools, 15(4), 14-17.This article reviews two programs designed for implementing technology into student learning by creating virtual environments and enabling students to, in many ways, lead their own education. Teen Second Life is designed for students who are 13-17 years old and giving them the ability to fully build their virtual learning environment. Science in Second Life enables students to engage in exploring global science, technology, and programming. Creating a virtual environment allows students to explore concepts that would otherwise be very difficult to grasp. For example, sampling the atmosphere over the Arctic Ocean is much more engaging than reading tables out of a textbook. Student will remember the experience much longer than a table of numbers. Czarnecki, K. (2008). Virtual Environments and K-12 Education: Part 2. Multimedia & Internet@Schools, 15(5), 12-16.The article reviews several programs related to technology in K12 classrooms. It seeks online and technology related opportunities that encourage kids with engaging, fun, hands-on activities√ʬ?¬?programs that offer an alternative to the regular curriculum. Programs analyzed in the article include: Whyville, The River City Project, Quest Atlantis, and McLarin√ʬ?¬?s Adventures. With the use of these virtual environments, students are engaged and directing their own learning on a topic. Due to the higher thinking required of these programs, they are much more geared for high school instruction. Learning should be fun and learning should involve the student. Incorporating virtual environments such as these invite students to become active participants in their education. As identified in other articles, one of the biggest hurdles in implementing any sort of new technology or online tool is getting the instructor the proper training to incorporate it well rather than just adding one more thing to an already full plate of expectations. Fredette, M. (2012). A Time for Tablets. T H E Journal, 39(1), 54-56.This article identifies some of the ways tablets can be beneficial additions to a classroom setting. A growing collection of educational apps are available√ʬ?¬?the draw for many teachers and schools to start using tablets. Though Apple products were mentioned, the primary discussion is based on Android platform tablets and apps. The article discussed the pros and cons of initiating classroom sets of tablets. The primary negative is simply the cost. Although they are cheaper than laptops, they still come at a significant expense to a school or district. One school commented on the savings of ink, paper, and printer maintenance once tablets were introduced in their school.The author of the article, Michelle Fredette, is a freelance writer. Based on her terminology (√ʬ?¬?disabled kids√ʬ?¬? and √ʬ?¬?autistic children√ʬ?¬?) I would assume she has little experience in the field of education. As the article subtly implies, she may be very well versed in product analysis, but education is not her forte. I believe the article to contain good information, but it was just those couple of phrases that caught my attention and turned me sour. Gersh, S. O. (2009). Global Projects & Digital Tools. Internet@schools, 16(1), 10-13.The Global Education Project uses technology to enhance students√ʬ?¬? education by expanding the walls of the classroom. The project began with the recognition that students on different continents were learning key events from history from vastly different angles. For example, in classrooms across the U.S., studies of the Mayflower voyage revolve around the arrival; whereas, students in England are taught the reasons the voyagers onboard the Mayflower left. With the use of technology√ʬ?¬?students in both countries are able to learn both sides of the story, from each other! As we strive to prepare our students for success in the 21st century, a global perspective is a key component. The Global Education Project, and any instruction that leads toward its goal, lends itself to project-based learning, student collaboration, and development of a global, cultural understanding. Without leaving the classroom, technology allows us to virtually leave the classroom. Being an avid world-traveler and lover of new cultures myself, the concept this article focuses on is of high interest to me. The author of this article is the director of technology and international projects, so obviously her interests and credibility align with the foundation I would like to build my teachings on. McCrea, B. (2012). AV, Interactive, and Collaborative Technologies for K-12 Education. T H E Journal, 39(12), 16.This article, though short and to the point, addresses the problem schools and districts are facing regarding the cost of adding technology√ʬ?¬?laptops, tablets, etc.√ʬ?¬?to their classrooms. One school interviewed, Holy Rosary School, offers insight on the difficulties they have faced in this area and strategies they have taken to overcome them. A secondary issue to adding technology to education is getting the teachers adequately trained to be able to incorporate the new tools into their teaching practices. The principal of Holy Rosary School sums up his comment by stating: √ʬ?¬?Your district doesn’t have to be rich to create the best possible learning environment. You can do it if you have a few computers and teachers who know how to integrate and use the technology.√ʬ?¬? Norris, C., & Soloway, E. (2011). When the Baby-Boomers Meet the Mobile Generation. District Administration, 47(6), 66.This article describes the significant disconnect between the more traditional education had and known by the baby-boomer generation and the constantly connected digital generation of today√ʬ?¬?whom they are educating. It compares the way education √ʬ?¬?looks√ʬ?¬? today versus in the past. Students today don√ʬ?¬?t learn in the same way they did when the baby-boomers were k12 students because they don√ʬ?¬?t live the same way. Society has gone from a stationary education system to one that is digitally connected and available in the palm of your hand. Information is literally at your fingertips and having 24/7 access has grown to be an expectation.Cathleen Norris is a professor at the University of North Texas and Elliot Soloway is a professor at the University of Michigan. Both are members of a Special Interest Group on Mobile Learning who, for the past 10 years, have traveled around the world advocating for the integration of mobile technologies into classrooms. Schmidt, K. (2004). A Model to Integrate Online Teaching and Learning Tools Into the Classroom. The Journal Of Technology Studies, 30(2), 86-92.This model emphasizes the importance of appropriate integration of technology and online tools into the classroom setting. It reinforces the fact that teachers cannot just add technology into their teaching and expect there to be positive results or added benefit to their instruction. Teachers must be prepared and know their tools before incorporating them into the classroom. This article outlines five steps for finding the right technology or online tools suited for your teaching style. These steps include the following:1)Examine your teaching style;2)Assess your students√ʬ?¬? preferred learning style;3)Study online and traditional teaching and learning tools;4)Select online teaching and learning tools;5)Reflect, implement, reflect, & revise.This model is intended to encourage experimentation as new technologies are developed and as teachers become more comfortable merging online education with traditional classroom-based education. Teachers must go into this process with an open mind and flexible to continuous change as self-reflections lead to adjustments and new attempts. Reinhart, J. M., Thomas, E., & Toriskie, J. M. (2011). K-12 Teachers: Technology Use and the Second Level Digital Divide. Journal of Instructional Psychology, 38(3), 181-193.Addressing the issue of a second-level digital divide √ʬ?¬? this article dives into the realities of differences in technology use and integration amongst school districts, schools, and individual teachers. A large majority of teachers these days received their teaching degree and their own education in the 20th century. However, with little professional development in the use and incorporation of new technology into the classroom, we expect them to prepare their students to be successful citizens in a 21st century work environment. The problem is, teaching strategies and assessments of learning commonly do not line up with the current age of technology and the era our students are growing up in. Even new teachers often struggle with appropriate integration because much of their teacher-prep education is on the use of such technological tools, and less emphasis on actually merging it with classroom curriculum and instruction. This combined with inconsistent availability of technology resources and teacher acceptance/use is what causes there to be an even greater divide between what students across the country have access to benefiting from. nexium low price online pharmacy lasix
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Flip Flip on May 31, 2013 3:35 AM
18(3), 8-11.Schools are often skeptical when it comes to using social networking tools in the classroom. It opens a door that many feel is too risky to be used in schools. What this article suggests is that by renaming √ʬ?¬?social networking√ʬ?¬? to √ʬ?¬?academic networking,√ʬ?¬? the focus shifts and the concept is likely to be more accepted by administrators and parents. Networking sites can contribute to the classroom environment: create opportunities for students that otherwise wouldn√ʬ?¬?t exist, and promote a learning environment of collaboration that teachers may struggle to establish without such tools. Online tools such as Skype, Edmodo, Twitter, Facebook, and Google Docs are all explored in this article and suggested ways of incorporating them are provided. Tim Childers is a technology coach in Cleveland, Tennessee and deemed a Project-Based-Learning guru by the Tennessee Discovery Educator Network Leadership Council. Czarnecki, K. (2008). Virtual Environments and K-12 Education. Multimedia & Internet@Schools, 15(4), 14-17.This article reviews two programs designed for implementing technology into student learning by creating virtual environments and enabling students to, in many ways, lead their own education. Teen Second Life is designed for students who are 13-17 years old and giving them the ability to fully build their virtual learning environment. Science in Second Life enables students to engage in exploring global science, technology, and programming. Creating a virtual environment allows students to explore concepts that would otherwise be very difficult to grasp. For example, sampling the atmosphere over the Arctic Ocean is much more engaging than reading tables out of a textbook. Student will remember the experience much longer than a table of numbers. Czarnecki, K. (2008). Virtual Environments and K-12 Education: Part 2. Multimedia & Internet@Schools, 15(5), 12-16.The article reviews several programs related to technology in K12 classrooms. It seeks online and technology related opportunities that encourage kids with engaging, fun, hands-on activities√ʬ?¬?programs that offer an alternative to the regular curriculum. Programs analyzed in the article include: Whyville, The River City Project, Quest Atlantis, and McLarin√ʬ?¬?s Adventures. With the use of these virtual environments, students are engaged and directing their own learning on a topic. Due to the higher thinking required of these programs, they are much more geared for high school instruction. Learning should be fun and learning should involve the student. Incorporating virtual environments such as these invite students to become active participants in their education. As identified in other articles, one of the biggest hurdles in implementing any sort of new technology or online tool is getting the instructor the proper training to incorporate it well rather than just adding one more thing to an already full plate of expectations. Fredette, M. (2012). A Time for Tablets. T H E Journal, 39(1), 54-56.This article identifies some of the ways tablets can be beneficial additions to a classroom setting. A growing collection of educational apps are available√ʬ?¬?the draw for many teachers and schools to start using tablets. Though Apple products were mentioned, the primary discussion is based on Android platform tablets and apps. The article discussed the pros and cons of initiating classroom sets of tablets. The primary negative is simply the cost. Although they are cheaper than laptops, they still come at a significant expense to a school or district. One school commented on the savings of ink, paper, and printer maintenance once tablets were introduced in their school.The author of the article, Michelle Fredette, is a freelance writer. Based on her terminology (√ʬ?¬?disabled kids√ʬ?¬? and √ʬ?¬?autistic children√ʬ?¬?) I would assume she has little experience in the field of education. As the article subtly implies, she may be very well versed in product analysis, but education is not her forte. I believe the article to contain good information, but it was just those couple of phrases that caught my attention and turned me sour. Gersh, S. O. (2009). Global Projects & Digital Tools. Internet@schools, 16(1), 10-13.The Global Education Project uses technology to enhance students√ʬ?¬? education by expanding the walls of the classroom. The project began with the recognition that students on different continents were learning key events from history from vastly different angles. For example, in classrooms across the U.S., studies of the Mayflower voyage revolve around the arrival; whereas, students in England are taught the reasons the voyagers onboard the Mayflower left. With the use of technology√ʬ?¬?students in both countries are able to learn both sides of the story, from each other! As we strive to prepare our students for success in the 21st century, a global perspective is a key component. The Global Education Project, and any instruction that leads toward its goal, lends itself to project-based learning, student collaboration, and development of a global, cultural understanding. Without leaving the classroom, technology allows us to virtually leave the classroom. Being an avid world-traveler and lover of new cultures myself, the concept this article focuses on is of high interest to me. The author of this article is the director of technology and international projects, so obviously her interests and credibility align with the foundation I would like to build my teachings on. McCrea, B. (2012). AV, Interactive, and Collaborative Technologies for K-12 Education. T H E Journal, 39(12), 16.This article, though short and to the point, addresses the problem schools and districts are facing regarding the cost of adding technology√ʬ?¬?laptops, tablets, etc.√ʬ?¬?to their classrooms. One school interviewed, Holy Rosary School, offers insight on the difficulties they have faced in this area and strategies they have taken to overcome them. A secondary issue to adding technology to education is getting the teachers adequately trained to be able to incorporate the new tools into their teaching practices. The principal of Holy Rosary School sums up his comment by stating: √ʬ?¬?Your district doesn’t have to be rich to create the best possible learning environment. You can do it if you have a few computers and teachers who know how to integrate and use the technology.√ʬ?¬? Norris, C., & Soloway, E. (2011). When the Baby-Boomers Meet the Mobile Generation. District Administration, 47(6), 66.This article describes the significant disconnect between the more traditional education had and known by the baby-boomer generation and the constantly connected digital generation of today√ʬ?¬?whom they are educating. It compares the way education √ʬ?¬?looks√ʬ?¬? today versus in the past. Students today don√ʬ?¬?t learn in the same way they did when the baby-boomers were k12 students because they don√ʬ?¬?t live the same way. Society has gone from a stationary education system to one that is digitally connected and available in the palm of your hand. Information is literally at your fingertips and having 24/7 access has grown to be an expectation.Cathleen Norris is a professor at the University of North Texas and Elliot Soloway is a professor at the University of Michigan. Both are members of a Special Interest Group on Mobile Learning who, for the past 10 years, have traveled around the world advocating for the integration of mobile technologies into classrooms. Schmidt, K. (2004). A Model to Integrate Online Teaching and Learning Tools Into the Classroom. The Journal Of Technology Studies, 30(2), 86-92.This model emphasizes the importance of appropriate integration of technology and online tools into the classroom setting. It reinforces the fact that teachers cannot just add technology into their teaching and expect there to be positive results or added benefit to their instruction. Teachers must be prepared and know their tools before incorporating them into the classroom. This article outlines five steps for finding the right technology or online tools suited for your teaching style. These steps include the following:1)Examine your teaching style;2)Assess your students√ʬ?¬? preferred learning style;3)Study online and traditional teaching and learning tools;4)Select online teaching and learning tools;5)Reflect, implement, reflect, & revise.This model is intended to encourage experimentation as new technologies are developed and as teachers become more comfortable merging online education with traditional classroom-based education. Teachers must go into this process with an open mind and flexible to continuous change as self-reflections lead to adjustments and new attempts. Reinhart, J. M., Thomas, E., & Toriskie, J. M. (2011). K-12 Teachers: Technology Use and the Second Level Digital Divide. Journal of Instructional Psychology, 38(3), 181-193.Addressing the issue of a second-level digital divide √ʬ?¬? this article dives into the realities of differences in technology use and integration amongst school districts, schools, and individual teachers. A large majority of teachers these days received their teaching degree and their own education in the 20th century. However, with little professional development in the use and incorporation of new technology into the classroom, we expect them to prepare their students to be successful citizens in a 21st century work environment. The problem is, teaching strategies and assessments of learning commonly do not line up with the current age of technology and the era our students are growing up in. Even new teachers often struggle with appropriate integration because much of their teacher-prep education is on the use of such technological tools, and less emphasis on actually merging it with classroom curriculum and instruction. This combined with inconsistent availability of technology resources and teacher acceptance/use is what causes there to be an even greater divide between what students across the country have access to benefiting from. nexium vaniqa xenical tramadol cialis online
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mtzqxgiw mtzqxgiw on May 7, 2013 8:05 AM
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Zaylin Zaylin on May 6, 2013 5:46 AM
Impressive brain power at work! Great asnwer!
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Mavrick Mavrick on July 18, 2011 12:39 PM
Wow, this is in every respect what I ndeeed to know.
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Kailey Kailey on May 8, 2013 2:29 AM
Extremely helpufl article, please write more.
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Block Block on May 6, 2013 11:51 AM
There is a never a Memorial Day, nor an October 23rd that goes by that I don't honor my friend and felolw Marine, Jim Knipple. Jim and I joined the Marine Corps together under the delayed entry program. I went to T.C. Williams high school and we worked together at Drug Fair.Assigned to D company in the 2nd Battalion, they separated us into different platoons and we wound up competing against each other in the final drill competition. Although all bets were on my platoon 2045, Jim's platoon blew us away. Jim was the quintessential Marine.I got talk to him shortly before that fateful day when I was on a WestPac tour in Japan. Jim teased me over the fact that I was in the Air wing, and that he was a real Marine. Indeed you were Jim, a Chesty Puller in the making.Thank you for this wonderful picture and post Daniel. For years and years I've checked to see if I could find anything from anyone else who knew Jim. I'd appreciate if you would forward this message to his family who I never met. Let them know that their son and brother resides in my heart and that Jim's the first person on my mind every Memorial Day and every October 23rd. To Cpl James Knipple USMC, I love you brother . . . Semper Fi!Cpl Kevin A. Lehmann
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Pam Stroud Nichols on February 11, 2011 5:24 PM
Thank you Ronnie for all you have done to keep our reunion still on our minds.  I too have a heart that belongs to Bend.  How I miss the smell of juniper in the early morning when we first wake up!  Our 40th was bittersweet as I thought of so many that I would have loved to give a hug to, but they are no longer with us...but then there were so many who I hadn't seen that were there and the hugs just kept on coming!  the "reunion celebrations"  are some of my most happy memories!
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Leatrix Leatrix on May 6, 2013 8:04 AM
This is the ideal answer. Everyone shloud read this
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Veronica Story on February 13, 2011 9:54 PM

Back at you Pam!  I agree.  The reunion memories are added to
the rest of the wonderful Bend memories which will last a
lifetime!

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Ravi Ravi on May 8, 2013 1:09 AM
Richard, Zoolights has beer. That's all I have to say, right?Also, all the animal hseous are open that night, so getting warm is very easy! The event is free (pay if you want food and drinks from a vendor or restaurant of course!) There is music, fantastic Christmas decorations everywhere, and you can even tell Santa what you want for Christmas, and we can capture it with our cameras! There's a guy with a saw doing ice sculpture. I truly love this event and I think it would be a fun outing even for a warm blooded Texan!
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Yunus Yunus on May 6, 2013 3:38 PM
BGF You rock! Keep up the hard work and have fun with your learning.Thanks to Mrs. Ferguson and the enirte team at RES for making it happen every day with every student.
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