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Social learning is often cited as the best form of learning. It helps you broaden your horizons and have your viewpoints challenged. Nevertheless, it can be hard to get a genuine conversation going with someone via an online forum. Students often post their response to a weekly task and never check the forum again. This means theyll miss out on the opportunity to reply to each others posts, challenge one another, and have their ideas critiqued. In on campus seminars, youre forced to communicate and work together on ideas. On online forums, youll be hard pressed to find the same sort of collaborative, social learning environment. The reality is, youre often on your own to learn by yourself. If youre an introvert with some quality learning skills and confidence in your ability this can be great. If you need that social interaction to really understand concepts, you might be in trouble. Hey, Ive got worse: this wasnt once.


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And the Chatham Hortons also were slave owners of George Moses Horton, the first black poet living in the US. George Moses Horton published in 1829 an anti slavery book of poems called On Hope of Liberty. A second book of poetry around 1845. And a third book of poems in 1865 called Naked Genius. A recent book called The Remarkable life of George Moses Horton written by Don Tate was published in the 1990s and gives a thorough documentation of George Moses Hortons life.



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Teaching of Adverbials to the Tamil Speaking Learners of English . S. RajendranAnnamalai UniversityDepartment of EnglishSelect Papers from the National Seminar on Subaltern Literature: Resistance and ReconstructionIndian Writing in English: A Subaltern Perspective . Editor: Dr. T. DeivasigamaniBlack Writings: A Subaltern Perspective .



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Contrast this depiction with what the International Society for Technology in Educations ISTE National Educational Technology Standards for Students NETS S; ISTE, 2002 say about technology integration:Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting. Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functionsas accessible as all other classroom tools. Though both explanations acknowledge a necessary link with curriculum, the latter depiction emphasizes how students would use tools to obtain information, while the former emphasizes how students content learning would be assisted with tool use. The distinction is more than semantic, and its import may well point to one of two primary reasons why manyif not mostlarge scale technology integration efforts are perceived to have failed: technocentrism and pedagogical dogmatism. In this editorial, I offer thoughts about each of these phenomena and invite you to respond. Nearly two decades ago, Seymour Papert 1987 would have described this excerpted NETS definition as technocentric, which, he asserted, is not very different from an information centered approach to education. Papert explained his term by saying,I coined the word technocentrism from Piagets use of the word egocentrism. This does not imply that children are selfish, but simply means that when a child thinks, all questions are referred to the self, to the ego. Technocentrism is the fallacy of referring all questions to the technology. Instead of seeking educational uses for particular technologies, Papert urged, educators must focus upon how to best assist students learning.

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