Components of Google's Ranking Algorithm

Scott McLeod // Scott McLeod, J.D., Ph.D., is an Associate Professor and Coordinator of the Educational Administration program at Iowa State University. He also is the Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation's only center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video, Did You Know? (Shift Happens).

When you habitually view the world through the lens of a digital camera, knowing that it will take only seconds for you to transform something that has not yet happened into something that, in theory, will live forever, you inadvertently are accomplishing something else: You are altering, devaluing, the meaning of "now."
We cease paying quite so much attention to what's taking place around us, to savoring it, because we have become conditioned to believe that there is nothing that won't come around again in rerun -- probably within minutes. Knowing that the odds are slim that if we miss something we'll really miss it, we don't focus as sharply. The replay, paradoxically, seems more authentic than the original act.
If you're reading this blog, you're likely someone who already takes charge of your learning and you choose what to read and absorb. You likely rarely say, "just tell me what to do" on the big issues of your job. Compliance isn't always a bad thing and there are many occasions, when we just are as invested as others and just want to get the job done without a lot of discussion or analysis. But the shift to personalized learning, if indeed you see or believe that shift, demands students and teachers to take charge. That might be the biggest challenge of all.
So when is it okay to be told what to do and when do we suggest, and even demand learners (teachers and students) to own their learning?
The most inspiring people at these events are ones that have stopped working for others’ ideas and started working for their own. The most interesting conversations are about ways in which individuals have found to risk a large portion of themselves in the hopes of creating something that exists nowhere else.
At the turn of the millennium, the U.S. had some of the best broadband access in the world. It reached more homes, and at a lower price, than most every other industrial country. Ten years later the U.S. is a solid C-minus student, ranking slightly below average on nearly every metric.
Apple’s own iPad website states:
The best way to experience the web, email, photos, and videos.
That might be so, but what’s the best way to create web pages, emails, photos, and videos. That’s the device I want. That’s the device I want in the hands of my students!
I’m willing to argue that even with time and training, interactive whiteboards are an under-informed and irresponsible purchase. They do little more than reinforce a teacher-centric model of learning.
Found via Russ Goerend, http://opt.posterous.com/teacher-magazine-why-i-hate-interactive-white
Those who can solve the problems and find the answers are essential. There is, however, another group who is as valuable - if not more valuable. They are the ones who ask the right questions....
I am beginning to understand that we can never find an answer to a question which has not been asked.
Another thing the iPad makes abundantly clear is that if you want to succeed in a world ruled by a giant iPod touch, you had better develop (or acquire, or partner with someone who has) some serious multimedia chops. This device is designed to do large full-color photos, full-screen video (even HD) and much more. If all you have is a traditional newspaper-like page with a few small photos and some grainy video, you are going to get left in the dust.
That might make things easier for magazines like Conde Nast, which are used to dealing with large-format, high-quality images and which understand design. But if you’re a newspaper, let’s be honest — large, high-quality images are not exactly your thing (except for the wonderful Big Picture feature at Boston.com). Many news organizations, including the New York Times, are getting better at doing video, but most of them still have a long way to go.
As many observers have noted (including Robert X. Cringley in a recent blog post), the biggest problem that traditional media entities have right now is a cost base and production system and corporate structure that was designed for one specific platform — namely, the neo-industrial process of laying out and publishing a printed product that is delivered to people’s homes. That structure and process is completely out of whack in relation to the new platform (the web), which is growing in ways the printed version is not. And it’s not just off by a little, it’s off by orders of magnitude.
The iPad has shortcomings, but they only betray Apple's caution, just like what happened with iPhone No. 1. Now every 15-year-old kid asks for an iPhone, and the ones that don't get them get iPod Touches.
We can sit here in our geeky little dorkosphere arguing about it all day, but as much as Apple clearly enjoys our participation, the people Jobs wants to sell this to don't read our rants. They can't even understand them. My step-mother refuses to touch computers, but nowadays checks email, reads newspapers and plays Solitaire on an iPod Touch, after basically picking it up by accident one day. That's a future iPad user if I ever saw one.