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	<title>Comments on: Moving forward with a refreshed NETS for students</title>
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	<link>http://anne.teachesme.com/2007/06/28/moving-forward-with-a-refreshed-nets-for-students/</link>
	<description>Comments, reflections and occasional brainstorms</description>
	<pubDate>Tue, 07 Oct 2008 08:29:49 +0000</pubDate>
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		<title>By: Mike Curtin</title>
		<link>http://anne.teachesme.com/2007/06/28/moving-forward-with-a-refreshed-nets-for-students/#comment-49350</link>
		<dc:creator>Mike Curtin</dc:creator>
		<pubDate>Fri, 29 Jun 2007 14:51:41 +0000</pubDate>
		<guid>http://anne.teachesme.com/2007/06/28/moving-forward-with-a-refreshed-nets-for-students/#comment-49350</guid>
		<description>I was at that session, too.  One thing really bugged me: the omnipresence of the sponsors.  It seemed like that whole session was about thanking the sponsors.  Isn't anyone else nervous about corporate sponsorship of curriculum?  My excitement at seeing that creativity had been included as a standard was dampened a bit by knowing that Adobe was a tier one sponsor.  What firewalls were put into place to ensure that the vendors didn't push their own agenda and instead allowed the educators involved in the process to create the standards that our students actually need?  Maybe I'm old-fashioned or naive but this was a tough pill to swallow...</description>
		<content:encoded><![CDATA[<p>I was at that session, too.  One thing really bugged me: the omnipresence of the sponsors.  It seemed like that whole session was about thanking the sponsors.  Isn&#8217;t anyone else nervous about corporate sponsorship of curriculum?  My excitement at seeing that creativity had been included as a standard was dampened a bit by knowing that Adobe was a tier one sponsor.  What firewalls were put into place to ensure that the vendors didn&#8217;t push their own agenda and instead allowed the educators involved in the process to create the standards that our students actually need?  Maybe I&#8217;m old-fashioned or naive but this was a tough pill to swallow&#8230;</p>
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