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John Evans

The social network: How some brains come hardwired for friendship - The Globe and Mail - 1 views

www.theglobeandmail.com/...article1849957

social network brain

shared by John Evans on 27 Dec 10 - No Cached
  • John Evans on 27 Dec 10
     
    "The social network: How some brains come hardwired for friendship "
Pamela Stevens

A library without the books - The Boston Globe - 0 views

www.boston.com/...a_library_without_the_books

digitalbooks libraries ebooks schools technology

shared by Pamela Stevens on 12 Sep 09 - Cached
  • Pamela Stevens on 12 Sep 09
     
    Welcome to the library. Say goodbye to the books. Cushing Academy embraces a digital future
John Evans

More teachers flexing around homework - The Globe and Mail - 8 views

www.theglobeandmail.com/...article1370262

homework education teachers flexing

shared by John Evans on 20 Nov 09 - Cached
  • John Evans on 20 Nov 09
     
    "More teachers flexing around homework "
Phil Taylor

An ancient profession adjusts to the 21st-century global classroom - The Globe and Mail - 0 views

www.theglobeandmail.com/...article1960821

shared by Phil Taylor on 30 Mar 11 - No Cached
  • there’s a new emphasis on teaching critical thinking, problem solving and creativity.
  • “We give our teachers a lot of freedom in their work, much like academic professors,”
  • “This autonomy contributes to the popularity of the profession.… After that it’s easy for us when we have the right people.”
John Evans

Colleges worry about always-plugged-in students - The Boston Globe - 6 views

www.boston.com/...out_always_plugged_in_students

colleges worry pluggedin

shared by John Evans on 24 Apr 11 - No Cached
  • John Evans on 24 Apr 11
     
    "Tangled in an endless web of distractions Colleges worry about always-plugged-in students"
David McGavock

Weblogg-ed » Personal Learning Networks (An Excerpt) - 0 views

weblogg-ed.com/...l-learning-networks-an-excerpt

Richardson collaboration PLN tools resourcesconnected classroom

shared by David McGavock on 03 Jul 14 - No Cached
  • Seventh/eighth grade teacher Clarence Fisher has an interesting way of describing his classroom up in Snow Lake, Manitoba. As he tells it, it has “thin walls,” meaning that despite being eight hours north of the nearest metropolitan airport, his students are getting out into the world on a regular basis, using the Web to connect and collaborate with students in far flung places from around the globe.
  • there is still value in the learning that occurs between teachers and students in classrooms. But the power of that learning is more solid and more relevant at the end of the day if the networks and the connections are larger.”
  • But, what happens when knowledge and teachers aren’t scarce? What happens when it becomes exceedingly easy to people and content around the things you want to learn when you want to learn them?
  • ...5 more annotations...
  • given these opportunities for connection that the Web now brings us, schools will have to start leveraging the power of these networks. And here are the two game-changing conditions that make that statement hard to deny: right now, if we have access, we now have two billion potential teachers and, soon, the sum of human knowledge at our fingertips.
  • The kids have made contacts. They have begun to find voices that are meaningful to them, and voices they are interested in hearing more from. They are becoming connectors and mavens, drawing together strings of a community.
  • What happens when we don’t need schools to manage the delivery of content any more, when we can get it on our own, anytime we need it, from anywhere we’re connected, from anyone who might be connected with us?
  • And it’s not so much even what we carry around in our heads, all of that “just in case” knowledge that schools are so good at making sure students get these days. As Jay Cross, the author of Informal Learning, suggests, in a connected world, it’s more about how much knowledge you can access.
  • If you’re seeing a vision of students sitting in front of computers working through self-paced curricula and interacting with a teacher only on occasion, you’re way, way off. That’s not effective online learning
  • David McGavock on 03 Jul 14
     
    Most schools were built upon the idea that knowledge and teachers are scarce. When you have limited access to information and you want to deliver what you do have to every citizen in an age with little communication technology, you build what schools are today: age-grouped, discipline-separated classrooms run by an expert adult who can manage the successful completion of the curriculum by a hundred or so students at a time. We mete out that knowledge in discrete parts, carefully monitoring students progress through one-size-fits all assessments, deeming them "educated" when they have proven their mastery at, more often than not, getting the right answer and, to a lesser degree, displaying certain skills that show a "literacy" in reading and writing. Most of us know these systems intimately, and for 120 years or so, they've pretty much delivered what we've asked them to.
John Evans

Opinion: Why reopening schools will be harder than shutting them down - The Globe and Mail - 1 views

www.theglobeandmail.com/...ill-be-harder-than-closures-as

school re-opening Canada

shared by John Evans on 28 Apr 20 - No Cached
  • John Evans on 28 Apr 20
     
    "Staggered school start dates, medical checkpoints, classes split in half, desks spaced two metres apart, physical distancing in hallways, eating lunch in classrooms and washing hands every two hours. These are just some of the possible changes in store for Canadian K-12 schools reopening in the first phase after the COVID-19 pandemic."
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