Group items tagged

"BYOT worked so well in each of these cases for four reasons: we planned/prepared, were flexible, had an open discussion with students and did not tie ourselves to one platform or Internet access. The problem with integrating most technology is that schools and teachers rely too much on Internet access. We forget that even without the Internet, laptops and mobile devices are very powerful tools."

"I've adopted a few different tech integration models over the years, discussed the ideas with administrators for use as a starting point for tech integration, and kept the ideas front of mind as I invent and discover new ways for using technology as a tool for learning. Discussing the stages of tech integration has led to some thought provoking and inspiring conversations, but the ideas have not gained a lot of momentum in my face-to-face teaching environment until now. As many districts jump on board with 1:1 implementation, Apple's use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!"

" "I've tried to get into coding but my cleavage is just so distracting," quipped one young woman in this provocative YouTube video. "When I'm not menstruating, I'm ovulating, so there's no time to code at all," lamented another. If this all sounds entirely ludicrous, it's supposed to. Girls Who Code, a nonprofit dedicated to bridging the gender gap in tech, created this satirical clip to feature in a three-part series that explores the ridiculous gender stereotypes that exist in the world of computer science. "We wanted to try something different and use humor and satire to question the stereotypes that tell our girls that coding is not for them," said Reshma Saujani, the organization's founder and CEO, in a statement. "Our hope is these videos will spark a much-needed conversation about the messages we send our young women and what we can do to create a more inclusive, well-rounded image of a programmer.""

"A great way to encourage girls' interest in STEM (science, technology, engineering, and math) fields is by sharing stories starring girls and women who love science and technology! Seeing female faces as scientists, whether in the lab or out in the field, is a powerful message to girls that these subjects are open to all. And, while introducing them to real-life women in STEM through biographies is important, fictional stories showing science-loving girls and women are another excellent way to entice girls with the unlimited possibilities before them. With that in mind, we're showcasing our favorite fictional books for both children and teens starring Mighty Girls who love science, engineering, and math. With options ranging from the fun and fanciful to the more contemplative, you're sure to discover a title to excite every budding scientist or engineer, girls and boys alike - after all, both need to learn that science is for everyone!"

"With the introduction of iOS 10 and macOS Sierra, Apple has stepped up its Continuity game with Universal Clipboard: Copy something on iOS, paste it on your Mac. Copy something on your Mac, paste it on iOS. It joins a growing list of features (Handoff, Calls, Instant Hotspot, Auto Unlock, and Messages) that connect your Mac to your iOS devices in super-convenient ways. Set"

"ducators and students are carrying in much more than backpacks, car keys, conversations, partially-completed homework, and outward laughter. Buried deep in the brain's limbic system is an emotional switching station called the amygdala, and it is here that our human survival and emotional messages are subconsciously prioritized and learned. We continually scan environments for feelings of connectedness and safety. I am learning that the students who look oppositional, defiant, or aloof may be exhibiting negative behavior because they are in pain and presenting their stress response. Over 29 percent of young people in the U.S., ages 9-17, are affected by anxiety and depression disorders (PDF). The thinking lobes in the prefrontal cortex shut down when a brain is in pain."

"The messaging app Snapchat allows motorists to post photos that record the speed of the vehicle. The navigation app Waze rewards drivers with points when they report traffic jams and accidents. Even the game Pokémon Go has drivers searching for virtual creatures on the nation's highways. When distracted driving entered the national consciousness a decade ago, the problem was mainly people who made calls or sent texts from their cellphones. The solution then was to introduce new technologies to keep drivers' hands on the wheel. Innovations since then - car Wi-Fi and a host of new apps - have led to a boom in internet use in vehicles that safety experts say is contributing to a surge in highway deaths."

"Catherine Good has experienced stereotype threat herself, although she didn't know it at the time. She started her academic career in pure math, expecting to get a Ph.D. But somewhere along the way she started to feel like it just wasn't for her, even though she was doing well in all her classes. Thinking that she'd just chosen the wrong application for her love of math, Good switched to math education, where she first encountered the idea of stereotype threat from a guest psychology speaker. "As he talked about students feeling that they don't really belong, I had an epiphany," Good said. She realized the discomfort she'd felt studying mathematics had nothing to do with her ability or qualifications and everything to do with a vague sense that she didn't belong in a field dominated by men. Stereotype threat is a term coined by psychologists Joshua Aronson and Claude Steele. They found that pervasive cultural stereotypes that marginalize groups, like "girls aren't good at math," create a threatening environment and affects academic achievement. Good was so fascinated by how powerful psychological forces can be on learning, including her own, that she switched fields again to study social psychology, and she ended up working closely with Carol Dweck for several years when Dweck's growth mindset work was in its early stages and not yet well-known among educators. Good now works at a psychology professor at Baruch College. Originally, Dweck and Good hypothesized that believing intelligence is flexible - what we now call a growth mindset - could protect students from stereotype threat, an inherently fixed idea."

 The role of assessment has always played its part but it is a role that is changing in the present global climate and understanding this shift is important for educators.

""Project based learning's time has come." Educators across the nation have been realizing the potential for powerful deeper learning when project-based learning (PBL) is employed. We have witnessed schools that are wall-to-wall with projects, blended classrooms engaging in PBL and organizations that are helping to create high leverage engagement opportunities for all students. Leaders at schools and organizations across the United States and around the world are helping to continue to build and sustain the PBL momentum. Their vision for what PBL can be in, and can bring to, their communities is astounding. At PBL World, a conference focused on innovations in project-based learning, we heard inspiring messages about what's possible in PBL."

"Driving past the local "cash-strapped" high school's humongous color jumbotron the other day (the one in violation of zoning laws and with a larger carbon footprint than Toledo), I was reminded that I haven't written about one of my favorite subjects in a while - summer reading. The jumbotron's ominous message warned students not to forget their summer reading "assignment." Let me first state on-the-record that I am for reading. I'm a big fan of it and suggest that others try it occasionally. What I am against is hypocrisy and coercive teaching practices."

"My name is Kristen LaScola, and I am a 3rd grade teacher at Hudson City Schools in Hudson, Ohio. I first came across Jesse Ruben when a family member sent me one of Jesse's most inspirational songs, "We Can." Being a musician myself, I have a great appreciation for music and always use music as a tool to help my students learn. I teach one song per week in my classroom, and after watching Jesse's video, I thought it had a great message, and I knew that we had to learn it!"

"Higher education issues have been one of the hot topics of the current presidential race, with candidates touching on reducing student loan debt and improving college access. However, what has rarely come up is whether or not college is even the best option for each and every student. The general message in popular culture and political debates is that attending and graduating from a traditional four-year college is the only way to find a fruitful job after high school. However, there are a number of alternatives for students who don't necessarily want to take out loans or the academic focus of a traditional university experience, and these alternatives can still lead to fulfilling careers. Called career technical, professional, and trade or vocational training, these programs are typically offered at high schools, two-year colleges, and through other outlets."

"You have probably heard people say they are just bad at math, or perhaps you yourself feel like you are not "a math person." Not so, says Stanford mathematics education professor Jo Boaler, who shares the brain research showing that with the right teaching and messages, we can all be good at math. Not only that, our brains operate differently when we believe in ourselves. Boaler gives hope to the the mathematically fearful or challenged, shows a pathway to success, and brings into question the very basics of how our teachers approach what should be a rewarding experience for all children and adults."

"Teachers and librarians, like their students, need hands-on experience with tools and with playing to learn as that helps them build creative confidence. (https://www.edutopia.org/blog/crafting-professional-development-maker-educators-colleen-graves) Teachers, during PD, should be provided with time, resources, and materials with which to play. It sets the expectation that they will be active agents of their own learning. It gives them the message it is okay to play and experiment with the materials; that tinkering is often needed as a part of learning new skills."