In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
I think it's spot on. The big change our administration is pushing for is a new lunch schedule. Although it would be better for our students, he has met resistance...from the cafeteria manager, who claims it will cost more in labor for her.
We always deal with this - we are one of the top high schools in the state so, why mess with excellence?
The authors said that as long as the thrust of education support is on maintaining the existing system's "basic elements," meaningful change will face resistance.
The lack of congruence between what students are learning outside of school and what they're being taught in the classroom is causing a disconnect in educational practices.
Good question, Jim. I get frustrated with teachers that seem to just teach day in and day out but don't explore what is changing in their content area or in the world of their students. Teachers don't have to jump on every bandwagon that comes along but they should be aware of possibilites and be carefully choosing where they are going to focus their time and teaching methods.
"As IT support becomes more and more decentralized, the technologies we use are increasingly based not on school servers, but in the cloud,
I hear fairly frequently from students who resist technology. They have been brought up to copy notes from the teacher and spit info back, so meaningful tech integration means more work for them. I think we need to stress with them that their future may be enhanced if they have this knowledge.
"It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students," according to the report. "Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching."
In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
In the fourth slot was nothing short of the "fundamental structure of the K-12 education establishment," specifically, as the authors described it, "resistance to any profound change in practice."
This podcast is a recording of a presentation by Sylvia Martinez at the TCEA (Texas Computer Education Association) conference in Austin, Texas, on February 8, 2007.
Geocaching is a high-tech treasure hunting game played throughout the world by adventure seekers equipped with GPS devices. The basic idea is to locate hidden containers, called geocaches, outdoors and then share your experiences online. Geocaching is enjoyed by people from all age groups, with a strong sense of community and support for the environment.
A digital portfolio is a computer-based collection of student
performance over time. Portfolios make classroom learning more
accessible to parents, administrators, and other district support
staff because they provide a window into student learning. A
portfolio showcases both student achievement and student
learning over time.
The Computer Science Teachers Association is a membership organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides opportunities for K-12 teachers and students to better understand the computing disciplines and to more successfully prepare themselves to teach and learn.
Cator parsed the rules of the Childrens Internet Protection Act, and provided guidance for teachers on how to proceed when it comes to interpreting the rules.
But, I really CAN understand if a district doesn't have the bandwidth to support it being open to all on every computer. But why not in the library, at least?
[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”
Exactly!! I wish I could get this through to our district and make this a priority!
We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.
"To clear up some of the confusion around these comments and assertions, I went straight to the top: the Department of Education's Director of Education Technology, Karen Cator.
Cator parsed the rules of the Childrens Internet Protection Act, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools."