Group items tagged

locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

process data and report results.

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. >

Creativity and Innovation

Communication tools are a part of most students’ daily lives outside of school.

Collaborative Environments,

Over the next year, we anticipate that both groups of technologies will begin to move into the mainstream of teaching practice.

Multi-touch interfaces, GPS capability, and the ability to run third-party applications make today’s mobile device an increasingly flexible tool that is readily adapted to a wide range of tasks for social networking, learning, and productivity.

Collaborative work, research, social networking, media sharing, virtual computers: all are enabled by applications that live in the cloud.

There are a number of technologies that are used to configure and manage the ways in which we view and use the Internet;

But the word reform is particularly slippery and tendentious.

The clarity of language be damned: They come to bury a given institution rather than to improve it, but they describe their mission as “reform.”

It’s a very clever gambit, you have to admit. Either you’re in favor of privatization or else you are inexplicably satisfied with mediocrity.

there’s plenty of room for dissatisfaction with the current state of our schools. An awful lot is wrong with them: the way conformity is valued over curiosity and enforced with rewards and punishments, the way children are compelled to compete against one another, the way curriculum so often privileges skills over meaning, the way students are prevented from designing their own learning, the way instruction and assessment are increasingly standardized, the way different avenues of study are rarely integrated, the way educators are systematically deskilled .

To that extent, even if privatization worked exactly the way it was supposed to, we shouldn’t expect any of the defects I’ve just listed to be corrected.

Making schools resemble businesses often results in a kind of pedagogy that’s not merely conservative but reactionary, turning back the clock on the few changes that have managed to infiltrate and improve classrooms.

ut an attack on schooling as we know it is generally grounded in politics rather than pedagogy, and is most energetically advanced by those who despise not just public schools but all public institutions.