Technology and the Problem of Change
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Dr. Robert Marzano : Innovation in Education : Best Practice : Professional Development... - 9 views
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Official Google Enterprise Blog: Upcoming Google Apps for Education professional develo... - 4 views
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Emotion and Hope: Constructive Concepts for Complex Times - 33 views
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In brief, research shows that schools that only restructure (change the curriculum, add new roles, reorganize) make no difference in teaching and learning. However, schools that reculture (as well as restructure) do make a difference if they (a) focus on student learning; (b) link knowledge of student learning to changes in instructional practices; and (c) work together to assess teachers and school leadership to make improvement.
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Assessment literacy is the capacity to examine student work and student performance data and make critical sense of this information; and to develop instructional and school improvement plans to make the kinds of changes to get better results — doing all of this on a continuous basis. Technology, of course, (as in the above examples) is absolutely crucial to this entire process.
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A third change learning is that teachers and schools are inundated with a continuous torrent of fragmented and unconnected policies, innovations and other demands.
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First, the combination of teacher learning through assisted professional development, organizational learning through the development of collaborative cultures, and program coherence are essential. No one or two of these will make an impact. Second, these changes in combination are exceedingly deep and complex to achieve.
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A Fistful of Challenges for Ed Tech -- THE Journal - 5 views
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But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
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differentiated instruction for teacher training - all our teachers get the same PD - with our without access to technology - yawn.
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We stress to our students that they need that 21st Century Skill to 'learn how to learn.' Perhaps we need to re-invigorate our teachers and administrators with that idea as well.
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Just had this discussion with a teacher today. She was telling me she is an auditory learner and doesn't learn well in a large group setting. I said we don't do with our adult learners what we say should be done with our students. I try to accomodate different learnning styles when I work with teachers.
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"The challenge is due to the fact that despite the widespread agreement on its importance, training in digital literacy skills and techniques is rare in teacher education and school district professional development programs," the report said.
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The third critical challenge cited by the authors was the failure of both technology and teaching practices to meet demands for differentiated, personalized learning.
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But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
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But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
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But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
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But the No. 1 challenge in ed tech, according to the report, is with teachers themselves and the inadequacy of their preparation and ongoing training.
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A Fistful of Challenges for Ed Tech -- THE Journal - 4 views
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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."
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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.
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We always deal with this - we are one of the top high schools in the state so, why mess with excellence?
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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.
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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.
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The existence of a wealth of online tools and communications tools is allowing teachers to "to revisit our roles as educators."
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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.
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"As IT support becomes more and more decentralized, the technologies we use are increasingly based not on school servers, but in the cloud,
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The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills."
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Innovation is valued at the highest levels of business and must be embraced in schools if students are to succeed beyond their formal education
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"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."
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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."
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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."
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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."
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Straight from the DOE: Dispelling Myths About Blocked Sites | MindShift - 1 views
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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.
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Accessing YouTube is not violating CIPA rules
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Websites don’t have to be blocked for teachers
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Schools will not lose E-rate funding by unblocking appropriate sites.
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Teachers should be trusted.
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See the excerpt below from the National Education Technology Plan, approved by officials who dictate E-rate rules.
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Broad filters are not helpful
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[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?”
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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.
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requires providing professional development for adults working with these students.
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"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."
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AFT - A Union of Professionals - Ask the Cognitive Scientist - 0 views
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The penultimate sentence is in parenthesis to indicate that some saw the sentence and some didn't. Subjects found the passage more interesting if the reason for the ending was not explicitly in the passage. Similar effects have been reported for more educational materials (e.g., historical passages, see Frick, 1992).
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One key reason that stories are easy to comprehend is because we know the format, and that gives us a reasonable idea of what to expect. When an event is described in a story, we expect that the event will be causally related to a prior event in the story. The listener uses his or her knowledge of story structure to relate the present event to what has already happened.
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Stories and Story Structure in the ClassroomStories are interesting, easy to comprehend, and easy to remember; and even preschoolers have some appreciation of story structure (Wenner, 2004). Exactly what has led our minds to handle stories in such a privileged way is not well understood, but it has been suggested that understanding the actions and characters in a story calls on the same processes we use in trying to understand the actions and intentions of people in the real world (Bower, 1978). We evolved as a social species, and so we may have special cognitive apparatus to deal with social situations that are co-opted in thinking about stories.
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How can teachers capitalize on the privileged status of stories? There are two groups of applications. First, obviously enough, one can tell more stories. Second, where stories are inappropriate, it may still be useful to inject elements from the story format into lessons. Both approaches are discussed here.
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Since stories are interesting, easy to remember, and easy to understand, they are an ideal introduction to a new unit. The teacher can introduce new material in a way that is both non-threatening and interesting.
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Screenwriters know that the most important of the four Cs is the conflict. If the audience is not compelled by the problem that the main characters face, they will never be interested in the story.
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