As you revise your teaching philosophy, you might ask yourself the following questions, which are outlined below using the mnemonic CRISIS:
Capability: What are the capabilities of your learning platform, yourself, and students?
Reliability: Are your plans and software reliable?
Inability: What are you not able to do in this situation?
Suitability: Are your plans suitable for the current situation?
Ingenuity: How can you be ingenious and still hold true to your philosophy?
Sustainability: Is what you’re doing sustainable in the long term?
Revising Your Teaching Philosophy for Distance Learning | Edutopia - 0 views
Plagiarism vs. Collaboration on Education's Digital Frontier - 0 views
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It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
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But when does collaboration cross the line into plagiarism, out in the digital frontier of education?
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At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
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Effects of screentime on the health and well-being of children and adolescents: a syste... - 0 views
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Only Hoare et al 20 reported on associations with anxiety, and found moderate evidence for a positive association between screentime duration and severity of anxiety symptoms.
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adolescents using screens in a moderate way showed the lowest prevalence of depressive symptoms.
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HRQOL as a formal measured construct was examined by Wu et al, 22 who reported consistent evidence that greater screentime was associated with lower measured HRQOL in 11/13 cross-sectional and 4/4 longitudinal studies. A meta-analysis of 2 studies found that ≥2–2.5 hours/day of screentime was associated with significantly lower HRQOL (pooled mean difference in HRQOL score 2.71 (95% CI 1.59 to 3.38) points) than those with <2–2.5 hours/day.
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