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David McGavock

CITE Journal - Editorial - 21 views

  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
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  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
  •  
    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
J Black

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
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  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
  •  
    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 9 views

  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
    • Steve Ransom
       
      A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  • district was innovating
  • how the district was innovating.
    • Steve Ransom
       
      Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
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  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
    • Steve Ransom
       
      There's a confidence building statement for you....
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
    • Steve Ransom
       
      Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  • If we know something works
    • Steve Ransom
       
      And what is that "something"? New technology? If so, you missed the boat.
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
    • Steve Ransom
       
      Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • Steve Ransom
       
      Finally, a valid point.
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
    • Steve Ransom
       
      Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
    • Steve Ransom
       
      And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
    • Steve Ransom
       
      Okay... and you follow up with a totally trivial example of the power of technology in learning.
  • term” that can slide past critical analysis.
  • engagement is a “fluffy
    • Steve Ransom
       
      Very true
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
    • Steve Ransom
       
      If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
  • that computers can distract and not instruct.
    • Steve Ransom
       
      Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
  • guide on the side.
    • Steve Ransom
       
      But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  • Professor Cuban at Stanford
    • Steve Ransom
       
      Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
    • Steve Ransom
       
      Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
  • creating an impetus to rethink education entirely
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • Steve Ransom
       
      Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
  • This is big business.
    • Steve Ransom
       
      No kidding.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
    • Steve Ransom
       
      Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
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  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  •  
    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  •  
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
Hare Marke

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Susan Oxnevad

3 Ways to Embrace Change This Year - 0 views

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    Teachers embracing technology to support the Common Core and new ways of teaching may want to get organized and prepared for some positive changes. Here are 3 ways to get  ready for change in the New Year.
Nigel Coutts

Four perspectives on truth, normality and education in times of rapid change - The Lear... - 2 views

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    We are living in interesting, frightening and rapidly changing times. Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality. These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities.  "All that was 'normal' has now evaporated; we have entered postnormal times, the in-between period where old orthodoxies are dying, new ones have not yet emerged, and nothing really makes sense." But what thinking might guide us through this time of volatility, uncertainty, complexity and ambiguity?
Tero Toivanen

Digital Citizenship | the human network - 0 views

  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
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    Mark Pesce: Digital Citizenship and the future of Education.
J Black

Where's the Innovation? | always learning - 0 views

  • Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
  • nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
  • what are we mistakenly not valuing now?
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  • Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
  • his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
  • The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
  • I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
  • bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
  • I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
  • “The best way to predict the future is to invent it.” - Alan Kay
  •  
    Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".
David Peter

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

  • Now, with study becoming a lifelong enterprise, and with the advent of a galaxy of new media, “learning” seems once again poised to become all things to all people, be they lay or scholarly.
    • David Peter
       
      So, since we are all lifelong learners with access to transparent, pervasive and ubiquitous technology ... not sure NEW media is all that NEW.
  • learning that do not occur automatically, readily, naturally, or by dint of simply living in a certain place at a certain time
    • David Peter
       
      Almost seems to be speaking of PROGRAMMED learning, and not the new learning environment/commons. Isn't all learning contextual?
  • we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before
    • David Peter
       
      Barr and Tagg mentioned this SHIFT earlier.
  • ...7 more annotations...
  • advent of a galaxy of new media
    • David Peter
       
      What NEW media are they speaking of? The NEW media is always changing and may be difficult to specifically link to lifelong learners. Prensky speaks of digital natives and digital immigrants. Does all media work for all readers/users?
  • we may well have reached a set of tipping points
    • David Peter
       
      We are BEYOND the tipping point. More likely to be a GROUNDSWELL and it's up to us to ride the wave or not.
  • learning may be at once more individual
    • David Peter
       
      Thanks to technology, or inspite of technology?
  • Both the demands of the workplace and the demands of education have changed profoundly and promise to do so for the foreseeable future.
    • David Peter
       
      And, in addition, the focus has shifted to global learning, and not localized learning. The advent of 21st century skills, the reemergence of liberal education ... all are continuing to change and demand change.
  • technology is often cited as a primary driver of cultural change
    • David Peter
       
      Interesting thought. Is this an anthropological conclusion? A social conclusion? Who has cited this?
  • One could argue that a strictly formal learning experience is characterized by classroom-based instruction featuring an explicit curriculum and traditional pedagogical goals, and scaffolding implemented by a single educator; a pure informal learning experience lacks all of these characteristics
    • David Peter
       
      This would imply that informal learnnig, without structure, is somehow inferior. Isn't the tone of learning set by the classroom, the teacher and other variables?
  • A successful informal learning practice depends upon an independent, constructivistically oriented learner who can identify, locate, process, and synthesize the information he or she is lacking
    • David Peter
       
      Hard to imagine that this can ONLY occur with a constructivist paradigm?
Roland Gesthuizen

Do iPads Have the Capacity to Change Education? - iPads in Education - 0 views

  • In the Automating stage, new tools are used to reinforce existing practices and processes. We see this stamped all over the educational space. Smartboard use that reinforces existing frontal teaching methods. Digital content replacing paper distribution. Technology that speeds the efficiency of existing standardized testing. The essence and character of traditional educational practices however hasn't changed. It's still "business as usual" in most American schools. 
  • "Informating" as Professor Zuboff calls it - involves the re-imagination of processes using the new technologies. Instead of focusing on making existing processes more efficient, we start to look at entirely new methods and goals. We are in the infancy of that stage in education. In the Informating phase, educators reevaluate goals, visions and processes: 
  • Professional development becomes far more valuable when it searches beyond the simple nuts and bolts of technical use and instead encourages teachers to disrupt the traditional flow of education - to dabble, experiment and re-imagine how that technology can be used to create new educational horizons.
  • ...1 more annotation...
  • A skilled teacher knows that technology implementations won't have any impact as long as you try and retrofit them on to outdated teaching methods. That teacher will instead try to utilize the technology to forge creative new educational paths for his/her students.
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    You hear it repeatedly. You can't throw technology into schools without training and support for teachers. If you purchased a truckload of iPads for your school then you better have a plan for developing teachers that are skilled in using them ... but what does it really mean to be "skilled .. What constitutes effective professional development
Ruth Howard

All Change the Web Conversation Transcripts - Facebook, Mozilla, Convio Open, iPhone, T... - 0 views

  • As part of Social Actions' Change the Web Challenge we were excited to host the "Change the Web Conversation Series," open online chats to discuss how to use specific technology platforms for good. We invited a number of 'rock star' featured guests & moderators and our amazing community to ask questions, share examples & ideas, and in general rock the the discussions! Most all the chats occurred in the chat client Meebo (except for the Twitter chat - which was held on Twitter!) - and you can find the transcripts below!
Hare Marke

Buy Google Ads Account - Real, Cheap, Aged, Spent ⚡️ - 0 views

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Hare Marke

Buy Google Voice Accounts - create by real USA Verified Number.. - 0 views

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    Buy Google Voice Accounts Introduction Welcome to the world of Google Voice accounts. If you have been looking for a way to buy these services, then you've come to the right place. We offer a variety of different packages at affordable prices so that our customers can get the best deal possible on their new phone number and email address. In this article we will go over each of them so that you know what each package includes before making your final decision about which one is best for you! Where can you buy a google voice account? You can buy Google Voice accounts from us. You can also buy Google Voice accounts from other companies, but we are the only ones who offer free transfers and cancellations for life. You can also buy a Google Voice account from other people, but they will charge you extra fees and may not allow you to cancel the service if your plans change or if it isn't working out for you anymore. Do you want to buy google voice accounts? If you want to buy Google Voice Accounts, then this is the right place. The company that we are here to sell and purchase Google Voice Accounts is Accfarm. They have a large network of sellers who can help you out with your needs. If you wish to sell or purchase a Google Voice Account from us, then there are some things that might interest you: We guarantee that every account sold will be authentic and original (not fake). You will receive all payment in full within 24 hours after our confirmation email has been sent out! All accounts come with free technical support as well as 30 days money back guarantee if there's any problem during their usage time period - so don't worry about anything! Our website provides easy access through which anyone can create new email accounts without any hassle at all - just follow some simple steps provided by us while creating an account using our system which works perfectly well on most devices including PCs/Macs etc.. How to buy google voice pva accounts with a
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    Buy Google Voice Accounts Introduction Welcome to the world of Google Voice accounts. If you have been looking for a way to buy these services, then you've come to the right place. We offer a variety of different packages at affordable prices so that our customers can get the best deal possible on their new phone number and email address. In this article we will go over each of them so that you know what each package includes before making your final decision about which one is best for you! Where can you buy a google voice account? You can buy Google Voice accounts from us. You can also buy Google Voice accounts from other companies, but we are the only ones who offer free transfers and cancellations for life. You can also buy a Google Voice account from other people, but they will charge you extra fees and may not allow you to cancel the service if your plans change or if it isn't working out for you anymore. Do you want to buy google voice accounts? If you want to buy Google Voice Accounts, then this is the right place. The company that we are here to sell and purchase Google Voice Accounts is Accfarm. They have a large network of sellers who can help you out with your needs. If you wish to sell or purchase a Google Voice Account from us, then there are some things that might interest you: We guarantee that every account sold will be authentic and original (not fake). You will receive all payment in full within 24 hours after our confirmation email has been sent out! All accounts come with free technical support as well as 30 days money back guarantee if there's any problem during their usage time period - so don't worry about anything! Our website provides easy access through which anyone can create new email accounts without any hassle at all - just follow some simple steps provided by us while creating an account using our system which works perfectly well on most devices including PCs/Macs etc.. How to buy google voice pva accounts with a
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    Where can you buy a google voice account? You can buy Google Voice accounts from us. You can also buy Google Voice accounts from other companies, but we are the only ones who offer free transfers and cancellations for life. You can also buy a Google Voice account from other people, but they will charge you extra fees and may not allow you to cancel the service if your plans change or if it isn't working out for you anymore. Do you want to buy google voice accounts? If you want to buy Google Voice Accounts, then this is the right place. The company that we are here to sell and purchase Google Voice Accounts is Accfarm. They have a large network of sellers who can help you out with your needs. If you wish to sell or purchase a Google Voice Account from us, then there are some things that might interest you: We guarantee that every account sold will be authentic and original (not fake). You will receive all payment in full within 24 hours after our confirmation email has been sent out! All accounts come with free technical support as well as 30 days money back guarantee if there's any problem during their usage time period - so don't worry about anything! Our website provides easy access through which anyone can create new email accounts without any hassle at all - just follow some simple steps provided by us while creating an account using our system which works perfectly well on most devices including PCs/Macs etc.. How to buy google voice pva accounts with accfarm? You can buy google voice accounts with AccFarm. AccFarm is a website that allows you to purchase Google Voice accounts at a discounted price, which means you're getting more bang for your buck! If you're looking to get started with voicemail and want the best deal on what we offer here at AccFarm, then this is definitely something worth checking out! Buy Google Voice Accounts Google Voice Accounts What is guarantee period of google voice accounts for sale? Google Voice accounts for
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    Where can you buy a google voice account? You can buy Google Voice accounts from us. You can also buy Google Voice accounts from other companies, but we are the only ones who offer free transfers and cancellations for life. You can also buy a Google Voice account from other people, but they will charge you extra fees and may not allow you to cancel the service if your plans change or if it isn't working out for you anymore. Do you want to buy google voice accounts? If you want to buy Google Voice Accounts, then this is the right place. The company that we are here to sell and purchase Google Voice Accounts is Accfarm. They have a large network of sellers who can help you out with your needs. If you wish to sell or purchase a Google Voice Account from us, then there are some things that might interest you: We guarantee that every account sold will be authentic and original (not fake). You will receive all payment in full within 24 hours after our confirmation email has been sent out! All accounts come with free technical support as well as 30 days money back guarantee if there's any problem during their usage time period - so don't worry about anything! Our website provides easy access through which anyone can create new email accounts without any hassle at all - just follow some simple steps provided by us while creating an account using our system which works perfectly well on most devices including PCs/Macs etc.. How to buy google voice pva accounts with accfarm? You can buy google voice accounts with AccFarm. AccFarm is a website that allows you to purchase Google Voice accounts at a discounted price, which means you're getting more bang for your buck! If you're looking to get started with voicemail and want the best deal on what we offer here at AccFarm, then this is definitely something worth checking out! Buy Google Voice Accounts Google Voice Accounts What is guarantee period of google voice accounts for sale? Google Voice accounts for
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    Buy Google Voice Accounts Introduction Welcome to the world of Google Voice accounts. If you have been looking for a way to buy these services, then you've come to the right place. We offer a variety of different packages at affordable prices so that our customers can get the best deal possible on their new phone number and email address. In this article we will go over each of them so that you know what each package includes before making your final decision about which one is best for you! Where can you buy a google voice account? You can buy Google Voice accounts from us. You can also buy Google Voice accounts from other companies, but we are the only ones who offer free transfers and cancellations for life. You can also buy a Google Voice account from other people, but they will charge you extra fees and may not allow you to cancel the service if your plans change or if it isn't working out for you anymore. Do you want to buy google voice accounts? If you want to buy Google Voice Accounts, then this is the right place. The company that we are here to sell and purchase Google Voice Accounts is Accfarm. They have a large network of sellers who can help you out with your needs. If you wish to sell or purchase a Google Voice Account from us, then there are some things that might interest you: We guarantee that every account sold will be authentic and original (not fake). You will receive all payment in full within 24 hours after our confirmation email has been sent out! All accounts come with free technical support as well as 30 days money back guarantee if there's any problem during their usage time period - so don't worry about anything! Our website provides easy access through which anyone can create new email accounts without any hassle at all - just follow some simple steps provided by us while creating an account using our system which works perfectly well on most devices including PCs/Macs etc.. How to buy google voice pva accounts with a
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    Buy Google Voice Accounts Introduction Welcome to the world of Google Voice accounts. If you have been looking for a way to buy these services, then you've come to the right place. We offer a variety of different packages at affordable prices so that our customers can get the best deal possible on their new phone number and email address. In this article we will go over each of them so that you know what each package includes before making your final decision about which one is best for you! Where can you buy a google voice account? You can buy Google Voice accounts from us. You can also buy Google Voice accounts from other companies, but we are the only ones who offer free transfers and cancellations for life. You can also buy a Google Voice account from other people, but they will charge you extra fees and may not allow you to cancel the service if your plans change or if it isn't working out for you anymore. Do you want to buy google voice accounts? If you want to buy Google Voice Accounts, then this is the right place. The company that we are here to sell and purchase Google Voice Accounts is Accfarm. They have a large network of sellers who can help you out with your needs. If you wish to sell or purchase a Google Voice Account from us, then there are some things that might interest you: We guarantee that every account sold will be authentic and original (not fake). You will receive all payment in full within 24 hours after our confirmation email has been sent out! All accounts come with free technical support as well as 30 days money back guarantee if there's any problem during their usage time period - so don't worry about anything! Our website provides easy access through which anyone can create new email accounts without any hassle at all - just follow some simple steps provided by us while creating an account using our system which works perfectly well on most devices including PCs/Macs etc.. How to buy google voice pva accounts with a
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    Buy Google Voice Accounts Introduction Welcome to the world of Google Voice accounts. If you have been looking for a way to buy these services, then you've come to the right place. We offer a variety of different packages at affordable prices so that our customers can get the best deal possible on their new phone number and email address. In this article we will go over each of them so that you know what each package includes before making your final decision about which one is best for you! Where can you buy a google voice account? You can buy Google Voice accounts from us. You can also buy Google Voice accounts from other companies, but we are the only ones who offer free transfers and cancellations for life. You can also buy a Google Voice account from other people, but they will charge you extra fees and may not allow you to cancel the service if your plans change or if it isn't working out for you anymore. Do you want to buy google voice accounts? If you want to buy Google Voice Accounts, then this is the right place. The company that we are here to sell and purchase Google Voice Accounts is Accfarm. They have a large network of sellers who can help you out with your needs. If you wish to sell or purchase a Google Voice Account from us, then there are some things that might interest you: We guarantee that every account sold will be authentic and original (not fake). You will receive all payment in full within 24 hours after our confirmation email has been sent out! All accounts come with free technical support as well as 30 days money back guarantee if there's any problem during their usage time period - so don't worry about anything! Our website provides easy access through which anyone can create new email accounts without any hassle at all - just follow some simple steps provided by us while creating an account using our system which works perfectly well on most devices including PCs/Macs etc.. How to buy google voice pva accounts with a
Hare Marke

Remove Google Bad Reviews - - 0 views

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    Remove Google Bad Reviews Introduction As a small business owner, you probably want to make sure everyone is happy with your business. But what if someone posts a negative review on Google? Do you have any control over whether or not it stays up? And even if you could remove a bad review from Google, how would that be possible? If a customer post a negative comment about one of your products or services on Google, then how do you respond? Is there anything that can be done about this problem? In this article we'll discuss everything about deleting bad reviews from google play store and other platforms like Facebook, Yelp and Yelp! How do you respond to a negative comment? When you receive a negative comment, it's easy to get defensive and react with a harsh reply. But this only makes the issue worse. Instead of responding with a stern "no," try responding with something positive: "Thanks for your feedback! I'll take it under consideration." Or: "Thanks for your feedback-I'm happy to discuss if there's anything else I can do." You might even try an apology: "I'm sorry that this didn't turn out as we'd hoped." Remove Google Bad Reviews These responses are much more likely to create goodwill than being sarcastic or dismissive (which won't win any friends). How do you Remove a bad review on Google? You can't Remove a bad review on Google. You can remove a bad review from Google with three different methods: Contacting the reviewer, who may be willing to remove the review if you ask them politely enough (this is not recommended). Contacting Google directly and asking them to take down your listing (this is also not recommended). Contacting the site owner, who may be willing to remove your listing if they want it gone but aren't able to do so directly through their own system (you could also try contacting them via Twitter or Facebook). Remove Google Bad Reviews How long does it take for a bad review to go away? A bad review o
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    How do you respond to a negative comment? When you receive a negative comment, it's easy to get defensive and react with a harsh reply. But this only makes the issue worse. Instead of responding with a stern "no," try responding with something positive: "Thanks for your feedback! I'll take it under consideration." Or: "Thanks for your feedback-I'm happy to discuss if there's anything else I can do." You might even try an apology: "I'm sorry that this didn't turn out as we'd hoped." Remove Google Bad Reviews These responses are much more likely to create goodwill than being sarcastic or dismissive (which won't win any friends). How do you Remove a bad review on Google? You can't Remove a bad review on Google. You can remove a bad review from Google with three different methods: Contacting the reviewer, who may be willing to remove the review if you ask them politely enough (this is not recommended). Contacting Google directly and asking them to take down your listing (this is also not recommended). Contacting the site owner, who may be willing to remove your listing if they want it gone but aren't able to do so directly through their own system (you could also try contacting them via Twitter or Facebook). Remove Google Bad Reviews How long does it take for a bad review to go away? A bad review on Google is permanent. It's not like when you leave a review for someone else and it disappears after three days. Once you submit a complaint, there's no way to Remove it or change the rating for good. If your review happens to be about an accident or injury caused by another person (and not yourself), then you may be able to get Google to remove that portion of your original post from its database after some time has passed-but only if they verify that what happened was actually an accident or injury and not just something silly like "I spilled my drink." Remove Google Bad Reviews Google Bad Reviews If someone writes fake
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    How do you respond to a negative comment? When you receive a negative comment, it's easy to get defensive and react with a harsh reply. But this only makes the issue worse. Instead of responding with a stern "no," try responding with something positive: "Thanks for your feedback! I'll take it under consideration." Or: "Thanks for your feedback-I'm happy to discuss if there's anything else I can do." You might even try an apology: "I'm sorry that this didn't turn out as we'd hoped." Remove Google Bad Reviews These responses are much more likely to create goodwill than being sarcastic or dismissive (which won't win any friends). How do you Remove a bad review on Google? You can't Remove a bad review on Google. You can remove a bad review from Google with three different methods: Contacting the reviewer, who may be willing to remove the review if you ask them politely enough (this is not recommended). Contacting Google directly and asking them to take down your listing (this is also not recommended). Contacting the site owner, who may be willing to remove your listing if they want it gone but aren't able to do so directly through their own system (you could also try contacting them via Twitter or Facebook). Remove Google Bad Reviews How long does it take for a bad review to go away? A bad review on Google is permanent. It's not like when you leave a review for someone else and it disappears after three days. Once you submit a complaint, there's no way to Remove it or change the rating for good. If your review happens to be about an accident or injury caused by another person (and not yourself), then you may be able to get Google to remove that portion of your original post from its database after some time has passed-but only if they verify that what happened was actually an accident or injury and not just something silly like "I spilled my drink." Remove Google Bad Reviews Google Bad Reviews If someone writes fake
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    Remove Google Bad Reviews Introduction As a small business owner, you probably want to make sure everyone is happy with your business. But what if someone posts a negative review on Google? Do you have any control over whether or not it stays up? And even if you could remove a bad review from Google, how would that be possible? If a customer post a negative comment about one of your products or services on Google, then how do you respond? Is there anything that can be done about this problem? In this article we'll discuss everything about deleting bad reviews from google play store and other platforms like Facebook, Yelp and Yelp! How do you respond to a negative comment? When you receive a negative comment, it's easy to get defensive and react with a harsh reply. But this only makes the issue worse. Instead of responding with a stern "no," try responding with something positive: "Thanks for your feedback! I'll take it under consideration." Or: "Thanks for your feedback-I'm happy to discuss if there's anything else I can do." You might even try an apology: "I'm sorry that this didn't turn out as we'd hoped." Remove Google Bad Reviews These responses are much more likely to create goodwill than being sarcastic or dismissive (which won't win any friends). How do you Remove a bad review on Google? You can't Remove a bad review on Google. You can remove a bad review from Google with three different methods: Contacting the reviewer, who may be willing to remove the review if you ask them politely enough (this is not recommended). Contacting Google directly and asking them to take down your listing (this is also not recommended). Contacting the site owner, who may be willing to remove your listing if they want it gone but aren't able to do so directly through their own system (you could also try contacting them via Twitter or Facebook). Remove Google Bad Reviews How long does it take for a bad review to go away? A bad review o
Tero Toivanen

Education Futures - The role of schools in Education 3.0 - 1 views

  • Education 3.0 schools produce knowledge-producing students, not automatons
  • Education 3.0 schools share, remix and capitalize on new ideas.
  • schools will express new forms of leadership within the communities that they serve.
  • ...4 more annotations...
  • Education 3.0 schools embrace change rather than fighting change.
  • schools may become the driving forces of creating new paradigms that will drive this and future centuries.
  • Education 1.0 schools cannot teach 3.0 students.
    • Tero Toivanen
       
      It's time to change!
  • If schools continue to embrace the 1.0 paradigm and are outmoded by students that thrive in a 3.0 society, we can only expect continuous failure.
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    An an era driven by globalized relationships, innovative social technologies, and fueled by accelerating change, how should we reinvent schools?
J Black

Driving Change: Selling SharePoint and Social Media Inside the Enterprise - ReadWriteWeb - 0 views

  • balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
  • "Look for agnostics, ignore atheists."
  • busy workers will not respond to buzzwords like "wiki," "blog," and "community."
  • ...5 more annotations...
  • The point here is to take collaborative technology and apply it to processes that are routine and can be easily completed.
  • My personal experience has been that most people don't care what tool they are using, just as long as its easy, or easier then the way they had to do it before if that makes sense. And that most people don't want to change the way that they're doing things currently, even if its obviously easier, because currently = comfortable and change = scary.
  • knowledge management is about the people and their attitudes; it is about cooperation.
  • Writing a lot and reading a lot feels natural to us, but to many people it is a chore - so we end up being our wiki's sole active user.
  • You are not selling a tool. You are trying to help people work in a smarter and more efficient way.
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    Though this article is written for the business sector, there are many great parallels with how we experience social media's acceptance in the educational realm. The suggestions that are given are readily applied to our setting, as well. In the enterprise, many employees think blogs are merely websites on which people talk about their cat or their latest meal. Many don't know the differences between and advantages of such tools as message boards, blogs, and wikis. They have heard of these terms in passing, but the demands of their day-to-day jobs have prevented them from recognizing the distinct benefits of each tool. Solution: It is useless to advocate for social media tools in a vacuum. Unless you're describing a solution to a practical problem, busy workers will not respond to buzzwords like "wiki," "blog," and "community." Your client usually has about a 30-second attention span in which you can sell a social media tool. An aide in my arsenal has been the excellent videos by Lee Lefever at Common Craft. Lee visually explains social media concepts "In Plain English." Common Craft videos quickly explain complex and sometimes unfamiliar technologies in a few minutes, sans the buzzwords, hype, and sensationalism. Problem: Cynical Clients Who Don't Want to Share Information Unfortunately, some potential SharePoint users balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
anonymous

Shift Happens - Now What? at Change Agency - 0 views

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    While it is nice to have administrative support for new technology purchases, a "technology purchasing frenzy" is simply NOT the correct response to the realization that our schools are not doing enough to prepare students for their futures. This is really about changing adult perspectives and adult behaviors to create student-centered classrooms that exemplify research-based best practices around learning. It's not about buying the latest, greatest, and most expensive tech toys on the market. Expensive tech in the hands of educators who haven't made changes to their behaviors and instructional practice are no better than the good old chalk board, pencil, and paper. Even worse, expensive tech that the teachers see no use for will end up just collecting dust in a storage room.
Jeff Johnson

Generation YES » Youth & Educators Succeeding - 0 views

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    GenYES is an innovative program that creates 21st century leaders and learners. GenYES students help teachers use technology in classrooms, supporting effective technology integration school-wide. Eleven years of research proves GenYES empowers students and changes the way teachers integrate technology in their lessons.
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