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Behind the Blob Maths Game - 0 views

www.mathsonline.co.uk/...blobkid.html

Maths patterns sequences counting number games

shared by Martin Burrett on 09 Sep 11 - Cached

Martin Burrett on 09 Sep 11

Game where players find the missing number in a grid of numbers. Good for learning patterns and sequences. http://ictmagic.wikispaces.com/Maths

<div class="cArrow"> </div><div class="cContentInner">Game where players find the missing number in a grid of numbers. Good for learning patterns and sequences. <a href="http://ictmagic.wikispaces.com/Maths" rel="nofollow" target="_blank">http://ictmagic.wikispaces.com/Maths</a></div>

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

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached

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 on 04 Sep 11
  
  A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
  
  <div class="cArrow"> </div><div class="cContentInner">A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.</div>
  
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district was innovating
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how the district was innovating.
- Steve Ransom on 04 Sep 11
  
  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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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
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“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 on 04 Sep 11
  
  There's a confidence building statement for you....
  
  <div class="cArrow"> </div><div class="cContentInner">There's a confidence building statement for you....</div>
  
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$46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
- Steve Ransom on 04 Sep 11
  
  Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
  
  <div class="cArrow"> </div><div class="cContentInner">Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?</div>
  
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If we know something works
- Steve Ransom on 04 Sep 11
  
  And what is that "something"? New technology? If so, you missed the boat.
  
  <div class="cArrow"> </div><div class="cContentInner">And what is that "something"? New technology? If so, you missed the boat.</div>
  
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it is hard to separate the effect of the laptops from the effect of the teacher training
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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 on 04 Sep 11
  
  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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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 on 04 Sep 11
  
  Finally, a valid point.
  
  <div class="cArrow"> </div><div class="cContentInner">Finally, a valid point.</div>
  
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“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 on 04 Sep 11
  
  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?
  
  <div class="cArrow"> </div><div class="cContentInner">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?</div>
  
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“It’s not the stuff that counts — it’s what you do with it that matters.”
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“There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
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“They’re inundated with 24/7 media, so they expect it,”
- Steve Ransom on 04 Sep 11
  
  And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
  
  <div class="cArrow"> </div><div class="cContentInner">And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?</div>
  
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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 on 04 Sep 11
  
  Okay... and you follow up with a totally trivial example of the power of technology in learning.
  
  <div class="cArrow"> </div><div class="cContentInner">Okay... and you follow up with a totally trivial example of the power of technology in learning.</div>
  
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term” that can slide past critical analysis.
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engagement is a “fluffy
- Steve Ransom on 04 Sep 11
  
  Very true
  
  <div class="cArrow"> </div><div class="cContentInner">Very true</div>
  
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rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
- Steve Ransom on 04 Sep 11
  
  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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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that computers can distract and not instruct.
- Steve Ransom on 04 Sep 11
  
  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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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guide on the side.
- Steve Ransom on 04 Sep 11
  
  But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
  
  <div class="cArrow"> </div><div class="cContentInner">But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.</div>
  
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Professor Cuban at Stanford
- Steve Ransom on 04 Sep 11
  
  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?
  
  <div class="cArrow"> </div><div class="cContentInner">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?</div>
  
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But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
- Steve Ransom on 04 Sep 11
  
  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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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creating an impetus to rethink education entirely
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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 on 04 Sep 11
  
  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)
  
  <div class="cArrow"> </div><div class="cContentInner">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)</div>
  
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This is big business.
- Steve Ransom on 04 Sep 11
  
  No kidding.
  
  <div class="cArrow"> </div><div class="cContentInner">No kidding.</div>
  
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“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 on 04 Sep 11
  
  Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
  
  <div class="cArrow"> </div><div class="cContentInner">Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?</div>
  
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Count Me In Too - 0 views

www.curriculumsupport.education.nsw.gov.au/...children.html

numeracy addition subtraction multiplication division maths

shared by Martin Burrett on 19 Sep 11 - Cached

Martin Burrett on 19 Sep 11

A site full of good maths resources and tools to use in the classroom. http://ictmagic.wikispaces.com/Maths

<div class="cArrow"> </div><div class="cContentInner">A site full of good maths resources and tools to use in the classroom. <a href="http://ictmagic.wikispaces.com/Maths" rel="nofollow" target="_blank">http://ictmagic.wikispaces.com/Maths</a></div>

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Leaving digital footprints that count - 26 views

ransomtech.wikispaces.com/Digital+Footprints

digitalfootprints school2.0 wikis

shared by Maggie Verster on 28 Oct 09 - No Cached

Maggie Verster on 28 Oct 09

This wiki deals with the reasoning behind and the tools needed to manage your digital footprint

<div class="cArrow"> </div><div class="cContentInner">This wiki deals with the reasoning behind and the tools needed to manage your digital footprint</div>

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Ten-frame Applet | Math - 12 views

blog.learningtoday.com/...Ten-frame-Applet-Math

Math Addition Numbers Counting Ten frame Math Applet

shared by Denis S on 23 Nov 09 - Cached

The 10K Hour Rule: Deliberate Practice leads to Expertise, and Teaching can trump Genet... - 0 views

computinged.wordpress.com/...nd-teaching-can-trump-genetics

10 000 hour rule developing expertise practice teaching

shared by April H. on 17 Oct 14 - No Cached

The first is that practice is not the same as deliberate practice
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second is that the fallback position can’t be genetics/innate talent
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Simply putting in 10,000 hours of practice in an activity does not guarantee expertise
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...5 more annotations...
They tested a weak form of the “10,000 hour rule” (that it’s just “practice,” not “deliberate practice”) and found it wanting.
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They cite two studies that show that identical twins seem to have similar music and drawing talent compared to fraternal twins.
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To start counting hours-towards-expertise anything later than birth is discounting the impact of learning in the pre-school years on up.
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Hours spent in practice with a good teacher are going to contribute more to expertise than hours spent without a teacher.
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We should be thinking about how we can teach in order to develop expertise.
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April H. on 17 Oct 14

"The Slate authors and Macnamara et al. dismiss the 10K hour rule too lightly, and their explanation of genetic/innate basis for expertise is too simple. Practice is not the same as deliberate practice, or practice with a teacher. Expertise is learned, and we start learning at birth with expertise developing sometimes in ways not directly connected to the later activity. The important part is that we are able to learn to overcome some genetic/innate disparities with good teaching. We shouldn't be giving up on developing expertise because we don't have the genes. We should be thinking about how we can teach in order to develop expertise."

<div class="cArrow"> </div><div class="cContentInner">"The Slate authors and Macnamara et al. dismiss the 10K hour rule too lightly, and their explanation of genetic/innate basis for expertise is too simple. Practice is not the same as deliberate practice, or practice with a teacher. Expertise is learned, and we start learning at birth with expertise developing sometimes in ways not directly connected to the later activity. The important part is that we are able to learn to overcome some genetic/innate disparities with good teaching. We shouldn't be giving up on developing expertise because we don't have the genes. We should be thinking about how we can teach in order to develop expertise."</div>

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If Technology Fails, Use Basic Math Skills - Count Manually!! by @johnkaiser13 - 0 views

ukedchat.com/...tech-fails-basic-maths

Technology tech maths math

shared by Martin Burrett on 03 Sep 17 - No Cached

Martin Burrett on 03 Sep 17

"Technology has inevitably been inserted to nearly all aspects of our lives today. First and foremost, the use of computerised cash registers have been around for a few decades now. Trying to remember cash registers which operated without a digital display might be nearly impossible. The generation which might be able to do so has been replaced with a new generation who depend on technology to a large degree. The dependence on new technology is starting to 'show signs' of the effect of converting from our analogue counterparts. Below is an example that I recently experienced the effect of technology in a transaction at a doughnut shop."

<div class="cArrow"> </div><div class="cContentInner">"Technology has inevitably been inserted to nearly all aspects of our lives today. First and foremost, the use of computerised cash registers have been around for a few decades now. Trying to remember cash registers which operated without a digital display might be nearly impossible. The generation which might be able to do so has been replaced with a new generation who depend on technology to a large degree. The dependence on new technology is starting to 'show signs' of the effect of converting from our analogue counterparts. Below is an example that I recently experienced the effect of technology in a transaction at a doughnut shop."</div>

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Education Outrage: Why do we still have schools? - 1 views

educationoutrage.blogspot.com/...-do-we-still-have-schools.html

education school learning competition stress right answers bullying curiosity classroom grades certification practical skills learning by doing Plato Dewey

shared by Melissa Seifman on 18 Apr 09 - Cached

Competition: Why should school be a competitive event?
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We learn what we choose to know in real life.
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Stress: When 6 year olds are stressed about going to school you know that something is wrong.
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...32 more annotations...
Right answers: School teaches that there are right answers.
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But, in real life, there are very few right answers.
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Bullying and peer pressure
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In school there are always other kids telling you how to dress, how to act, how to be cool.
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Stifling of curiosity: Isn’t it obvious that learning is really about curiosity?
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Adults earn about things they want to learn about. Before the age of 6, prior to school, one kid becomes a dinosaur specialist while another knows all about dog breeds. Outside of school people drive their own learning. Schools eliminate this natural behavior.
- Tero Toivanen on 18 Apr 09
  
  Exactly!
  
  <div class="cArrow"> </div><div class="cContentInner">Exactly!</div>
  
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Subjects chosen for you:
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Classrooms:
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Classrooms make no sense as a venue for learning unless of course you want to save money and have 30 (or worse hundreds of) students be handled by one teacher.
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Schools cannot work as places of learning if they employ classrooms.
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Grades: Any professor can tell you that students are pretty much concerned with whether what you are telling them will be on the test and what they might do for extra credit.
- Melissa Seifman on 21 Apr 09
  
  I disagree - Employers do have rating systems, performance evaluations, but most of those are on the whole person, not just technical or academic skills
  
  <div class="cArrow"> </div><div class="cContentInner">I disagree - Employers do have rating systems, performance evaluations, but most of those are on the whole person, not just technical or academic skills</div>
  
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Parents do not give grades to children and employers do not give grades to employees. They judge their work and progress for sure, but not by assigning numbers to a report card.
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Certification: We all know why people attend college. They do primarily to say they are college graduates so they can get a job or go on to a professional school.
- Caroline Roche on 20 Apr 09
  
  So, why is this the student's fault? Why blame, or disadvatage them for this? We should be fighting the system that causes students to work like this, not blaming them for doing it! it is the constant testing and league table system that is wrong.
  
  <div class="cArrow"> </div><div class="cContentInner">So, why is this the student's fault? Why blame, or disadvatage them for this? We should be fighting the system that causes students to work like this, not blaming them for doing it! it is the constant testing and league table system that is wrong.</div>
  
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Confined children: Children like to run around.
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Of course in school, sitting still is the norm. So we have come up with this wonderful idea of ADD, i.e. drug those who won’t sit still into submission. Is the system sick or what?
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Academics viewed as winners: Who are the smartest kids in school?
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Those who are good at these subjects go on to be professors. So those are certainly the smartest people we have in our society.
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But, I can tell you from personal experience that our society doesn’t respect professors all that much, so something is wrong here.
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Practical skills not valued: When I was young there were academic high schools and trade high schools. Trade high schools were for dumb kids. Academic high schools were for smart kids.
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The need to please teachers: People who succeed at school are invariably people who are good out at figuring what the teacher wants and giving it to them.
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In real life there is no teacher to please and these “grade grubbers” often find themselves lost.
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Self worth questioned: School is full of winners and losers.
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In school, most everyone sees themselves as a loser. Why do we allow this to happen?
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Politicians in charge: Politicians demand reform but they wouldn’t know reform if it hit them over the head.
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Major learning by doing mechanism ignored: And last but not least, scholars from Plato to Dewey have pointed that people learn by doing. That is how we learn. Doing. Got it? Apparently not. Very little doing in schools. Unless you count filling in circles with number 2 pencils as doing.
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Government use of education for repression: As long as there have been governments there have been governments who wanted people to think that the governments (and the country) is very good.
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School is about teaching “truth.”
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Discovery not valued: The most important things we learn we teach ourselves.
- Tero Toivanen on 18 Apr 09
  
  Autotelic learning!
  
  <div class="cArrow"> </div><div class="cContentInner">Autotelic learning!</div>
  
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This kind of learning is not valued in school because it might lead to, heaven forbid, failure, and failure is a really bad word in school. Except failure is how we learn, which is pretty much why school doesn’t work.
- Tero Toivanen on 18 Apr 09
  
  Exactly!
  
  <div class="cArrow"> </div><div class="cContentInner">Exactly!</div>
  
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Boredom ignored: Boredom is a bad thing. We drug bored kids with Ritalin so they will stop being bored.
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What they mean is that school should be like they remember rather than how it is now
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- Caroline Roche on 20 Apr 09
  
  Not accepting students with straight A's only shows your own prejudices. Students can be good at a range of subjects, without being passionately interested in all of them. Lots of people are self motivated, without being teacher pleasers, they just wish to do their best in everything for their own satisfaction.
  
  <div class="cArrow"> </div><div class="cContentInner">Not accepting students with straight A's only shows your own prejudices. Students can be good at a range of subjects, without being passionately interested in all of them. Lots of people are self motivated, without being teacher pleasers, they just wish to do their best in everything for their own satisfaction.</div>
  
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Caroline Roche on 20 Apr 09

Why do we have schools? Instead of answering this question by listing all the good things that schools provide, which anyone can do, I will turn the question around: What is bad about having schools?

<div class="cArrow"> </div><div class="cContentInner">Why do we have schools? Instead of answering this question by listing all the good things that schools provide, which anyone can do, I will turn the question around: What is bad about having schools?</div>

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Melissa Seifman on 21 Apr 09

Why do we have schools? Instead of answering this question by listing all the good things that schools provide, which anyone can do, I will turn the question around: What is bad about having schools?

<div class="cArrow"> </div><div class="cContentInner">Why do we have schools? Instead of answering this question by listing all the good things that schools provide, which anyone can do, I will turn the question around: What is bad about having schools?</div>

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uytuytuy - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

technology web2.0 education