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David McGavock

CITE Journal - Editorial - 21 views

www.citejournal.org/...article1.cfm

technology integration Judi Harris editorial journal technocentrism

shared by David McGavock on 28 Aug 10 - Cached
  • 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.
  • ...15 more annotations...
  • 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.
  • David McGavock on 28 Aug 10
     
    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.
Maggie Verster

Free Webinar: Exploring Open Educational Resources by Nellie Deutsch - 0 views

www.wiziq.com/...ing-Open-Educational-Resources

webinar wshops school2.0

shared by Maggie Verster on 02 Jun 09 - Cached
  • Maggie Verster on 02 Jun 09
     
    The Internet provides unique opportunities for educators to access, use, modify, and share educational materials. Open Educational Resources (OER), as these free materials are called, can include "full courses, textbooks, streaming videos, exams, software, and any other materials or techniques supporting learning"http://www.hewlett.org/oer . The OER movement shows considerable potential to reduce cost, improve quality and widen access to educational opportunities. WikiEducator was launched in 2006 to turn tomorrow's promise for OER into today's reality for teachers, lecturers, and trainers around the world. WikiEducator is an international community of educators committed to the development of OER at all levels of the education system. WikiEducators are returning to the core value of education, namely to share knoweldge freely. In this session, experienced WikiEducators will share what the concept of "OER" and explore ideas on how to get the most from this rewarding project.
Tero Toivanen

Finnish educator offers suggestions for American schools - Marin Independent Journal - 17 views

www.marinij.com/ci_19990696

Finland finnedchat edchat Education learning teaching American schools Pasi Sahlberg

shared by Tero Toivanen on 20 Feb 12 - No Cached
  • Tero Toivanen on 20 Feb 12
     
    "Marin County educators gathered this week to imagine a world without standardized tests, one in which teachers would teach less and students would study less - yet score near the top on international tests of math, reading and science. Teaching would be a highly regarded profession in this world, and decisions about curriculum and other aspects of education would be made at the school - rather than the state or county level. The "achievement gap" between rich and poor schools would be unknown, as all schools would provide their students with a high level of education, along with free meals, counseling and health care. This mythical world of teachers' dreams has a name: Finland."
Paul Beaufait

TEACHER VOICE: When it comes to teacher training, the U.S. could learn a thing or two f... - 9 views

hechingerreport.org/ing-u-s-learn-thing-two-canada

21st century Alberta Canada curriculum degrees education educators empowerment international qualifications teacher training teachers U.S.

shared by Paul Beaufait on 21 Jul 17 - No Cached
  • Paul Beaufait on 21 Jul 17
     
    "Preparation for a career shaping the minds, values and spirit of our youth requires people of substance who are attracted to the profession because being an educator is an engaging and secure job choice" (¶17).
Dennis OConnor

The Fischbowl: Is It Okay To Be A Technologically Illiterate Teacher? - 1 views

thefischbowl.blogspot.com/...kay-to-be-technologically.html

e-learning professional-development technology integration 21cif information fluency

shared by Dennis OConnor on 06 Feb 09 - Cached
  • Here is my list:1. All educators must achieve a basic level of technological capability.2. People who do not meet the criterion of #1 should be embarrassed, not proud, to say so in public.3. We should finally drop the myth of digital natives and digital immigrants. Back in July 2006 I said in my blog, in the context of issuing guidance to parents about e-safety:"I'm sorry, but I don't go for all this digital natives and immigrants stuff when it comes to this: I don't know anything about the internal combustion engine, but I know it's pretty dangerous to wander about on the road, so I've learnt to handle myself safely when I need to get from one side of the road to the other."
  • 4. Headteachers and Principals who have staff who are technologically-illiterate should be held to account.5. School inspectors who are technologically illiterate should be encouraged to find alternative employment.6. Schools, Universities and Teacher training courses who turn out students who are technologically illiterate should have their right to a licence and/or funding questioned.7. We should stop being so nice. After all, we've got our qualifications and jobs, and we don't have the moral right to sit placidly on the sidelines whilst some educators are potentially jeopardising the chances of our youngsters.
  • If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - it's equivalent to a teacher 30 years ago who didn't know how to read and write. Extreme? Maybe. Your thoughts?
  • ...3 more annotations...
  • Keep in mind that was written after a particularly frustrating day. I’ve gone back and forth on this issue myself. At times completely agreeing with Terry (and myself above), and at other times stepping back and saying that there’s so much on teacher’s plates that it’s unrealistic to expect them to take this on as quickly as I’d like them to. But then I think of our students, and the fact that they don't much care how much is on our plates. As I've said before, this is the only four years these students will have at our high school - they can't wait for us to figure it out.
  • In order to teach it, we have to do it. How can we teach this to kids, how can we model it, if we aren’t literate ourselves? You need to experience this, you need to explore right along with your students. You need to experience the tools they’ll be using in the 21st century, developing your own networks in parallel with your students. You need to demonstrate continual learning, lifelong learning – for your students, or you will continue to teach your students how to be successful in an age that no longer exists
  • If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - it's equivalent to a teacher 30 years ago who didn't know how to read and write.
  • Dennis OConnor on 06 Feb 09
     
    I read this post several years ago and it got my blood moving. The author, Karl Fisch lays it on the line. This post was voted the most influential ed-blog post of 2007. It's 2009 already and still a very relevant piece of work. A must read! (Let me add, that if you're reading this bookmark... you're at the front of the line and obviously working to understand and live in the 21st Century!)
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

21stCentury debate

shared by Sheri Edwards on 05 Mar 09 - Cached
  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
  • ...16 more annotations...
  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
  • Sheri Edwards on 05 Mar 09
     
    What do you think? How do we envision the future and teach for it?
J Black

The 21st Century Centurion: 21st Century Questions - 0 views

21stcenturion.blogspot.com/...21st-century-questions.html

21stcenturyskills

shared by J Black on 31 Jan 09 - Cached
  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
      J Black on 31 Jan 09
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
      J Black on 31 Jan 09
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
      J Black on 31 Jan 09
       
      This is really, really well said here...bravo
  • ...2 more annotations...
  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
      J Black on 31 Jan 09
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
  • J Black on 31 Jan 09
     
    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
sania malik

University Of Oxford - 0 views

www.worldisbest.com/...university-of-oxford

Education Standerd University College Oxford International Students

shared by sania malik on 15 Sep 11 - No Cached
  • sania malik on 15 Sep 11
     
    University Of Oxford is the top ranked University of UK as well as world. it has got the 1st ranked in the whole world in 2011 and which is also remained in 2012 Entry standered is really high in this University and Students from all over the world to come in this University to get Education, the University is providing the best level of Education with high concentration of best Teachers.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
  • ...8 more annotations...
  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
Tero Toivanen

The Flipped Class Manifest - THE DAILY RIFF - Be Smarter. About Education. - 40 views

www.thedailyriff.com/...flipped-class-manifest-823.php

flippedclassroom flipped classroom Flipped education web2.0 flipping

shared by Tero Toivanen on 25 Apr 12 - No Cached
  • "The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling."
  • We are actively transferring the responsibility and ownership of learning from the teacher to the students in a Flipped Classroom. When students have control over how they learn content, the pace of their learning, and how their learning is assessed, the learning belongs to them.  Teachers become guides to understanding rather than dispensers of facts, and students become active learners rather than receptacles of information.
  • The Flipped Classroom is a pedagogy-first approach that strives to meet the needs of the learners in our individual schools and communities.  It is much more an ideology than it is a specific methodology...there is no prescribed set of rules to follow or model to fit.
  • ...1 more annotation...
  • It's not "record your lecture once" and you're done; it's part of a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment and much more. It also allows teachers to reflect on and develop quality and engaging learning opportunities and options for internalization, creation, and application of content rather than just fluff or time filling assignments.
Martin Burrett

Teachers make all the difference - including in virtual reality teaching - 0 views

ukedchat.com/...teachers-vr

VR technology

shared by Martin Burrett on 14 Jan 19 - No Cached
  • Martin Burrett on 14 Jan 19
     
    "In a few years from now, students in schools all over the world will receive part of their education in virtual learning environments. Wearing VR-goggles the students will be able to enter 3-dimensional, simulated places and situations that they would normally not have access to because it would be too expensive, too dangerous or physically impossible. Teaching via VR-technology is spreading widely and international studies predict that this will revolutionise the way we learn."
Steve Ransom

Singapore's 21st-Century Teaching Strategies (Education Everywhere Series) | Edutopia - 22 views

www.edutopia.org/-international-singapore-video

singapore education technology video integration examples

shared by Steve Ransom on 15 Mar 12 - No Cached
  • Steve Ransom on 15 Mar 12
     
    Nice inclusion of examples across the content areas and in a way that is both necessary and invisible. The tech isn't the focus, it's the learning... for students AND for teachers.
Samantha Coleman

The Perfect Job For Me - 1 views

started by Samantha Coleman on 19 Dec 12 no follow-up yet
Nigel Coutts

In anticipation of learning - ICOT18 - The Learner's Way - 3 views

thelearnersway.net/...nticipation-of-learning-icot18

learner education collaboration teaching learning

shared by Nigel Coutts on 13 May 18 - No Cached
  • Nigel Coutts on 13 May 18
     
    Next week is set to be an exciting week of learning and sharing as teachers from across the globe make their way to Miami for the International Conference on Thinking (ICOT). 
David Peter

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

www.mitpressjournals.org/...ijlm.2009.0005

shared by David Peter on 23 Mar 09 - Cached
  • 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
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      Barr and Tagg mentioned this SHIFT earlier.
  • ...7 more annotations...
  • advent of a galaxy of new media
    • David Peter
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      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
      David Peter on 23 Mar 09
       
      Hard to imagine that this can ONLY occur with a constructivist paradigm?
mis india

Best Boarding Schools in Mussoorie, Dehradun, India for Girls - 0 views

www.misindia.net

boarding Schools education

shared by mis india on 27 Oct 21 - No Cached
  • mis india on 27 Oct 21
     
    Mussoorie International School is one of the Top Boarding Schools in India. In our School 500 STUDENTS, 100 TEACHERS, 50 CLASSES, 15 LABS. Our vision is to provide a platform for every individual to explore her hidden talent in the desired field. We have all facilities for to students learn and enjoy practical skills like a swimming pool, laboratory, library, Dormitory.
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