Group items matching "School" in title, tags, annotations or url - Clif's Notes on EdTech

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FRONTLINE: digital nation: an online interactive learning tool for frontline's digital ... - 17 views

shared by Henry Thiele on 03 Feb 10 - No Cached

Henry Thiele on 03 Feb 10

Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in School. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform Schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve Schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.

<div class="cArrow"> </div><div class="cContentInner">Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.</div>

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Important Reasons of After School Program for your kids: wmaacademy01 - 0 views

wmaacademy01.livejournal.com/2066.html after school care after-school program

shared by wonderlandmontes on 27 Sep 16 - No Cached

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2008 School Safety Index Self-Assessment Tool Goes Online - 0 views

www.thejournal.com/22878 necc2008 online safety school_safety self-assessment selfassessment

shared by Jeff Johnson on 16 Jul 08 - Cached

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Some of the Best Medical Billing & Coding Schools - 0 views

www.medicalcoding-schools.info/...medical-billing-coding-schools healthcare medical billing education

shared by Peter Kimmich on 10 Apr 09 - No Cached

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The Test Generation - 11 views

prospect.org/...articles testing colorado pay teacher performance assessment

shared by Ben Rimes on 11 Apr 11 - No Cached

"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.
- Ben Rimes on 11 Apr 11
  
  How many decades have teacher's experienced this firsthand as students try to cheat, weasel, and otherwise fabricate their way to the reward, whether it's a gold star, a piece of candy, or some extra credit.
  
  <div class="cArrow"> </div><div class="cContentInner">How many decades have teacher's experienced this firsthand as students try to cheat, weasel, and otherwise fabricate their way to the reward, whether it's a gold star, a piece of candy, or some extra credit.</div>
  
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In 2005, for example, Alabama reported that 83 percent of its fourth-graders were proficient in reading, even though the NAEP found that only 22 percent of these children were proficient readers. The harsh punishments associated with NCLB had encouraged Alabama and most other states to dumb down their tests and then teach directly to them.
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The letter is a thinly veiled attack on teachers' unions and the job security for which they fight. Mike Stahl, former executive director of the Pikes Peak Education Association, says union membership in Harrison has decreased by half under Miles' leadership, and that teacher turnover, at about 25 percent from year to year, "is the highest in the state among like-sized or larger districts." According to Stahl, Miles "is very anti-union and very prone to retaliation for speaking in opposition to district or superintendent plans. ... There was no collaboration with staff or union in the development of this plan. As a result, district teacher morale is extremely low."
- Ben Rimes on 11 Apr 11
  
  This is where a lot of the proponents of education and teacher evaluation reform fall. In the area that no longer concerns itself with building effective cooperation, teamwork, and a positive work atmosphere, a shame really.
  
  <div class="cArrow"> </div><div class="cContentInner">This is where a lot of the proponents of education and teacher evaluation reform fall. In the area that no longer concerns itself with building effective cooperation, teamwork, and a positive work atmosphere, a shame really.</div>
  
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Since Miles became superintendent, Harrison's scores on state exams in math, reading, and writing have steadily increased. In reading, for example, 54 percent of Harrison students were proficient in 2005, compared to 61 percent in 2010. Critics who chalk those gains up to "drill and kill" teaching might find at least one thing to love about Harrison District 2: Its test score-based teacher-evaluation system is matched by intense professional-development efforts of the sort promoted by education experts from across the political spectrum.
- Ben Rimes on 11 Apr 11
  
  The silver lining of this system.
  
  <div class="cArrow"> </div><div class="cContentInner">The silver lining of this system.</div>
  
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But "really systemic, momentous things are happening right now, and I am at the ideological epicenter of that change," he added. "If nothing else, it's really interesting
- Ben Rimes on 11 Apr 11
  
  Don't our schools deserve reform and/or experimentation that is better than just "really interesting?"
  
  <div class="cArrow"> </div><div class="cContentInner">Don't our schools deserve reform and/or experimentation that is better than just "really interesting?"</div>
  
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Rival groups of education researchers interpret the reliability of value-added differently but even the technique's defenders have urged caution, as have the Educational Testing Service and the Department of Education's own Institute for Education Sciences. Experts raise a number of powerful objections: that value-added measurements are often based on poorly designed, unsophisticated standardized tests; that the ratings are particularly volatile (a teacher who scores very well or very poorly using value-added has only a one-third chance of getting a similar score the following year, and it takes about 10 years of data to reduce the value-added error rate to 12 percent for any individual teacher); and that the technique gives the impression that the teacher is the only factor in student achievement, ignoring parental involvement, after-school tutoring, and other "inputs" that research shows account for up to 80 percent of a student's achievement outcomes
- Ben Rimes on 11 Apr 11
  
  Although "value-added" seems great on the surface, having to wait around for 10 years to get a 12 percent error rate and then deal with all of the uncontrolable factors, makes student performance assessments seem like a joke almost.
  
  <div class="cArrow"> </div><div class="cContentInner">Although "value-added" seems great on the surface, having to wait around for 10 years to get a 12 percent error rate and then deal with all of the uncontrolable factors, makes student performance assessments seem like a joke almost.</div>
  
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A consensus is emerging on what those best practices are, and they have little to do with test-driven instruction. Research by Linda Darling-Hammond, a Stanford University teaching expert and former Obama adviser, has found that in Finland, South Korea, and other high-performing nations, teachers spend just 50 percent of their workday in the classroom with students, compared to about 80 percent for American teachers. During the rest of their day, Finnish and South Korean teachers work with other adults to plan lessons, observe one another's classrooms, and evaluate student work. This balance is especially important for beginning teachers; powerful evidence suggests that the single most helpful teacher-training exercise is to spend time inside a master teacher's classroom and to get feedback from that master teacher on one's own practice.
- Ben Rimes on 11 Apr 11
  
  Reflective practitioning through blogging as a systemic model for teacher PD would be one way to encourage growth in this area.
  
  <div class="cArrow"> </div><div class="cContentInner">Reflective practitioning through blogging as a systemic model for teacher PD would be one way to encourage growth in this area.</div>
  
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The teachers are grouped to maximize the sharing of best practices; one team includes a second-year teacher struggling with classroom management, a veteran teacher who is excellent at discipline but behind the curve on technology, and a third teacher who is an innovator on using technology in the classroom.
- Ben Rimes on 11 Apr 11
  
  Interesting group composition, and would be easy to put together in any school with proper surveys and cooperation among teaching "families".
  
  <div class="cArrow"> </div><div class="cContentInner">Interesting group composition, and would be easy to put together in any school with proper surveys and cooperation among teaching "families".</div>
  
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When I visited MSLA in November, the halls were bright and orderly, the students warm and polite, and the teachers enthusiastic -- in other words, MSLA has many of the characteristics of high-performing schools around the world. What sets MSLA apart is its commitment to teaching as a shared endeavor to raise student achievement -- not a competition. During the 2009-2010 school year, all of the school's teachers together pursued the National Board for Professional Teaching Standards' Take One! program, which focuses on using curriculum standards to improve teaching and evaluate student outcomes. This year, the staff-wide initiative is to include literacy skills-building in each and every lesson, whether the subject area is science, art, or social studies.
- Ben Rimes on 12 Apr 11
  
  This is what schools should be doing. Foster community, cooperation, and collaboration among the teachers, not isolating them in content area groups, and separating them based on department. Inter-disciplinary teaching teams is a first start, but having everyone in a district adopt the same goal, and work together would be huge.
  
  <div class="cArrow"> </div><div class="cContentInner">This is what schools should be doing. Foster community, cooperation, and collaboration among the teachers, not isolating them in content area groups, and separating them based on department. Inter-disciplinary teaching teams is a first start, but having everyone in a district adopt the same goal, and work together would be huge.</div>
  
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As Nazareno walked me through MSLA's hallways, introducing me to kids and teachers, she reflected on how her profession is changing. "I'm not afraid of being held accountable. I haven't dedicated a career to have kids unable to read or do science," she said. "But people need to understand that teaching and learning are very complex processes, and any time you try to measure anything that's highly complex, you can miss the nuances." Nazareno paused outside a classroom door and lowered her voice. "We had a girl in the second grade whose mother died. At the school next door, a girl was brutally murdered. That's all they've been talking about there for two weeks; they lost a lot of instruction time." She raised her eyebrows. "How do you factor that into value-added?"
- Ben Rimes on 12 Apr 11
  
  Education ultimately is about navigating the real world, and attempting to make meaning from our daily individual experiences, or building community around shared experiences.
  
  <div class="cArrow"> </div><div class="cContentInner">Education ultimately is about navigating the real world, and attempting to make meaning from our daily individual experiences, or building community around shared experiences.</div>
  
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Montessori School in Mckinney | Best PreSchool TX - 0 views

wonderlandmontessori.com/mckinney-montessori-school Montessori schools in mckinney mckinney montessori school montessori day school mckinney

shared by wonderlandmontes on 27 Sep 16 - No Cached

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How to Tell If an Online School Is Accredited | Ace Online Schools - 0 views

aceonlineschools.com/an-online-school-is-accredited accreditation college university education school online

shared by Peter Kimmich on 06 Apr 09 - Cached

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Ideas and Thoughts from an EdTech » Inside Learning - 0 views

ideasandthoughts.org/...inside-learning edtech ideasandthoughts.org shareski technology education student learning

shared by Jeff Johnson on 04 Apr 09 - Cached

Jeff Johnson on 04 Apr 09

"I'm currently teaching first year university students and require them to blog. There are many benefits for having them blog but I've found it to be one of the greatest ways I've been able to get into the thinking and process of my their learning. Asking them to describe their learning and thought process provides me with insight not only to appreciate their efforts but to inform my instruction and decide on what further supports I can provide to take them to the next level. This technology remains a powerful way for learners to reflect and share their thinking on a variety of endeavors. As much as teachers and schools say that process is as important as product, this often is more lip service than practice. Process takes time and talking about learning can be tiresome. The transparency of blogs make this a shared experience that no doubt can provide all students a greater opportunity to learn from each other. The advent of blogs in schools often is deployed as a way to bring technology into schools. That's the wrong reason. I recently read this quote on Doug Johnson's blog: At a conference last week, Mark Weston from Dell computing stated that asking the question, "Does technology improve student learning?" is the wrong question. The question should be, "Does technology support the practices that improve student learning?"

<div class="cArrow"> </div><div class="cContentInner">"I'm currently teaching first year university students and require them to blog. There are many benefits for having them blog but I've found it to be one of the greatest ways I've been able to get into the thinking and process of my their learning. Asking them to describe their learning and thought process provides me with insight not only to appreciate their efforts but to inform my instruction and decide on what further supports I can provide to take them to the next level. This technology remains a powerful way for learners to reflect and share their thinking on a variety of endeavors. As much as teachers and schools say that process is as important as product, this often is more lip service than practice. Process takes time and talking about learning can be tiresome. The transparency of blogs make this a shared experience that no doubt can provide all students a greater opportunity to learn from each other. The advent of blogs in schools often is deployed as a way to bring technology into schools. That's the wrong reason. I recently read this quote on Doug Johnson's blog: At a conference last week, Mark Weston from Dell computing stated that asking the question, "Does technology improve student learning?" is the wrong question. The question should be, "Does technology support the practices that improve student learning?"</div>

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