, in a world where computers are taking more and more of the jobs, what is it that humans most need to learn? It probably isn't primarily memorizing facts or figures, or simple rules for problem solving.
What Artificial Intelligence Could Mean For Education : NPR Ed : NPR - 15 views
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An immediate answer is that more of us need to get better at building and interacting with software tools.
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the growing movement in education to focus on building social and emotional competencies.
Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views
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What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
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COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views
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In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
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This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
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In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
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Basketball Math Facts Practice | Addition, Subtraction, Multiplication and Division - 64 views
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Answer maths questions on x + - and ÷ to win the chance to shoot at the basketball hoop. http://ictmagic.wikispaces.com/Maths
Graphing Calculator - 122 views
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A well made, relatively easy to use flash graphic calculator tool. http://ictmagic.wikispaces.com/Maths
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This is awesome! I love the fact that you can graph in color! This is also very user friendly
Maths Maps - A New Collaborative Project | edte.ch - 88 views
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Some background Four years ago I created Google Earth resources for the classroom and posted them to the GE Community Forum. Two of them were called Maths in Madrid and Maths in Las Vegas. These were based on the fact that there is maths all around us, every day, everywhere we look. Google Earth (and Maps) gives us a great perspective on it all. It also provides easy access for our students to see rich visual content that depicts everyday maths. I have always loved the idea of children seeing the maths they are working on. The only issue with Google Earth is that it is restrictive in two ways. It is not browser based and it is impossible for me to create a resource for others to collaborate on.
Preschool lessons: New research shows that teaching kids more and more, at ever-younger... - 1 views
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Suppose we gave a group of 4-year-olds exactly the same problems and only varied on whether we taught them directly or encouraged them to figure it out for themselves? Would they learn different things and develop different solutions? The two new studies in Cognition are the first to systematically show that they would.
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Direct instruction really can limit young children's learning. Teaching is a very effective way to get children to learn something specific—this tube squeaks, say, or a squish then a press then a pull causes the music to play. But it also makes children less likely to discover unexpected information and to draw unexpected conclusions.
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Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental. It's this kind of learning, in fact, that allows kids to learn from teachers in the first place.
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A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views
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Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
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ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
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Rule #1: Practice for Skills, Connections for Concepts
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