Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
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Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
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With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
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Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Information development was slow.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Everything you need to know about the internet | Technology | The Observer - 32 views
Weblogg-ed » The New Story…Who's Doing It? - 20 views
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Science Leadership Academy, High Tech High, CIS 339 in New York City, VanMeter High School in Iowa, and Hunterdon Central High School, my old stomping grounds here in NJ
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Poughkeepsie Day School i
No Tech Magazine - 37 views
NAEP Gets It One-Third Right -- THE Journal - 15 views
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gets, the more the debate will stir and positive things can come of all this.
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9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
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Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/SES differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
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Scientists make quantum breakthrough - 25 views
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Scientists have demonstrated for the first time that atoms can be guided in a laser beam and possess the same properties as light guided in an optical communications fiber.
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Abstract Speckle patterns produced by multiple independent light sources are a manifestation of the coherence of the light field. Second-order correlations exhibited in phenomena such as photon bunching, termed the Hanbury Brown–Twiss effect, are a measure of quantum coherence. Here we observe for the first time atomic speckle produced by atoms transmitted through an optical waveguide, and link this to second-order correlations of the atomic arrival times. We show that multimode matter-wave guiding, which is directly analogous to multimode light guiding in optical fibres, produces a speckled transverse intensity pattern and atom bunching, whereas single-mode guiding of atoms that are output-coupled from a Bose–Einstein condensate yields a smooth intensity profile and a second-order correlation value of unity. Both first- and second-order coherence are important for applications requiring a fully coherent atomic source, such as squeezed-atom interferometry.
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Australian National University
Creative Educator - Connecting Curricula for Deeper Understanding - 34 views
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Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
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The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
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They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
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