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arianelfv

DOF - Diario Oficial de la Federación - 4 views

dof.gob.mx/nota_detalle.php

shared by arianelfv on 10 Jan 17 - No Cached
  • Cobertura (tasa bruta de escolarización) en Educación media superior y superior1 (1990-2012) Ciclo escolar Media superior (15 a 17 años) Superior (18 a 23 años) Superior (18 a 22 años)       Incluye posgrado No incluye posgrado Total Hombres Mujeres Total Hombres Mujeres Total Hombres Mujeres 1990-1991 34.1 34.7 color
    • arianelfv
      arianelfv on 10 Jan 17
       
      Evidencia: cruzarla con aumento de uso de plataformas virtuales para mostrar que la cobertura se eleva en función del uso de las plataformas
Bob Rowan

Weblogg-ed - 2 views

weblogg-ed.com

ADVIS Retreat advis web20 BLOGS-RECOMMENDED blogs education teaching

shared by Bob Rowan on 13 Sep 09 - Cached
  • no better place for my children to watch that speech (or any other, for that matter) than in a place where ideas are encouraged, where critical thinking about those ideas is a natural part of the conversation, and where appropriate response and debate can flourish. Where the adults in the room lead my kids to dig deeper, to validate facts, and consider the many levels of context in which every speech and every debate takes place. Where the discussion around it is such that it lays to rest the concern that many seem to have about this particular speech in general, that in some way the President will be able to “indoctrinate” our kids into some socialist mindset. If schools are the fully functioning learning communities that we hope they are, they should be the place where our kids learn to make sense of ideas, not to fear them. That, however, is not the message we are sending.
    • C Clausen
      C Clausen on 13 Sep 09
       
      Isn't it ironic that the very things that we fought for and received via the US Constitution, Civil Rights, etc. are the very things that students are today losing? As an American History teacher I talk about the past, present, and future and show my students how things have/have not changed throughout time. I begin the year by reading the "True Story of the 3 Little Pigs," and talk about J.S. Mill and his challenge to others to question. Is society truly against the educating of its students to have an open-mind, ask questions, and look at many perspectives?
  • In the midst of all of the “uproar” over the President’s planned speech to school kids on Tuesday, I keep thinking about what all of this says about schools, about what they are for, and about the perception that a lot of people in this country have of them.
    • Michelle Ohanian
      Michelle Ohanian on 16 Sep 09
       
      My English Language Learners were very positive about the speech and couldn't understand all the uproar. Aren't we teaching in government funded schools? Well my young adults liked the message of responsibilty. I have also taught the true story of the 3 little pigs but my ELLs weren/t really familiar with the original version. It helped with point of view from the orignal version.
  • thin walls
  • ...1 more annotation...
  • thin walls
  • C Clausen on 13 Sep 09
     
    Education Speech
  • Michelle Ohanian on 16 Sep 09
     
    Education Speech
  • Bob Rowan on 09 Mar 11
     
    Will Richardson is Mr. Utopian Education to a lot of people. Even if you don't agree with everything he says, most folks agree that he offers thought-provoking topics.
jaimicou

entrepreneur-blog-es - 6 views

gracielacarranco.wix.com/entrepreneur-blog-es

shared by jaimicou on 06 Nov 15 - No Cached
  • TEENS20/01/2014 Adolescents were interviewed and most obesity problems, causing psychological problems and wanted to be thinner. 
    • jaimicou
      jaimicou on 06 Nov 15
       
      What is this doing here?
  • ANOREXIA20/01/2014Anorexia nervosa is a potentially life-threatening condition in which an obsession with thinness leads to severe dieting and excessive weight loss. 
  • e had stay in
  • ...14 more annotations...
  • t another
  • routins
  • t use
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  • alimentation
  • DISORDERS
  • swers that I said, I
  • , would be faster to marke
  • confunidos
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  • TED-ED: LESSONS WORTH SHARING 
  • y, but what this chapter wants to mention us is that when we happen sencilo something
  • encrontrar
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Deborah Baillesderr

Whitehouse Grounds View | The White House - 36 views

www.whitehouse.gov/...interactive-tour

White House virtual tour VirtualFieldTrip government

shared by Deborah Baillesderr on 09 Sep 14 - No Cached
  • Deborah Baillesderr on 09 Sep 14
     
    Virtual Field Trip:  interactive tour of the White House
Maria Nuzzo

Three Elements of Great Communication, According to Aristotle - Scott Edinger - Harvard... - 99 views

blogs.hbr.org/...t_communication_according.html

shared by Maria Nuzzo on 19 Jan 13 - No Cached
Kelly Dau liked it
  • Three Elements of Great Communication, According to Aristotle by Scott Edinger  |   9:00 AM January 17, 2013 Comments (78)         In my nearly 20 years of work in organization development, I've never heard anyone say that a leader communicated too much or too well. On the contrary, the most common improvement suggestion I've seen offered up on the thousands of 360 evaluations I've reviewed over the years is that it would be better if the subject in question learned to communicate more effectively. What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements — ethos, pathos, and logos. — thousands of years ago. Ethos is essentially your credibility — that is, the reason people should believe what you're saying. In writing this blog I made an effort to demonstrate my ethos in the introduction, and here I'll just add that I have a degree in communication studies (emphasis in rhetoric for those who want the details) for good measure. In some cases, ethos comes merely from your rank within an organization. More commonly, though, today's leaders build ethos most
  • Jennie Snyder on 19 Jan 13
     
    Three aspects of communication as outlined by Aristotle.
Siri Anderson

Seeing White - Scene on Radio - 9 views

www.sceneonradio.org/seeing-white

podcast race whiteness series history DruryLaneBooks US_history

shared by Siri Anderson on 03 Oct 18 - No Cached
  • Siri Anderson on 03 Oct 18
     
    Excellent podcast series to learn about the "history of white people" and how race was actively constructed to create our current context. Thanks to Gwen at the Drury Lane Bookstore in Grand Marais for turning me on to this! Very accessible -- although trigger warning content is very disturbing. Preview if you teach younger students.
Joell Wilkins

22 Words | E. B. White explains why he wrote "Charlotte's Web" - 111 views

twentytwowords.com/...ns-why-he-wrote-charlottes-web

shared by Joell Wilkins on 09 Aug 13 - No Cached
  • Joell Wilkins on 09 Aug 13
     
    Why E.B. White wrote Charlotte's Web
Glenda Baker

ISTE | Coaching White Paper - 56 views

www.iste.org/...coaching-white-paper.aspx

Coaching NETS

shared by Glenda Baker on 13 Jul 11 - No Cached
  • Glenda Baker on 13 Jul 11
     
    White paper on effectiveness of using a coaching model to support teachers to integrate tech in learning environments
Jim Tiffin Jr

What makes an interactive whiteboard interactive? - Doug Johnson's Blue Skunk... - 25 views

doug-johnson.squarespace.com/...ve-whiteboard-interactive.html

instruction blog BlueSkunk IWB interactive discussion best practices teaching strategy DougJohnson technology

shared by Jim Tiffin Jr on 19 Sep 11 - No Cached
  • But many advocates of this technology (myself included), see IWBs as genuine means of bringing more interactivity, more student-focus into classrooms of traditional teachers
  • What we don't want to forget is that someone who is coaching a teacher is not really looking for "good technology use" but for just good educational practices. Having an IWB is not going to change a lecturer into something else.
  • Any item in the Instruction domain can be enhanced using an IWB.
  • ...3 more annotations...
  • just because a teacher has an IWB doesn't mean it has to be used every minute of the day. And yes, a teacher can create truly interactive lessons without using any technology whatsoever.
  • use the SmartNotebook software that works with the hardware to organize materials, to find and share lessons, and to seamlessly blend multimedia into lessons.
  • While popular (2007, 2010, interactive white boards (IWBs) are controversial even (or especially) among technology enthusiasts. The major complaint is that the use of these devices reinforces the "sage on the stage" teaching methodology. "The IWB is little more than a fancy overhead projector and its touch sensitive screen is only used to save the teacher a couple steps back to the computer to change a slide."
  • Jim Tiffin Jr on 19 Sep 11
     
    Blog post that articulates some of the best practices for incorporating an interactive white board (IWB), like a SMART Board, into your classroom in meaningful and instructionally sound ways.
Barbara Moose

Tucson Unified School District - Interactive Whiteboards - 1 views

edweb.tusd.k12.az.us/...math_el.asp

whiteboards interactive white board IWB resources

shared by Barbara Moose on 26 May 09 - No Cached
  • Barbara Moose on 26 May 09
     
    elementary math sites to use with interactive white board - not board specific
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship

Aristotle Friendship teens adolescents online network

shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
Lauren Rosen

Mobile devices: Wireless devices and consoles provide new ways for teens and adults to ... - 22 views

pewinternet.org/...5-Wireless.aspx

Thoreau Internet usage access

shared by Lauren Rosen on 11 Feb 10 - Cached
  • African Americans are the most active users of the mobile internet, and their use is growing at a faster pace than mobile internet use among whites or Hispanics.  While African-Americans are less likely than whites to use laptops to access the internet, they are more likely to use other mobile devices such as cell phones. Half of all African-American adults (48%) have used their cell phone to access the internet, compared with 40% of Hispanic adults and just 31% of white adults.
  • Lauren Rosen on 11 Feb 10
     
    Information on the use of mobiles according to PEW studies.
Stacey Howard

YouTube - Fairy Tales - Snow White And The Seven Dwarfs - 70 views

www.youtube.com/watch

literacy numeracy ordinal length

shared by Stacey Howard on 24 Mar 11 - No Cached
  • Stacey Howard on 24 Mar 11
     
    Quick clip of Snow White and the Seven Dwarfs. Could use in conjunction with ordering the seven dwarfs by height or ordinal numbers.
jariza67

Letter_Birmingham_Jail(1).pdf - 21 views

Engage NY

shared by jariza67 on 03 Feb 16 - No Cached
  • Martin Luther King, Jr.
    • jariza67
      jariza67 on 03 Feb 16
       
      Martin Luther King Jr. is BOTH a Reverend (priest) AND a Doctor of Theology (study of religion) at this time in his life.
  • From the Birmingham jail, where he was imprisoned as a participant in nonviolent demonstrations against segregation, Dr. Martin Luther King, Jr., wrote in longhand the letter which follows.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why was Dr. King sent to jail? What law(s) did he break?
  • Jr., wrote in longhand the letter which follows. It was his response to a public statement of concern and caution issued by eig
  • ...24 more annotations...
  • It was his response to a public statement of concern and caution issued by eight white religious leaders of the South.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why were the 8 religious leaders angry at Dr. King?
  • nwise and untimely
  • WHILE confined here in the Birmingham city jail, I came across your recent statement calling our present activities "unwise and untimely."
    • jariza67
      jariza67 on 03 Feb 16
       
      Dr. King starts off his letter by addressing his critics in the opening of his letter. QUESTION: WHY DOES KING ADDRESS HIS CRITICS IN THIS MANNER? ("My Dear Fellow Clergymen:")
  • "unwise and untimely."
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why do the 8 white priests think King's protests are "unwise and untimely?" QUESTION: Why does King refer to this in his letter?
  • unwise
  • unwise
  • unwise
  • unwise
  • ctive
  • I would like to answer your statement in what I hope will be patient and reasonable terms.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: How has King set up his defense?
  • you are men of genuine good will
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: What are King's reasons for this remark?
  • "outsiders coming in."
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why is King considered an outsider?
  • I am here because I have basic organizational ties here.
    • jariza67
      jariza67 on 03 Feb 16
       
      DISCUSSION QUESTIONS (REVIEW Para. 1-2) 1. How does King begin the letter? 2. What is the impact of King's word choices? 3. HOW DO SPECIFIC WORDS AND PHRASES CONTRIBUTE TO THE IMPACT OF KING'S OPENING? 4. What are King's reasons for being in Birmingham?
  • carried
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 5. consented (v.) - permitted, approved, or agreed.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: sought (v.) - tried or attempted
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 4. untimely (adj.) - happening too soon or too early.
    • jariza67
      jariza67 on 03 Feb 16
       
      "My Dear Fellow Clergymen:" (Mr. Ariza's note) Dr. King originally addresses his famous "Letter From A Birmingham Jail" to 8 Alabama clergymen (priests) who (in a local newspaper ad) criticized King's protests and demonstrations, while also labeling King as "a law-breaker." With no paper in his jail cell, King used the margins of this newspaper to write his Famous reply to their criticisms of him. KING'S LETTER (written in August 1963) is what brought the world's attention to our country's problems with segregation and racism.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 6. Seldom (adj.) on only a few occasions; rarely, not often.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 1: fellow (adj.) -belonging to the same class or group; united by the same occupation, interests, etc.).
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 2. clergymen (n.) - religious leaders
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 3. confined (adj.) - unable to leave a place because of illness, imprisonment, etc.
    • jariza67
      jariza67 on 03 Feb 16
       
      LINK FOR THE ORIGINAL LETTER WRITTEN TO KING BY THE 8 WHITE CLERGYMEN http://www.massresistance.org/docs/gen/09a/mlk_day/statement.html
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: Consented (v.) - permitted, approved, or agreed
  • jariza67 on 03 Feb 16
     
    Letter From a Birmingham Jail full text pdf w ANNOTATIONS Mr. Ariza/ Ms. Bozeman AUGUST MARTIN HS
Greta Oppe

Going Google at TCE - 96 views

Going Google at TCEA 2011   Amidst the freezing weather, teachers were amazed, astonished, and astounded by the things teachers and students can do using Google Apps. One of these Apps is ...

Google tcea apps education educational technology

started by Greta Oppe on 17 Feb 11 no follow-up yet
Randolph Hollingsworth

Career and Technical Education: Five Ways That Pay Along the Way to the B.A. - 1 views

www9.georgetown.edu/...CTE.FiveWays.FullReport.pdf

Career and Technical Education transfer transition transition to college college readiness

shared by Randolph Hollingsworth on 21 Sep 12 - No Cached
  • Randolph Hollingsworth on 21 Sep 12
     
    New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."
Marc Patton

Innosight Institute » Classifying K-12 blended learning - 19 views

www.innosightinstitute.org/...ssifying-k-12-blended-learning

Online_Learning_Environments Teacher_Resources

shared by Marc Patton on 11 Jan 13 - No Cached
  • Marc Patton on 11 Jan 13
     
    As blended learning continues to expand across the K-12 sector, definitions are important to help people talk about the new phenomena. This white paper refines our previous work in helping to create a shared language for the emerging field so that innovators can build upon each other's ideas, rather than talk past each other.
drmaddin

Week 9: Technology, Assessment, and Learning - Applying... - 17 views

learnonline.nku.edu/...listContentEditable.jsp

shared by drmaddin on 23 Sep 16 - No Cached
  • Not everything that counts can be counted, and not everything that can be counted counts. This quote is often attributed to Albert Einstein, but evidence suggests that the credit really belongs to sociologist William Bruce Cameron.  Reg
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