For instance, the Chinese, who had long been reassured by their maps that they occupied the “middle kingdom,” were “extremely exasperated,” the authors write, “when they discovered . . . that they had been relegated to the right edge of a map prepared by the Jesuits.”
For instance, the Chinese, who had long been reassured by their maps that they occupied the “middle kingdom,” were “extremely exasperated,” the authors write, “when they discovered . . . that they had been relegated to the right edge of a map prepared by the Jesuits.”
This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.
Use of iPads in MGT30700 (Project Management), Fall 2010 from Aug 23-Oct 8
Report Prepared by
Corey M. Angst, Ph.D. & Emily Malinowski (MBA 2011)
Mendoza College of Business, University of Notre Dame
December 21, 2010
First, our findings suggest the greatest value of the iPad may not be its ability to function as an eBook reader but instead its capacity to function as a consolidator or aggregator of information. Second, a statistically significant proportion of students felt the iPad, 1) makes class more interesting, 2) encourages exploration of additional topics, 3) provides functions/tools not possible with a textbook, and 4) helps students more effectively manage their time.
See wiki https://wiki.nd.edu/display/oitepublishing/iPad+Configuration+for+Pilot. It also includes an Enterprise Deployment Guide
I have to say, I watched this when it aired, and it was infuriating to me. Like most educators, I get really excited when there is talk of tech in the classroom. This video does not have a counter-argument. What I got from it was, "Hey, look at all of this cool stuff these schools are doing." I am ready for schools to take this approach. I am ready to go for it. However, I would like to see a documentary on the numerous hurdles to having education like this in the other 99.9% of public schools. Some of these schools get to hand-pick students, or are on a lottery system. How about the cost? Or the professional development? Or the inequity in public school funding? With a couple exceptions, all I could see were dollar signs when I watched this. Money that is not there, and won't be for some time. If you want to feel behind the times, inadequate about your teaching/pedagogy, or flat out jealous, this is the video for you.
What kind of research should inform the work of citizen journalists? How do we prepare individuals to commit to a lifetime of learning rather than a lifetime of self-rightous rage?
"Planning is imperative for any technology initiative - iPad or otherwise. You need to ensure that you clearly understand and communicate how the technology integrates with your overall pedagogical objectives. Too many institutions purchase technology and then search for ways to utilize it, or leave it collecting dust on the shelf."
The expert performance framework distinguishes between deliberate practice and less effective practice activities. The current
longitudinal study is the first to use this framework to understand how children improve in an academic skill.
Deliberate practice, operationally defined as studying and memorizing words while alone, better predicted
performance in the National Spelling Bee than being quizzed by others or reading for pleasure. Rated as the most effortful
and least enjoyable type of preparation activity, deliberate practice was increasingly favored over being quizzed as spellers
accumulated competition experience. Deliberate practice mediated the prediction of final performance by the personality trait
of grit, suggesting that perseverance and passion for long-term goals enable spellers to persist with practice activities
that are less intrinsically rewarding—but more effective—than other types of preparation.
"The Office of Educator Preparation, Innovation and Research (EPIR)
of the Board of Regents of the University System of Georgia serves as the Intermediary for the Georgia Early College Initiative -- a partnership between the Georgia Department of
Education and the University System of Georgia. It is the Intermediary's role to offer leadership and support for Early Colleges in Georgia; provide technical assistance for each site to help ensure a successful experience for the Early College students; and study the model with an eye towards replicating the program across the state."
He used the address to argue that a curriculum which teaches skills of creativity and innovation is essential to prepare students for life in a constantly changing world.However, he said that our current system promotes a fear of making mistakes.
Great ideas...
We are preparing our children for a future of frightening uncertainty, but astounding opportunity, and to prosper within that future, our children must become skilled, resourceful, and habitual learners - not just lifelong learners but adopting a learning lifestyle.
Of course, students could benefit from choosing a school that challenges students' strengths and helps them improve their weaknesses. But the point is that the school's style could matter.
Where these preferences particularly become a problem is when the styles that lead to success in a particular course do not match the styles that will be needed for success either in more advanced courses in the same discipline, or, worse, in the occupation for which the course prepares students.
or example, in most occupations, one does not sit around taking short-answer or multiple-choice tests on the material one needs to succeed in the job. The risk, then, is that schools will reward students whose styles match the way they are taught but not the requirements of the work for which the teaching prepares them.
Columnist Virginia Heffernan reviews Cathy N. Davidson's book "Now You See It." Heffernan discusses historical shifts in education in response to the needs of the workforce, and suggests we are in the midst of another shift currently as most of the jobs the grade-school generation will have are not yet in existence. The larger questions are, "How do we prepare students for a society we can't really imagine," and "What skills can translate and give them the most flexibility to adapt to the needs of this (most likely) digital landscape." Heffernan concludes that our current model is outdated and a stronger emphasis should be placed on creativity and critical thinking.
Support for:
- continuing professional development
- teaching and learning
- leadership and management
- literacy, language and numeracy
- preparing for inspection