When it comes to showing results, he said, “We better put up or shut up.”
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shared by anonymous on 04 Sep 11
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Technology in Schools Faces Questions on Value - NYTimes.com - 70 views
www.nytimes.com/...-faces-questions-on-value.html
technology schools change critique measurement effectiveness integration
shared by anonymous on 04 Sep 11
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Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
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how the district was innovating.
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district was innovating
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there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
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“We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
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$46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
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If we know something works
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it is hard to separate the effect of the laptops from the effect of the teacher training
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The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
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Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
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“It’s not the stuff that counts — it’s what you do with it that matters.”
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“Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
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that computers can distract and not instruct.
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“They’re inundated with 24/7 media, so they expect it,”
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The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
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rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
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engagement is a “fluffy
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term” that can slide past critical analysis.
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creating an impetus to rethink education entirely
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guide on the side.
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Professor Cuban at Stanford
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But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
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“There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
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Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
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This is big business.
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“Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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Shallow (still important) analysis of the major issues regarding technology integration in schools.
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shared by Brianna Crowley on 11 May 12
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@shareski's Right: My Students CAN Assess Themselves! - The Tempered Radical - 74 views
teacherleaders.typepad.com/...selfassessment-assessment.html
assessment study_skills student_feedback formative_assessments
shared by Brianna Crowley on 11 May 12
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An engaging look at student self-assessment used to increase learning skills and feedback while decreasing teacher load for formative feedback. Two templates included.
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Critical Issue: Providing Professional Development for Effective Technology Use - 127 views
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Practice logs can promote these helpful activities. Such logs can show how often teachers use a new practice, how it worked, what problems occurred, and what help they needed (Sparks, 1998).
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Professional development for technology use should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content.
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Specific content can help teachers analyze, synthesize, and structure ideas into projects that they can use in their classrooms (Center for Applied Special Technology, 1996).
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The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum
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A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)
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teachers need access to follow-up discussion and collegial activities
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The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.
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An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,
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teachers need time to plan, practice skills, try out new ideas, collaborate, and reflect on ideas
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The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.
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he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.
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This was well before development of Personal Learning Networks (PLNs)! Twitter, Facebook, Ning, and such all provide opportunities to make this idea happen.
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consists of three types: preformative evaluation, formative evaluation, and summative evaluation.
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Preformative evaluation
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formative evaluation,
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summative evaluation,
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Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.
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School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.
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EDED20474_2131: Academic perspectives on quality teachers and teaching - 51 views
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This is brilliant and true. I pariticularly am witness to this, not only in my own professional practice (going from observations as a beginning teacher and then having a classroom "to myself" to a school where I had TAs in my class which changed the dynamic and in that school there was an 'open door policy' where you could expect admin to stroll through. And now I am in PD for other staff with IT I find it hard to get my foot through their classroom doors. There is resistance to share short comings for sure!
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Teachers are among the most powerful influences in learning. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. Teachers need to be aware of what each and every student is thinking and knowing to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria of: “Where are you going?”, “How are you going?”, and “Where to next?”. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understanding is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding (Hattie, 2009, pp. 238-239).
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shared by Dan Bench on 06 Nov 16
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Process vs Product in Maker-centered Learning - The Learner's Way - 42 views
thelearnersway.net/...uct-in-maker-centered-learning
creativity lifelong learning expansion instruction
shared by Dan Bench on 06 Nov 16
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by ‘Making Thinking Visible’ (MTV) can help here. MTV strategies offer two advantages to teachers and learners. Importantly they provide structure to thinking and encourage a deeper engagement with concepts and ideas. They also allow the thinking that is occurring to be made visible and thus a part of the assessment process
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mastery of the process that students are utilising as they solve the problems they encounter in their making. How do they deal with obstacles? How did they plan their solution? How effectively do they collaborate? What did they do to understand the problem and how did they monitor their progress?
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Students move through phases of thinking that include empathy, needs analysis, ideation, planning, prototyping and evaluation in patterns both linear and non-linear as needs require.
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Failing is a part of the process and failing disrupts output based assessments. At the core of the maker philosophy is a process of ideation, iteration and emergence.
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their Personal Passion Projects. Many of the projects fit neatly into the description of maker-centered learning. These are the projects where the students have identified a need and the solution is a product which they design and then prototype.
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The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.
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Lessons Worth Sharing--TED - 64 views
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Ted ed is going to be a great tool in helping my students achieve their specified learning goal. Ted ed will accomplish this by allowing my students to access educational videos from their home, smartphone, or in the computer lab. This will be so powerful, because of the tools that ted ed supplies the user with think, and dig deeper, and the ability for user created quizzes. I plan to assign videos for homework and then hold students accountable by tracking their quizzes.
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Ted ed is going to shared to motivate my teachers and students. These resources will be infused into the curricular lessons to introduce engaging perspectives on information they're teaching/learning and to ignite creativity.
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this is an amazing new website from TED. Watch animated videos with built in quizzes and lessons, or upload your own videos and share. Wonderful resource for the flipped classroom - ...1 more comment...
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http://blog.schoollibraryjournal.com/neverendingsearch/2012/04/26/flip-this-video-a-ted-ed-update/ This article by Joyce Valenza explains how videos from TED-Ed can be "flipped" to become lessons plans and extension ideas, allowing for a richer and more differentiated experience. -
The New TED website specifically for educators. Features illustrated videos. In Beta -
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shared by Katt Blackwell-Starnes on 19 Feb 12
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Should We Really ABOLISH the Term Paper? A Response to the NY Times | HASTAC - 46 views
hastac.org/...h-term-paper-response-ny-times
critical thinking information literacy writing blogging
shared by Katt Blackwell-Starnes on 19 Feb 12
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Kate Pok liked it
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I no longer engage in a ritual that too often happens among assigners of research papers (you know who you are), that frantic last week reading and marking 50 term papers before grades are due. Too often, in the old days, I would read and write comments on papers that wound up in a box outside my office door that few students ever came by to collect--a pointless and deadening pedagogy if there ever was one.
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Interestingly, the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work. When it is substantive, the student is elated and surprised that their words were taken seriously. When it is rude or trollish, the student is offended. Both responses are good. The Internet needs more people committed to its improvement, to serious discourse.
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5 Apps to Lower Teacher Anxiety & Raise Student Voices - Getting Smart by John Hardison... - 133 views
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"All educators have access to a superhero's toolbelt of time-saving gadgets that lower teacher anxiety while elevating students' voices. I like to think of them as technology sedatives."
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How About Better Parents? - NYTimes.com - 97 views
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“Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. The performance advantage among students whose parents read to them in their early school years is evident regardless of the family’s socioeconomic background. Parents’ engagement with their 15-year-olds is strongly associated with better performance in PISA.”
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I'm sure something we all already all knew...but it's nice when someone else acknowledges it.
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Thomas Friedman commenting on new PISA study that shows parental involvement in early years impacts student performance.
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Educational Leadership:Writing: A Core Skill:Teach Critical Thinking to Teach Writing - 48 views
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critical thinking doesn't come easily for anyone
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writing does not necessarily teach critical thinkin
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the best way to help students learn critical thinking may be to actually teach it
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although writing and thinking may be linked, students don't learn to think just by learning to write; rather, to learn to write, they need to learn to think.
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An excellent article on the challenges we all face in become better at thinking critically and writing well. I have found that most students do better presenting arguments in written form when they have engaged in in-depth discussion, as then questioning and peer responses can prompt deeper thinking and make real the need to both cite and explain evidence. The Shared Inquiry method used in Great Books programs provides a focus on open, interpretive questions that require students to make an defend claims about the meaning of complex texts. The model lessons suggest a sequence of activities that supports multiple close readings, collaborative discussions, and writing throughout the process.
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shared by Roland Gesthuizen on 20 Sep 10
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Learning | Inter.Connect.Ed - 40 views
benpaddlejones.edublogs.org/...learning
learning thinking questioning cooking engagement curriculum blog
shared by Roland Gesthuizen on 20 Sep 10
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In a knowledge economy it's not about transmitting content, it's about giving students a 'High Order' question under which multiple outcomes hang. Then allowing the students to respond to the question using the resources provided, their prior learning and the worldwide library that is the internet.
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How to Adjust to your Interactive Whiteboard: The Chart Page « classroom2point0 - 106 views
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How to Adjust to your Interactive Whiteboard: The Chart Page Interactive Whiteboards (IWBs) have the potential to draw your students into lessons in ways that weren’t possible without substantial planning, troubleshooting, and cut-and-paste work on your part. In this second of what will become more posts, I’ll teach you how to quickly make a “chart” page that you can use over and over again. Then I’ll provide suggestions on how this chart page can be incorporated into various content areas at the middle and secondary level. Why a “Chart” Page? A “chart” page is easy to make and easy for you and your students to manipulate. You will use this page over and over again. Once you’ve saved this page, you and your students can quickly and easily create flow charts, concept maps, and other graphical representations of key ideas and concepts. As your students go to the IWB to demonstrate their thinking, you will find them more engaged and better able to retain information.
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College is a waste of time - CNN.com - 49 views
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Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
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Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
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The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
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People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change.
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I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
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I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
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36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
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college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
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Failure is punished instead of seen as a learning opportunity.
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Learning by doing
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A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
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creating personal portfolios to showcase their talent.
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document our accomplishments, and have them socially validated with tools such as LinkedIn
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E-learning on the rise - 28 views
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E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).
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E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.
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Eighty-four percent of respondents believe e-learning is a valuable educational tool.
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The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”
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When asked about the barriers to adopting online learning, faculty cited such concerns as doubt about its capability and reliability, acceptance by students and teachers, and lack of resources, such as time and technical support.
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Twenty-three percent of respondents said the effectiveness of e-learning depends on the resources available, including the format and features of courses. For example, e-learning is best when teachers are adequately trained to use it, there is high-quality content and curriculum design, it’s used in conjunction with real-world situations and there is opportunity for student-teacher interactions, discussion boards and collaborative projects.
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“Our survey looked at how community college faculty members are using e-learning as a cost-effective means” to increase completion rates and ensure that “students walk away with credentials that are meaningful in the workplace and that they are prepared for the careers they hope to pursue, including, for many, the start of entrepreneurial endeavors,” said NACCE President and CEO Heather Van Sickle.
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Turnitin : Leading Plagiarism Checker, Online Grading and Peer Review - 60 views
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"Ensures original work by checking submitted papers against 20+ billion web pages, 220+ million student papers and leading library databases and publications. Saves time and improves feedback through online grading where standard and customized marks appear directly on the student's paper. "
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Check papers against 24+ billion web pages, 250+ million student papers and 110,000+ publications. Save instructors' time while providing rich feedback on student written work. Improve student writing by engaging them in the peer review process.
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Questions That Evoke Wonder in Our Students | Faculty Focus - 8 views
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“If I had influence with the good fairy who is supposed to preside over the christening of all children I should ask that her gift to each child in the world be a sense of wonder so indestructible that it would last throughout life, as an unfailing antidote against the boredom and disenchantments of later years, the sterile preoccupation with things artificial, the alienation from the sources of our strength.” Rachel Carson, A Sense of Wonder
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Critical Pedagogy - 7 views
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"In 1970 Paulo Freire published Pedagogy of the Oppressed in response to the antiquated notion of education as filling empty vessels, where an oracular educator lectures ignorant learners, arguing instead for a change in the power balance in the classroom so instead of authoritarian teachers choosing the path of learning, a collaboration of teacher-students and student-teachers would form to make learning bespoke through critical dialogue and critical assessment of the knowledge is being, and in the process, change the world around them."
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shared by Amy Burns on 07 Feb 12
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Collaborize Classroom | Online Education Technology for Teachers and Students - 11 views
www.collaborizeclassroom.com
collaboration education web2.0 collaborize classroom technology tools e-learning
shared by Amy Burns on 07 Feb 12
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Online discussion that allows for media, text, voting, and student commenting. More than just a linear discussion. Has topic organization and class organization. Online Education Technology for Teachers and Students -
a free online collaborative education platform that allows students and teachers to transcend the boundaries of their physical classroom to engage in an online collaborative learning environment.
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shared by Jennie Snyder on 27 Jan 13
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Lydia Dobyns: A '21st Century' Education Is SO Last Century - 34 views
www.huffingtonpost.com/...tury-education-_b_2441252.html
deeperlearning edleader21 change 21stcentury learning
shared by Jennie Snyder on 27 Jan 13
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We can't know what the classroom will look or feel like. We do know, however, that most school districts are organized to deliver education that inhibits rather than encourages innovation. That needs to change.
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like "Deeper Learning" as a way to convey both the acquisition of knowledge and the transference/application of knowledge along with developing skills employers find valuable -- collaboration, communications and critical thinking
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t's time to move on and work together to develop education systems that meet students where they live and provide a relevant education to develop cognitive and non-cognitive skills
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Of course, schools and classroom practices need to be current -- what teacher or district leader would say that we should continue to teach the way we did back in the "good ol' days?" Can you show me a successful organization or business that prides itself on keeping things exactly the way they were?
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We need to believe the adults delivering education services are capable of being innovative, adaptive and collaborative and welcome being accountable for student outcomes. Then we need to invest in this belief by providing both the professional development and the infrastructure to make this belief a reality for all students and all teachers.
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Ultimately, it is about delivering core education in today's world by today's standards of success.
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I believe this is the basic approach: Education needs to be more relevant and rigorous for students. Educational institutions need to be more engaging and empowering for teachers. A high school diploma needs to be more directly applicable and valued in the economy. These are attainable goals; all education investments should be measured against these objectives.
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Lydia Dobyns: A '21st Century' Education Is SO Last Century http://t.co/fieSUgnj #deeperlearning #edleader21