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2More
Cool Math Arithmetic Games - Free Online Math and Arithmetic Free Online Math Games, Co... - 6 views
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Vídeos tutoriales de Khanacademy - 49 views
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feet wet, you may want to try some of the videos in the "Algebra I Worked Examples" playlist. Simple Equations Equations 2 Equations 3 Algebra: Linear Equations 4 Algebra: Solving Inequalities Algebra: graphing lines 1
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Hundreds of videos on high school math/science. They also have a YouTube channel. - ...13 more comments...
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The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. They are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. -
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We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. -
"We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. " -
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We've got to latch onto this idea and more like it so we don't lose our audience, who IS learning very differently now whether we like it or not!
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Khan Academy is a widely know and used cross-curricular educational video site. While there is some content for younger students, most videos are for older students and adults. http://ictmagic.wikispaces.com/Cross+Curricular -
The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. Despite being the work of one man, Salman Khan, this 2100+ video library is the most-used educational video resource as measured by YouTube video views per day and unique users per month. -
This site has videos and interactive lessons in Math and many other topics, all free -
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shared by Ed Webb on 25 Mar 09
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Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views
uk.techcrunch.com/...e-taught-in-uk-primary-schools
twitter technology literacy education UK socialmedia
shared by Ed Webb on 25 Mar 09
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The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
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Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
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The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
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I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
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Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
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Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
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Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
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Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
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So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
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Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
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Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
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The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
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L3D Philosophy - 36 views
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uture is not out there to be "discovered": It has to be invented and designed.
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Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
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previous notions of a divided lifetime-education followed by work-are no longer tenable.
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Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
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require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
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current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
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information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
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important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
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We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
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Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
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Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
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ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
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Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
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technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
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challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
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making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
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What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
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reduce the gap between school and workplace learning
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How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
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problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
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teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
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Gove unveils Tory plan for return to 'traditional' school lessons - Times Online - 22 views
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a committee of the “greatest minds in Britain” would decide what children were taught. The Prince of Wales’ Teaching Institute would also be involved in drawing up a new curriculum.
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“I’m an unashamed traditionalist when it comes to the curriculum,” Mr Gove said. “Most parents would rather their children had a traditional education, with children sitting in rows, learning the kings and queens of England, the great works of literature, proper mental arithmetic, algebra by the age of 11, modern foreign languages. That’s the best training of the mind and that’s how children will be able to compete.”
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“The invitation is there for all the great minds of our time to help reshape the national curriculum — both primary and secondary,” Mr Gove said. “We want to rewrite the whole thing and we are going to start as soon as we get in. We need the experts to tell us what is needed. The critical thing is to find people who want the intellectual life of the nation to be revived.”
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I have a pretty great mind, and I can explain - with diagrams, if necessary - why this idea is a catastrophe
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He’s absolutely right in saying that what draws people into teaching is that they love history or physics, and they want to communicate that love. They don’t love abstract thinking skills; they love the thrill of discovery in their own special field.
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“I was amazed to discover that science is not divided into physics, chemistry and biology. It has these hybrid headings about the chemical and material whatever and the Earth, the environment and this and that.”
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Because, you know, hybridity is evil - EVIL! Interdisciplinary, inquiry-driven education is clearly a plot to weaken the moral fibre of the nation. Any increase in actual learning or interest on the part of students that it may produce must be an aberration.
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Lessons should celebrate rather than denigrate Britain’s role through the ages, including the Empire. “Guilt about Britain’s past is misplaced.”
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Has Mr Gove been reading Niall Ferguson? Or maybe taking lessons from recent French policy? Either way, bizarre and frightening.
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I’ve been talking to the RSC about bringing Shakespeare into primary schools
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Modern languages will also be revived. “One of the biggest tragedies in state education over the last ten years has been this huge drop in French and German, Italian and Spanish,”
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More languages - good. But surely Chinese and Arabic should be high on the list? And Farsi, Urdu, Hindi, Russian...
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Op-Ed Columnist - The New Untouchables - NYTimes.com - 20 views
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“Our education failure is the largest contributing factor to the decline of the American worker’s global competitiveness, particularly at the middle and bottom ranges,”
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But those who have the ability to imagine new services, new opportunities and new ways to recruit work were being retained. They are the new untouchables.
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Those with the imagination to make themselves untouchables — to invent smarter ways to do old jobs, energy-saving ways to provide new services, new ways to attract old customers or new ways to combine existing technologies — will thrive.
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the right education
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So our schools have a doubly hard task now — not just improving reading, writing and arithmetic but entrepreneurship, innovation and creativity.
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Article about public education and its role in fixing our economy through the teaching of entrepreneurship, innovation and creativity.
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What are the 4 R's Essential to 21st Century Learning? | HASTAC - 79 views
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Interestingly, unlike math, which can often be difficult to teach in all of its abstraction, algorithms do stuff. Algorithms are operational. You show kids how to use a program like Scratch or Hackasaurus and, very soon, they can actually manipulate, create, and do, in their very own and special way.
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the beauty of teaching even the youngest kids algorithms and algorithmic or procedural thinking is that it gives them the same tool of agency and production that writing and even reading gave to industrial age learners who, for the first time in history, had access to cheap books and other forms of print.
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Cathy Davidson discusses the need for a fourth "R" -pertaining to "algoRithim" - It is important, she argues, because, "in the 21st century, we need [an]...expanded push towards the literacy that defines our era, computational literacy. Algorithms are as basic to the way the 21st century digital age works as reading, writing, and arithmetic were to the late 18th century Industrial era." -
"The classic "3 R's" of learning are, of course, Reading, 'Riting, and 'Rithmetic. For the 21st century, we need to add a fourth R--and it will help inspire the other three: Algorithm. "
