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judith epcke

Heather Wolpert-Gawron: The Education of Student Success: Top 10 Family Responsibilitie... - 0 views

www.huffingtonpost.com/...tion-of-student-_b_789565.html

edreach student_success education_policy

shared by judith epcke on 06 Dec 10 - No Cached
  • judith epcke on 06 Dec 10
     
    Teachers, students and parents all have roles in ensuring student success, says teacher Heather Wolpert-Gawron, who lists the top 10 responsibilities of each in three blog posts. For teachers, it is important to be experts in your field, make lessons engaging and relevant and be strong role models. Wolpert-Gawron writes that students must be their own advocates, ask questions and communicate with teachers. Families, she writes, are responsible for making sure students attend school ready to learn. However, a fourth party -- policymakers and voters -- must support education if students are to succeed, Wolpert-Gawron writes.
judith epcke

The Answer Sheet - First blame the teachers, then the parents - 0 views

voices.washingtonpost.com/...t-blame-the-teachers-then.html

edreach accountability parents

shared by judith epcke on 06 Dec 10 - No Cached
  • judith epcke on 06 Dec 10
     
    The U.S. Department of Education blames teachers for low test scores, and parents could be next, writes Maine educator Maja Wilson. She argues that rather than looking for ways to boost achievement, officials are assigning blame through a so-called "accountability movement." She writes that Education Secretary Arne Duncan's next move might be to implement a system he saw while working in Chicago schools that graded parents on whether they were involved in schools and their students were prepared to learn
James O'Hagan

With iPads, Olympia students have world at their fingertips - Olympia School District -... - 0 views

www.theolympian.com/...ads-olympia-students-have.html

shared by James O'Hagan on 20 Dec 11 - No Cached
  • “Textbooks have really great things, but they’re also very limiting,” said Underwood, who is in her 24th year of teaching at Olympia High. “Our kids are digital kids. They respond very well to this kind of tactile environment, where they can get immediate feedback.”
    • James O'Hagan
      James O'Hagan on 20 Dec 11
       
      Again, the focus is on the stuff. Not the pedagogy, or the changes in teaching. Really?
  • hasn’t used iPads because they don’t work with the district’s technology system
    • James O'Hagan
      James O'Hagan on 20 Dec 11
       
      And this technology system is some proprietary POJ from Albania?
  • as well as a pilot program at Olympia High where students in an intensive college readiness course known as AVID were issued district-owned iPads to use throughout the year for note-taking, research and organization.
    • James O'Hagan
      James O'Hagan on 20 Dec 11
       
      And what has been done with teacher training? Shifts in pedagogy?
  • ...3 more annotations...
  • The district is still training many teachers on how to incorporate the use of mobile devices in their classrooms,
    • James O'Hagan
      James O'Hagan on 20 Dec 11
       
      GOOD!
  • “They put them back where they’re supposed to,” she added. “They never put French books back where they’re supposed to.
  • We have a French Blog where the students' class projects (videos, comics, writing, etc... all created on the iPads) are posted. This allows for students from different class periods to observe and interact not only with what their other peers are doing but also what the other levels of the language are working on. Another really useful hands-on learing experience.
    • James O'Hagan
      James O'Hagan on 20 Dec 11
       
      Glad to see the students getting in on making this the story it should have been.
daniel rezac

Moving at the Speed of Creativity - 0 views

www.speedofcreativity.org

writing blog edtech web2.0

shared by daniel rezac on 22 Dec 10 - Cached
  • Scratch, a free iconic programming language and active learning community provided by MIT, is a learning platform EVERYONE involved in education should know how to use. This is a bold claim, but I'm ready to defend it more than ever after spending four weeks working with Scratch this past semester with my UNT pre-service education students. Together, we learned about the primary Scratch project types (Animations, Games, Simulations, Music, Art, and Stories) as well as other possibilities. Teaching about Scratch and with Scratch enabled me to model project-based learning for my students, and enabled them to learn first-hand the power (as well as challenges) of discovery learning. Scratch challenged all of us, since it took everyone outside our comfort zones. When you ask students to create a word processing document, a spreadsheet, or a presentation, there's a VERY high likelihood they have past experiences with those activities. None of my students had ever used Scratch prior to our class, and many had never tried any kind of computer programming previously. Scratch is a very open environment, so it is ripe for creativity and creative expression. Our schools are too often devoid of opportunities for creative expression, and the invitation for students to demonstrate their learning with Scratch can change this. Few things made me happier this semester than my students discovering how THEY could be successful using Scratch to communicate with others, and resolving to share it with their own students when they begin teaching. This is one example from a student's blog reflection about Scratch and Chris Betcher's 2010 K-12 Online Conference presentation, "Teaching Kids To Think Using Scratch."
    • daniel rezac
      daniel rezac on 22 Dec 10
       
      a VERY Bold claim.
  • daniel rezac on 22 Dec 10
     
    Scratch, a free iconic programming language and active learning community provided by MIT, is a learning platform EVERYONE involved in education should know how to use. This is a bold claim, but I'm ready to defend it more than ever after spending four weeks working with Scratch this past semester with my UNT pre-service education students.
  • James O'Hagan on 08 Jan 11
     
    I will be attempting to use Scratch with my high school sped class. I think I can scaffold this appropriately.
James O'Hagan

The Feeling of Power - 0 views

www.themathlab.com/writings/short stories/feeling.htm

shared by James O'Hagan on 18 Apr 11 - No Cached
  • "Well," said the President, considering, "it's an interesting parlor game, but what is the use of it?" "What is the use of a newborn baby, Mr. President? At the moment there is not use, but don't you see that this points the way toward liberation from the machine? Consider, Mr. President," the congressman rose and his deep voice automatically took on some of the cadences he used in public debate, "that the Denebian war is a war of computer against computer. Their computers forge an impenetrable shield of counter-missiles against our missiles, and ours forge one against theirs. If we advance the efficiency of our computers, so do they theirs, and for five years a precarious balance has existed.
  • "Yes. Well, Dr. Shuman tells me that in theory there is nothing the computer can do that the human mind cannot do. The computer merely takes a finite amount of data and performs a finite number of operations upon them. Then human mind can duplicate the process."
  • "Well, Mr. President, I asked the same question. It seems that at one time computers were designed directly by human beings. Those were simple computers, of course, this being before the time of the rational use of computers to design more advanced computers had been established.
  • ...6 more annotations...
  • The congressman coughed gently. "If I may make another point, Mr. President - the further we can develop this thing, the more we can divert our federal effort from computer production and computer maintenance. As the human brain takes over, more of our energy can be directed into peacetime pursuits and the impingement of war on the ordinary man will be less. This will be most advantageous for the party in power, of course."
  • I've gone over your ingenious demonstration that the mind can duplicate the computer
    • James O'Hagan
      James O'Hagan on 18 Apr 11
       
      We are wowed by the opposite today.
  • The general was saying, "Our goal is a simple one, gentlemen: the replacement of the computer. A ship that can navigate space without a computer on board can be constructed in one-fifth the time and at one-tenth the expense of a computer-laden ship. We could build fleets five times, ten times, as great as Deneb could if we could but eliminate the computer."
  • "And I see something even beyond this. It may be fantastic now, a mere dream, but in the future I see the manned missile!" There was an instant murmur from the audience. The general drove on. "At the present time, our chief bottleneck is the fact that missiles are limited in intelligence. The computer controlling them can only be so large, and for that reason they can meet the changing nature of antimissile defenses in an unsatisfactory way. Few missiles, if any, accomplish their goal, and missile warfare is coming to a dead end; for the enemy , fortunately as well as for ourselves.
  • "On the other hand, a missile with a man or two within, controlling flight by graphitics, would be lighter, more mobile, more intelligent. It would give us a lead that might well mean the margin of victory. Besides which, gentlemen, the exigencies of war compel us to remember one thing. A man is much more dispensable than a computer. Manned missiles could be launched in numbers and under circumstances that no good general would care to undertake as far as computer-directed missiles are concerned-"
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