What Twitter Can Teach Primary Students - 0 views
Bad Behavior Online on Devour.com - 0 views
Assistive Technology - 0 views
Android 4 Schools - 0 views
Column: Futile fight on student tweets - 0 views
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Free speech is not free of consequences. It's a lesson better learned early than late.
Mathscasts - YouTube - 0 views
Are You Behind? - 0 views
Will · Let's Make it an Even 300, OK? - 0 views
The Taxonomy of Social Media | edSocialMedia - 0 views
We Need Teachers, Not Facilitators! : Stager-to-Go - 0 views
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Teachers expert in inspiring long-term, personally meaningful and interdisciplinary projects or thematic instruction regularly exceed the standards, but that realization is lost on facilitators.
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New teachers have little or no experience with classroom centers, independent work, student projects and the sorts of agency that allow children to enjoy the “flow” experiences that build upon their obsessions and lead to understanding. Even when teachers are not lecturing from bell-to-bell, the classroom agenda is top-down and leaves little chance for serendipity or student initiative.
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Great teachers know their students in deeper ways than any data can provide. They ask kids about their weekends. They chat about what kids are reading and console them when their hamster dies
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A List of Great Checklists Every Teacher should Have - 0 views
Technology Integration Matrix - 0 views
Op-Ed: There's An App For Everything, And That's A Problem : NPR - 0 views
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Faced with a choice between maturity and pain minimization, Silicon Valley has chosen the latter.
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He thought it's a complex process that involves you telling a story, processing some sensory experience. It's not just about being confronted with pictures, facts or numbers. Now, unfortunately that's how Silicon Valley thinks, because those are the things they can record.
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how problem solvers define problems matters a great dea
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Principal: 'I was naïve about Common Core' - 0 views
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The Common Core places an extraordinary emphasis on vocabulary development
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Teachers are engaged in practices like these because they are pressured and afraid, not because they think the assessments are educationally sound. Their principals are pressured and nervous about their own scores and the school’s scores. Guaranteed, every child in the class feels that pressure and trepidation as well.
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I am troubled that a company that has a multi-million dollar contract to create tests for the state should also be able to profit from producing test prep materials. I am even more deeply troubled that this wonderful little girl, whom I have known since she was born, is being subject to this distortion of what her primary education should be.
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