The thought presented in this article are fantastic. Who would not want their students to be learn, observe, apply their knowledge to real world situations. The HDA's and I know my Environmental Benchmarks have one question (BCR about the real world. The rest are more understanding of terminology and how to's. How to read graphs and charts,
1st for the planning as is suggested there needs to be equatity of tools for use. This does not occur as far as I can see. It isn't even equatible in the same schools. Some programs have greater access to the computer cartts (IB) example. This involves monies. Schools have such diverse populations that to bring all to the same level wouuld be difficult. Why shouldn't we at Kenwood have the same technologies as Towson, Dulany Valley or Hereford? Who directs the moneys here, who directs the monies to the science class students, who as a last ditch effort have to take Environmental Science as their 3rd sciences to graduate? Do they deserve the same availability of technology as GT or Honors? My recommendation is to split the county money evenly and split the monies evenly in schools
2nd. Where are we going to fit more staff development in The suggestion is to allow more time to explore and do.
The school day is long enough with the 80 mminute period, very little time to interact with fellow teachers (Where is the common planning times.I can only see where teachers should be paid for attending these professional development sessions like other professions do.
3rd Standardized Test must be updated. More real world situations need to be included, cooperative learning amoung students in a class or other classes is needed. Since all students are at varied levels time will be needed to have students become familiar with the world of new information out-there to be used. How can this be achieved when test scores drive education presently.

Who is going to be bold enough to say that the future is not test score driven but driven by collaborative efforts. Students that are motivated to try new processes, work on social skills, etc.
I think until we find the 3 problems above solution, we will be in the old method of teaching and learning no matter what policies are in place.

I have in many ways. the one that is the most frustrating is when my computer can log on and then the students can't get on because the wireless signal is too weak or not working at all. You plan work for 1/2 the class and the assignment for the other 1/2 and then you still have to go to plan B.

You then have to go to notes, a reading or a group activity with reading assignment. The students don't realize they are reading when you work on a webquest so they get more work done then when I have to reproduce activities from the quest. Also getting outside resources become limited where the internet opens many avenues.

Usually there is some type of issue even if it is not the wireless. The time restraints dictate overheads and lack lust lessons will get the job done. I like using visuals as much as possible and the ability to have students search things out on their own becomes nearly impossibe. What's the saying when the computers work it's fantasticm when they don't you're s.......!

BCPS possibly has the potential to catch up with others technologies but curriculum may have to be changed. It is difficult to teach with success the material in the time restraints we have placed upon us. Training teachers then becomes an issue. Does it become something we have to do on our own time, will we be compensated in some way. There is only so much time that can be devoted to school. Personal lives, family and othere factors come into play. More computers have to be availkable for all to benefit and this becomes a cost factor. We already know money for education somehow goes to the wrong places. It is possible but highly unlikely. Simple economics.

Challenged based learning still appears to give students the oppurtunity to go beyond the textbook learning. The article suggest that getting a job done well makes students feel good about themselves. If you feel good you tend to want to do more. Education does need to look at the future of our students, not all will go to college, but all want to feel successful at who they are and what they can do. The product or package needs to come from within the individual. Exposing students to possible carrers or ways to compete in our current job market can be realized through this challenge based learning.

Student student would be the most practical for my class. Our topic are usually current and require various sources of information to get the total picture. Resources of different natures could be utilized by each group member and then they compare, critique, create a plan of action or possible solution. They would have know current trends and the most recent findings to come up with solutions.
I also like the idea of the PBS Classroom 2.0 where you can interact with someone at other locations. I have problems taking students on field trips and this would be a way to bring the real world to my room. Also if you can ask questions that would be great

1. For me personally this fits. I try to use my limited knowledge of technology to assist the students interest in my topic of Environmental Science. I can find nice short clips at home on my home computer, but Baltimore County denies acess. I can find webquest that would be nice but getting computers in the classroom is very difficult. (Limited amount available) Especially now with replanning 85 minute periods. I do step by step because I feel most of my students get confussed if you don,t and then you spend more time reexplaining over and over. I'm not sure how to use the shared drive so I miss out on how to obtain certain information about policies of use. I would like to do more stimulating activiities, I'm hoping this class will help me.
2.The school has the technology available, but it is not as available for large classes of 30 or more.
3. I believe education is not just entertainment, how to get both knowledge for benchmarks on the time restraints placed upon us and make it more exciting is the problem. Now with 50% of your evaluation on student success what is important changes. They need the knowledge to pass, because there is no time built into the benchmark schedule to reteach during class. If there was a way to bridge the fun with terminology, facts it would be great. It is amazing how they know all about sports facts, lyrics to songs, etc. but can't apply it to class. I guess that is our job.