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This year approximately 80 grade 7 and 8 student from King George, Rouleau, Mortlach and Westmount competed in the design, construction and competition of their cardboard boats

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What is the history behind the tool? The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools. What is in each cell? Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.

Transformation  The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.

Active

When I started, largely out of exasperation, to investigate the educational research literature for myself, I was pleasantly surprised to find there was some genuinely useful and scholarly work out there, which recognised the demands of different subjects and even admitted that university lecturers aren't all workshy and stupid... It's a shame that this better stuff doesn't seem to have fed through into the generic courses that most institutions offer. My personal advice to anyone starting out as a university teacher: find a few colleagues who take their teaching seriously (there are almost certain to be some in the department) and ask them for advice; sit in on their classes if possible; remember you'll never teach perfectly but you can always teach better; and close your ears to well-meaning interference from anybody who's never actually spent time at the chalkface!

Magueijo's could acknowledge that some people teaching these courses are genuinely concerned about improving teaching, and they need academics' help in designing better courses that do so. Sotto's side should acknowldge that however much they talk about how important teaching is (as if they discovered this, and academics did not know), they are not listening to the people attending their courses if those people feel utterly patronised and frustrated at the waste of their time. If academics treated their students like educationalists treat their student academics they'd be appalling teachers. A simple course allowing us to learn from a video of our own lectures would be immensely useful. Instead whole empires of education have developed that need to justify themselves and grow, so they subject us to educational jargon and make us write essays on the educationalist's pet theory.

I would have preferred that David Pritchard had written it; his comments above are perfect.

You can’t make any sweeping generalizations based on the results

older students tend to cheat less frequently than younger students

If you are interested in this topic, look for the interesting edited book called Student Plagiarism in an Online World: http://www.igi-global.com/reference/details.asp?ID=7031&v=tableOfContentsI wrote a chapter called, "Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work." In it I discuss the complexities of plagiarism in the context of a digital culture of sharing and suggest that it is rarely black and white. I propose a continuum with intentional academic dishonesty on one end and original work on the other, with gradations in between. Based on my own research and teaching experience, I believe the instructional design and style of teaching can either make it easy-- or very difficult-- to cheat.

or says, is to "maximize the likelihood that students will get the pleasurable rush that comes from successful thought.

So the challenge for a teacher is to find that sweet spot of mental difficulty, and to find it simultaneously for 25 students, each with a different level of preparation.

Rather, we remember what we think about, and that can have non-obvious consequences. During frog dissection, are students thinking about anatomy or that they find it gross?

what school requires students to do -- think abstractly -- is in fact not something our brains are designed to be good at or to enjoy

it is critical that the task be just difficult enough to hold our interest but not so difficult that we give up in frustration. When this balance is struck, it is actually pleasurable to focus the mind for long periods of time

Students are ready to understand knowledge but not create it. For most, that is enough. Attempting a great leap forward is likely to fail.