Control Alt Achieve: 11 Ways to Teach Math with Google Drawings - 0 views
Control Alt Achieve: 20 YouTube Channels for Social Studies - 0 views
Per Scholas - 4 views
Free Technology for Teachers: Save Time by Using JoeZoo Express to Give Feedback in Goo... - 0 views
Control Alt Achieve: 5 Emoji Learning Activities with Google Docs - 0 views
U.S. manufacturing producing more with fewer workers | Pew Research Center - 0 views
The Epic BYOD Toolbox | Edutopia - 0 views
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I've updated my BYOD toolbox with some more of my favorite apps and tools for Edutopia. If you need some ideas, then, here you go! Epic BYOD Toolbox https://t.co/qMCCSRpWrJ by @coolcatteacher | @cw…
Control Alt Achieve: 21 Chrome Extensions for Struggling Students and Special Needs - 1 views
Kerpoof Studio - 0 views
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Free web-based tool. Requires flash. Teacher account permits you to set up student accounts without student emails.
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Retired math teacher who has been collecting free stuf for many years at http://www.textbooksfree.org/Mathematics%20Internet%20Library.htm Old fashion dittos are the most. Suggestions for links welcome.
The tags we're using - 300 views
When you click "send to group" a list of 16 tags pop up -- these are from the tag dictionary -- each time you send to the group, you should select at least 2-3 of those. It lets you do this. http:...
FREE Online PD Course: How to Teach Online for the Classroom Teacher - 0 views
The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views
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In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
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The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
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faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
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Speed Reading - 9 views
Bootstrap - 1 views
What Cliff? Data and the Destruction of Public Higher Ed | Just Visiting - 2 views
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That higher education institutions are facing a “demographic cliff” in the coming years has become conventional wisdom. But what if there is no cliff? What if we’ve instead been subjected to a narrative rooted in limited data that serves the interests of corporations and is doing real damage to our public institutions?
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Currently, the NCES projects relatively constant numbers of high school graduates through 2030, with total graduates expected to increase in the mid-2020s, followed by a modest decline, making the projected 2029–30 number slightly greater than in 2016–17. Further, it is important to note that since the 1970s, the total number of high school graduates in the U.S. has declined several times before. More importantly for higher education, the NCES projects modest increases in higher education enrollments through 2029.
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WICHE is an interest group with an explicit policy agenda—“focus areas”—which includes “developing and supporting innovations in technology and beyond that improve the quality of postsecondary education and reduce costs.”
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