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blending technology with face-to-face teacher time generally produces better outcomes than face-to-face or online learning alone

Rather, what matters most is how students and teachers use technology to develop knowledge and skills. Successful technology integration for learning generally goes hand in hand with changes in teacher training, curricula, and assessment practices

Students playing an active role in their learning and receiving frequent, personalized feedback Students critically analyzing and actively creating media messages Teachers connecting classroom activities to the world outside the classroom

Social Justice Teacher Preparation Technology Integration Networked Learning Twitter Parents as Partners – Building Learning Networks Posted by Shannon Smith on 2/20/12 • Categorized as Best Educational Practices,Distributed Leadership,Parental Involvement,Twitter 5 "fist bump" cc by Mark H. Anbinder on flickr Many schools are beginning to use social media to send out information to parents. Examples include twitter feeds and facebook pages. These initial forays into social media are a first step. They provide parents and the community with greater access to information regarding the school and the learning happening within its walls. A key facet of school leadership is developing relationships, both within staff and also with families and the community. This relationship building must include seeking feedback and listening. Most of this work is done face to face, through school events or outreach programs and even through informal conversations in the hallways or at drop off or pick up time. We live in a time w

First, he or she is up to date with technology, not only in the educational arena, but across the board.

Second, your knowledge broker must be able to have the interest in finding resources for any class content.

Third, and perhaps most important, the knowledge broker must be able to transfer his/her knowledge to a teacher - who is most likely not all that excited about technology or at best a bit skeptical - in a calm, jargon-free style.

The OU is familiar with the kind of learning facilitated via distance, but Lea admits the web has opened new avenues for students. "In the past, a distance learning course was written and delivered and because it was in print, did not change much for the next few years," she says. "Now, we are talking much more about design, where there is an integration of a range of media which has implications for the course content, not least in the ways that it is possible to integrate student-generated content."

"I wouldn't say there are any profound changes in the way we should be thinking about theories of learning."

The internet established itself in academic institutions and is a vast library of information. It has transformed access to and production of knowledge, both factual and socially constructed. Yet our understanding of learning remains the same. It is still practitioners' responsibility to design spaces that push students away from the distractions of pop bands' websites towards outcomes that make the grade.

Top priorities include promoting a greater emphasis on depth over breadth in understanding science and getting young people to continually engage in the practices of both scientific inquiry and engineering design as part of the learning process.

core scientific concepts revisited at multiple grade levels to build on prior learning and help facilitate a deeper understanding.

“next generation”

we revamped our tech support structure, merging the media staff to expand the scope and provide a broader range of technology integration support.

number one mission of our tech-media team is evolving into a Disney-style imagineering approach to expanding our 1:1 and use of technology tools for learning.

The superintendent must provide the team with the vision, resources, and freedom to strike out on their own and maximize their creativity. They must feel safe to take risks and have the public backing of the superintendent that enables them to support school administrators and teachers in adapting to new technology changes.

how can spaces that have essentially been designed the same way for 100 years still serve the learning needs of our students in the 21st century?

When you stand in a classroom and look out at your students, what does the layout of that room say about the educational philosophy of your school?

Whatever technology you're placing into school, the physical learning environment should support the same pedagogical objectives that prompted the integration of the technology. Everything should work in unison to create an atmosphere that encourages and fosters 21st century learning objectives.

students to learn "whenever and wherever"

He said the government would support an open content market containing a variety of learning materials, aimed at keeping up quality while keeping down costs.

They were best at evaluating information on the internet, assessing its credibility and navigating web pages.

1. Learning Centered - Everyone (adults, children) is a learner; learners have agency; emphasis on becoming a learner over becoming learned.

2. Questioning - Inquiry based; questions over answers

3. Authentic - School is real life; students and teachers do real work for real purposes.

The BC Ed Plan encourages students to have the opportunity to “discover, embrace and fulfill their passion”

However, one thing I have noticed when it comes to integrating information communication technologies (ICT), is that the teachers and the schools that really fly, the high performing schools...they don’t come to my PD. They don’t go to any PD. They understand that they, and their professional networks, are their own PD.

The problem with PD is that on the whole it treats teachers as ‘consumers’ of professional knowledge, and discourages teachers from thinking for themselves. The reality is that most of good practice with ICT is still to be developed. Teachers need to be ‘creators’ of professional knowledge.

Great teachers see themselves as ‘creators’ of professional knowledge. Through a continuous cycle of ‘planning, application, reflection’ great teachers develop improved ways to educate students, tailoring their teaching to the specific needs of the context within which they teach.

Tidy lectures will be supplanted by messy real-world challenges. Instead of parking themselves in a lecture hall for hours, students will work in collaborative spaces, where future doctors, lawyers, business leaders, engineers, journalists and artists learn to integrate their different approaches to problem solving and innovate together.