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ramp up your students’ learning with these easy-to-learn (and teach!) strategies.

Rideout

The announcement said, “Scientific research and policy statements lag behind the pace of digital innovation,” and noted that the organization’s screen time policies were written before the rise of the iPad (Brown, Shifrin, & Hill, 2015)

The AAP’s current guidelines are that television and other entertainment media should be avoided for children younger than 2 years old and that older children and teens should limit screen time to 2 hours per day (AAP, 2015)

References to learning styles still abound in many curriculum documents at system and school level, despite the lack of evidence for their efficacy.

By all means, let’s cater for individual differences in student learning. This is best achieved through knowing our students as learners and people, thorough on-going assessment, constructive feedback and targeted, evidence-based teaching strategies.

This brief examines policies and practices concerning the use of data to inform school improvement strategies and to provide information for accountability. This twin-pronged movement, termed Data-Driven Improvement and Accountability (DDIA), can lead either to greater quality, equity and integrity, or to deterioration of services and distraction from core purposes. The question addressed by this brief is what factors and forces can lead DDIA to generate more positive and fewer negative outcomes in relation to both improvement and accountability. The policy brief concludes with 12 recommendations for establishing more effective and productive systems and processes, derived from its analysis of the relevant research. A report containing model legislation follows, detailing a legal structure that would use data effectively to create a multi-level system of accountability designed for school improvement.

y, my response to ed tech is “It depends.” And one key consideration on which it depends is the reason given for supporting it

But the rationale that I find most disturbing — despite, or perhaps because of, the fact that it’s rarely made explicit — is the idea that technology will increase our efficiency

Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”