The article calls for viewing PCK as neither a subcategory of subject matter (subject matter knowledge for teaching) nor as a general generic form of knowledge. It presents a view of PCK as a collection of teacher professional constructions, as a form of knowledge that preserves the planning and wisdom of practice that the teacher acquires when repeatedly teaching a certain topic

Those studies about the wonders of handwriting all suffer from the same set of flaws, namely, a) that they don’t actually work with students who have been taught to use their laptops or devices for taking notes. That is, they all hand students devices and tell them to take notes in the same way they would in written form. In some cases those devices don’t have keyboards; in some cases they don’t provide software tools to use (there are some great ones, but doing it in say, Word, isn’t going to maximize the options digital spaces allow), in some cases the devices are not ones the students use themselves and with which they are comfortable. And b) the studies are almost always focused on learning in large lecture classes or classes in which the assessment of success is performance on a standardized (typically multiple-choice) test, not in the ways that many, many classes operate, and not a measure that many of us use in our own classes. And c) they don’t actually attempt to integrate the devices into the classes in question,

I have plenty of conversations with students about how to take notes already. Most of the time their problem isn’t which device (pencil, laptop, phone, quill) they use to take those notes, but how to take them and how to use them to learn based on their own experiences, learning styles, and discipline

What is more, his videos reveal an ignorance of how we know students learn mathematics.

Many mathematics educators stress another kind of knowledge necessary to design and deliver quality instruction: pedagogical content knowledge (PCK). PCK refers to knowledge of content as it relates to teaching.

This difficulty is due at least in part to the fact that many rules that apply to whole numbers do not apply to decimals. Perhaps the most famous of these involves comparing numbers. When two whole numbers have different numbers of digits (e.g., 435 and 76), the one with more digits is greater (and usually by a lot!) This is not true of decimals: 0.435 is less than 0.76, despite having more digits.

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.

When something that I see online gives me a light bulb moment, I modify it for my personal use

French authorities, which have warned parents in France they could face fines of up to €45,000 (£35,000) and a year in prison for publishing intimate photos of their children on social media without permission, as part of the country’s strict privacy laws.

A 2015 study by internet company Nominet found parents in the UK post nearly 200 photos of their under fives online every year, meaning a child will feature in around 1,000 online photos before their fifth birthday.

A recent University of Michigan study found that children aged 10 to 17 “were really concerned” about the ways parents shared their children’s lives online