The act of teaching is becoming more about designing the educational context and engaging students as they learn to approach material in more insightful and demanding ways. We are not transmitters of knowledge very often today,
The LMS was not a creative decision, it was not pushing the capabilities of the Internet, it was settling for the least innovative classroom practice and repositioning that digitally. As a result classes taught within its structure generally land with a dull thud. No matter how creative and inspired the teacher or pedagogue behind the wheel, the LMS is no match for the wideness of the Internet. It was born a relic -- at its launch utterly irrelevant to its environment and its user.
The LMS largely erased mindfully aware teaching, and made excuses for unconscionable practice.
The 21st century classroom must be a place to network, to create, to publish, to share.
The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
tudents will begin to understand that their computer is not simply a novel
"...[D]espite the widespread declared enthusiasm for "edtech" and all its related cyber-baubles, teachers still - and will continue to - rely on a quality ELT textbook as the pedagogical "anchor" of their teaching, and schools are also probably more comfortable having such an expert-authored curriculum than being without" (So Is the Clock Ticking? ¶2).
In July 2011, Larry shared his choices, "[starting] ...off with posts from educators" that he recommended reading, along with the comments that followed. A note at the head of points out news of update as of Sept. 2011. Thanks to Claudia for pointing this out.
deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday
teachers need to start somewhere (Monday
Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.
consumption of media to curation, creation, and connection
flexible, mobile device for creating multimedia performances of understanding
foster critical reading of text, images, audio, and film
read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas.
Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.
focused reading mode, we hope young people will engage deeply with a text.
imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.
it will be practices rather than apps that help students develop the capacity to read deeply.
learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.
recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading
naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.
iOS 6 has a Guided
shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read
develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction.
"The ISTE Essential Conditions are the 14 critical elements necessary to effectively leverage technology for learning" (Essential conditions, ¶1, 2015.03.12).
"The ISTE Essential Conditions are the 14 critical elements necessary to effectively leverage technology for learning" (Essential conditions, ¶1, 2015.03.12).