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Tracey Kracht

Are Teachers of Tomorrow Prepared to Use Innovative Tech? | Fluency21 - Committed Sardi... - 0 views

fluency21.com/...repared-to-use-innovative-tech

training

shared by Tracey Kracht on 23 Mar 13 - No Cached
  • there’s a disparity between what principals expect from new hires and what teachers-in-training are learning.
  • Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.
  • Tracey Kracht on 23 Mar 13
     
    This is an interesting article about new teachers entering the field and what principals are expecting they are learning and bringing to the workplace in terms of technology integration.  Interestingly, when digital students are taught using 'old' methods, they are not much more prepared than veteran teachers to integrate technology....although they may be less fearful as they personally use many more digital tools.
Tracey Kracht

T&L Live @ School CIO Summit: A Curated Social Media Hub - 0 views

www.techlearning.com/tltechlive

GoOpen

shared by Tracey Kracht on 20 Oct 16 - No Cached
  • Tracey Kracht on 20 Oct 16
     
    This year's program is all about professional development for tech lead learners-those edtech leaders who bridge the gaps between classroom and administration, curriculum and technology, school and home. This full day of workshops and discussions is specifically designed to "train the trainers" with shared best practices, workshops, and discussions that attendees can take back to their districts and put into action. This is your chance to network with others who care deeply about the future of education.
Tracey Kracht

Why We Need a Moratorium on Meaningless Note-Taking - Getting Smart by Susan Lucille Da... - 0 views

gettingsmart.com/...ium-on-meaningless-note-taking

note-taking 21st Century Skills

shared by Tracey Kracht on 07 Mar 13 - No Cached
  • Instead, students should be learning note-taking as a way of organizing data and curating information they need for a defined purpose.  Students should sift and cull, summarize and synthesize. Students should learn how to take notes in ways that correlate with real-life situations. Finally, students should master the skill of making meaning from their notes and finding the best ways to share that meaning with others.
    • Sara Wickham
      Sara Wickham on 07 Mar 13
       
      This is so true.  Reminds of the idea that students should be able to make notes, not just take notes. 
    • Tracey Kracht
      Tracey Kracht on 09 Sep 13
       
      Absolutely agree - this is so important! Simple strategies would be really great for taking time to have students think and add to their notes.
  • When does our note-taking have a real purpose? When we are collecting field notes, listening to a webinar or YouTube training video, scanning a book for nuggets of wisdom. When we attend workshops or conferences, or even when we meet someone for a networking lunch.
    • Sara Wickham
      Sara Wickham on 07 Mar 13
       
      These are great examples of why we take notes in the professional world.  These would be great examples to share with students.
  • What are the actual skills students need in order to organize the vast amounts of information they must cull through to make meaning and solve problems? Is note-taking from the Internet, from Twitter, or from texts really a different kind of animal? Won’t students buy into the note-taking process if they understand that it matters for something more than spitting back a professor’s lecture notes that haven’t changed in the last twenty years?
    • Sara Wickham
      Sara Wickham on 07 Mar 13
       
      These are great questions!
  • ...3 more annotations...
  • I have a theory that teachers do this because students refuse to read the boring textbook (another issue), so the teacher digests it for them and then conducts a forced walk through the material. Many teachers, unfortunately, think this is what they are supposed to do; sadly, they think it’s what teaching really is.
    • Sara Wickham
      Sara Wickham on 07 Mar 13
       
      How often do we do the thinking for our students?
  • But at the very least, such notes should include hyperlinks, should be posted in a shared digital space, and should be open to amendment and annotation by the students themselves.
  • Likewise, we need to think of note-taking as something more than the traditional Cornell style. Note-taking should include brainstormed lists, diagrams and drawings, photographs, and other artifacts of learning. We should rethink note-taking not as outlined material for the test, but as blogs, wikis, backchannels, discussion forums, and status updates. The form of the notes should suit their purpose; the tool for taking the notes should do so as well.
    • Sara Wickham
      Sara Wickham on 07 Mar 13
       
      Great ideas here on how note-taking can become more meaningful in a digital world.
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