Group items tagged

how they work with disciplinary knowledge, how they design for learning and assessment, and how they embrace technology.

the active, engaged, and collaborative teaching and learning relationships made possible by new educational technologies.

inquiry and technology opens the door to powerful new teaching and assessment practices that result in documented benefits for learners

If work is now about networking, question-posing, critical assessment of information and media, collaborative team work, and creating new knowledge and ideas, then today’s students require opportunities to develop the competencies they need for expert adult performance in digitally rich and net-connected school spaces.

The most powerful thing teachers do to engage students is to design engaging, meaningful, and authentic work and technology-enhanced learning experiences.

teachers have a greater effect on students’ learning outcomes than the schools they attend

only active participation in knowledge construction allows for deeper conceptual understanding of disciplinary concepts and increased motivation for learning

The thoughtful design of meaningful online learning experiences matters; teachers who design for peer collaboration and individual reflection on learning cultivate stronger learning outcomes.

evolution of Web 2.0 is blurring the line between producers and consumers of content and shifting attention from access to information to access to other people, and online experiences and virtual communities like Second Life are allowing people with common interests to meet, share ideas, and collaborate in innovative ways.

it is socially constructed and shared.

it is an active, situated, and engaged process of making meaning, interpretation, and developing deep understanding.

it supports deep and engaged learning, simultaneous articulation, creation, and reflection in participatory social networks and dynamic ecosystems.

teachers need continuous professional support while they learn to design rich, authentic learning tasks and support the evolving needs of their students.

he Galileo Network

teachers learn how to design and teach in a digital world by using rich online tools and resources; by collaboratively developing rich tasks and student inquiry projects; by actively accessing, evaluating, and developing online educational content and learning experiences; and by participating in online forums within IO to discuss student engagement, the design of great tasks, authentic assessment, and uncovering the curriculum.

Kids will learn on their own given the opportunity.

What if we as teachers saw ourselves as part of a much bigger “cloud” of adults whose main role was to develop and support the enthusiasm for learning that our children innately bring with them to school but that we all too often temper in our zeal to “deliver” the curriculum

passionate learning space that children want to attend.

Our students live in a world where they need us less and less from a content, knowledge and information standpoint.

support them in becoming deep, fearless learners. DA

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give up some control and be part of a growing and successful trend in letting students own and design their learning