The better approach, from both educational and labor perspectives, is to examine each tool on a case-by-case basis with an open mind, insist on demystifying explanations of how it works, embrace the tools that make educational sense, and think hard about how having them could empower you to be a better teacher and provide your students with richer educational experiences.
Contents contributed and discussions participated by Jen Van Fleet
Adaptive Learning System Articles - 1 views
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Definitely. It doesn't have to be an us vs them mentality. Allowing technology to automate some of the work that bogs us down on the daily allows us to use our face to face time with students in the best way possible.
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especially at times when a professor isn’t available to give help.
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I love that our students/teachers with obligations after school can use adaptive tech to continue a shared mission despite schedules.
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"Personalized" vs. "Personal" Learning - 3 views
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A suffix can change everything. When you attach -ality to sentiment, for example, you end up with what Wallace Stevens called a failure of feeling.
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This is part of the discussion as to why the new ISTE standards reflect roles rather than actions. For example, instead of "digital citizenship" the standard now describes a "digital citizen", and I think this makes all the difference.
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Will Richardson
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I wonder if we asked our students what skills they thought they should acquire via school if they would be anything remotely resembling our state standards...
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Article(s): Self- and Peer-Assessment Online - 1 views
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Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
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This is also reflected in Hatti's effect size as it pertains to student goal setting.
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Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
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In the NIET rubric for the Assessment indicator, the language for the "rock star" teacher includes providing support for student portfolios.
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ollie-afe-2018: Building a Better Mousetrap - 3 views
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explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance
ollie-afe-2018: Educational Leadership: The Quest for Quality--article - 14 views
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current practice
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I'm going to push back on "current" here. I know that in Davenport teachers are working HARD to look at common formative assessments and daily quick checks to inform instruction so that kids are ready when they reach the common summative assessment. It's a work in progress, and not everything is perfection yet. However, conversations about learning in real time are happening, and it's awesome.
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A Guide to Proficiency-Based Professional Development | EdSurge News - 0 views
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We expect our collaborative teacher teams to become crystal clear about what they expect students to know and be able to do. I say we tackle professional development with the same promise.
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From Pre Fab to Personalized: How Districts Are Retooling Professional Development | Ed... - 0 views
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By pulling data from across the district to better recommend courses and resources for PD; By offering teachers menus of choices for PD that is both in person and virtual; By shifting from a PD that only counts time, to one that counts proficiency.
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If we are to use our online tools to create and provide online teachings or PD experiences, we also have to have a solid plan in place on how we will "do things differently". These three bullet points hit the nail on the head of some of our district's current needs.
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ollie1 (Peterman): Iowa Online Teaching Standards - 21 views
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Selects and uses technologies appropriate to the content that enhance learning
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I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
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Selects and uses technologies appropriate to the content that enhance learning
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I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
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a variety of assessments
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Another vision for down the road is an accessible repository for high quality assessment items linked to standards which could be pulled while our collaborative teacher teams start to build their common formative assessments.
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Jen Van Fleet