Group items tagged

Use technology to nudge students away from looking for confirmation for what they already know. Instead, challenge them — encourage risk and confusion that can’t be solved with a few clicks

Opt for the open-ended.

suggests using technology as a starting point, a way to introduce new experiences and modes of expressions.

Let kids get comfortable with the messiness of life and learning.

Don’t let tech make learning easy.

Keep learning challenging, but not impossible. Look for technology that uses questions to foster curiosity and the joy of discovery.

When a caring adult — a teacher, mentor, or parent — also shares that interest and is able to demonstrate that the skills they’re developing are relevant to the adult world or school, that’s a profound transformation for kids.”

Take feedback seriously.

“What’s the conceptual mistake that someone made to get that common wrong answer? The students’ next step is to write the message to kids who actually make this error going forward.

Brainology and Math 180

Stay skeptical of individualized learning — for now.

a culture that values failure and where confusion doesn’t mean you’re stupid.”

Bring in student interests, authentically.

look to “connect with kids’ interest-driven practices through sites and educational technology that are authentically tied to classroom learning.”

Pedagogy and content, Mishra says, can’t be considered independently of each other; the same goes for tech and content.

Start conversations.

Look for technology that supports social interaction

Make it open, make it better.

There’s a movement online for teachers to share content, lesson plans and professional development. Known as open educational resources (OERs), these online materials are freely and openly available.

We’ve found that teachers see BLOSSOMS’ lessons both as a content resource and as professional development.