Group items tagged

Adults are as addicted—if not more addicted—to technology as teenagers.  

adults’ smartphone addiction telepressure: “the combination of a strong urge to be responsive to people at work through message-based [information and communications technologies and] a preoccupation with quick response times.”

It’s worth considering: When we criticize teens who are glued to their screens, are we offering wise advice? Or are we projecting our own mixed feelings onto them?

the top skill sets for the future require agency, adaptability, problem-solving, teamwork and communication– all prominent features of PBL.

we need to shift from a purely knowledge-based education toward a focus on skills (creativity, critical thinking, communication, and collaboration), character (mindfulness, curiosity, courage, resilience, ethics, leadership), and meta-learning (learning how to learn, growth mindset, metacognition). Schools will need to prepare students to find the intersection between these four dimensions of knowledge, skills, character, and meta-learning

 We used technology like people do at work – as a tool to helps us get our job done, learn and conduct research, and to connect and collaborate, to build communication skills, and to solve problems. The big insight: technology can power deeper learning.

These questions don’t center upon, nor are they dependent on, technology, though if technology is an integral part of our lives, some of the answers to these questions might lie in the use of technology.

Digital space expectations would include communication, collaboration, sharing, messaging, appropriate use, etc. Here are a few to get you started:

‘What kind of adult do we hope the child becomes?’, then work backward from that.

Let’s not ask what the child can do, but tends to do. Let’s make sure the student can read and write–and wants to. Let’s see that the student can think critically–then does.