Group items tagged

the goal is to enable teachers and software to deliver more personalized content to students, to boost students' technology skills, and to empower children to do more complex and creative work.

when used effectively and with specific goals in mind, iPads can have a positive impact on education

shouldn't be looked at as a computer, because it isn't...it is more than that.

one of the first points I make is that these are shared devices and the way we use them responsibly is to not open, delete or share any work that isn't yours.

We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”

Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it’s educational — how can mobile devices add relevance and value to how kids learn?

personalized learning – students owning what they learn.

Recognizing the common thinking strategies of creative geniuses and applying them will make you more creative in your work and personal life

This simple policy change enables what's been called the 80/20 principle, a theory practiced by Google that employees who spend 20 percent of their time on company-related projects that interest them will work better.

Given the enormous impact that technology has had on nearly every other aspect of our society, how can that be?

Today our collective vision for education is broader, our nation is more complex and diverse, and our technical capabilities are more powerful. But we continue to assume the factory-model classroom and its rigid bell schedules, credit requirements, age-based grade levels, and physical specifications when we talk about school reform.

our focus should primarily be to design new classroom models that take advantage of what these tools can do.

recent one-week study that compared the outcomes of two classes, a control class that received a lecture from a Nobel Prize-winning physicist and an experimental section where students worked with graduate assistants to solve physics problems. Test scores for the experimental group (non-lecture) was nearly double that of the control section (41% to 74%).