The tablet, more so than other devices, can know enough about you to understand the context around your queries and give you better answers, he says. “Search becomes a unified experience on a tablet … a unified experience between our eyes, our ears and our cognitive processes.”
Aristotle concluded more than 2,300 years ago that "the young are heated by Nature as drunken men by wine."
"We're so used to seeing adolescence as a problem. But the more we learn about what really makes this period unique, the more adolescence starts to seem like a highly functional, even adaptive period. It's exactly what you'd need to do the things you have to do then."
Teens take more risks not because they don't understand the dangers but because they weigh risk versus reward differently: In situations where risk can get them something they want, they value the reward more heavily than adults do.
PBL is method for teaching students to find, process, understand, and share information, not a way to extend the industrial landscape of regurgitation and recall.
Teams focus on performance, commitment, and outcomes.
Understanding and integrating new literacies related to the production and consumption of digital content has become essential for education in this digital age.
Part of such a culture is understanding that the teacher is not the only expert in the room; in fact, students can know more than the teacher about some aspects of what they will be doing together.
concern over stranger danger is interesting given that the actual risk (as opposed to perceived) of a child being harm by a stranger they meet online is very low.
understand actual risks as measured by data from organizations like the Crimes Against Children Research Department, the Centers for Disease Control, the Justice Department and others who keep up-to-date records on risks and harms.
great to see that parents are in-touch with their kids’ use of technology
Not that this is a truly radical idea, Einstein understood this and stated ‘Education is not the learning of facts, it’s rather the training of a mind to think’.
If our goal is to teach students to swim we would not do so by pushing them into the sea, but we would also not expect them to learn to swim without ever getting into the water.
go back to trying to understand how we may best support our students achieve their potential and prepare for a world beyond our classrooms
Tough choices must be made regarding what to pare back in order to allow for more appropriate areas of focus
we need to infuse “themes” — important lenses such as global literacy, environmental literacy, information literacy, digital literacy, systems thinking, and design thinking
Higher-order skills such as the “4 C’s” — creativity, critical thinking, communication, and collaboration4 — are essential for deeply learning knowledge as well as for demonstrating understanding through performance.
Character is about how we engage in the world.
Meta-learning is the awareness of one’s own learning and cognitive ability. Having such an awareness is the best hedge against continuous changes.
Historical inertia has been a large deciding factor when it comes to curriculum design, at the policy/process level.
we must keep two key questions before us at all times: Is education relevant enough for this century? Are we educating students to be versatile in a world that is increasingly challenged and challenging?
We’ve all been hearing about the importance of 21st century skills for well over a decade now. But many of us struggle to understand what these really mean and how to integrate them into our lessons and classrooms.
she advises teachers and parents to praise a child’s process and strategies, and tie those to the outcome
“Let’s look at what you’ve done,” “Let’s look at what your understanding is,” or “Let’s look at what strategies you’ve used, and let’s figure out together what we should try next.”
Dweck says that many teachers have to change how they teach, offering more critical feedback and giving students opportunities to revise their work
Lend a critical lens to your digital learning activities to being to develop more activities where students demonstrate what they understand as opposed to what they just know.