"If you meet someone who tells you his interest is science, ask how much technology he uses," Knezek says. "If he says, 'Not much,' you know that person is a student or a teacher in our school system. If you meet someone who is interested in communications who doesn't use a lot of technology, same thing. I guarantee you it's either a teacher or a student."
Contents contributed and discussions participated by Jaime Dial
Return to Sender -- THE Journal - 2 views
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students are told while in school to turn off the very mobile devices that are so integral in today's workplace and are typically unable to access expertise outside the classroom.
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Although some progress has been made in moving toward more project- and team-based learning, students continue to be pulled out of that setting when the time arrives to take assessments.
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"We need to teach students to be discriminating consumers of information. Can they vet information, pull together different materials, and demonstrate their constructed new knowledge? That's the mother lode."
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is the way K-12 deploys technology in instruction, which is generally inadequate, disjointed, and poorly thought out--or not thought out at all
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too many districts invest in technology with neither a long-term vision for how it will be used nor any definition or measurement of success.
Return to Sender -- THE Journal - 0 views
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what's required of schools is not developing within students a whole other skill set, but simply teaching them to apply to a new arena the ones they already have
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K-12 graduates should understand how to use it to define and break down a problem, look into how similar problems have been solved, and design and implement a solution. In communicating that solution, they should be skillful not merely at typing a Word document but also at telling a compelling story through an interactive multimedia presentation.
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"Today's students could be technologically literate as well as great communicators in traditional settings," Knezek says, "but get the socks beaten off them by someone who has learned to communicate in a digital setting."
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Return to Sender -- THE Journal - 0 views
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"Even if all students mastered core academic subjects, they still would be woefully under prepared to succeed in post secondary institutions and workplaces, which increasingly value people who can use their knowledge to communicate, collaborate, analyze, create, innovate, and solve problems."
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High-tech companies are increasingly looking for new hires whose skills go beyond mastery of core content-
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Work readiness is no longer just about the three R's; now it's also about turning information into knowledge through Web searching and vetting. It's about developing effective multimedia presentations. It's about seamlessly using digital tools to collaborate and problem-solve.
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Alfie Kohn: "But I Need to Assign Homework! Look at All I Have to Cover!" - 1 views
There are two kinds of people in the world . . . | Daniel Pink - 1 views
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Those whose presence helps you perform better — and those whose presence makes you do worse.
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Those who listen when others are talking — and those who wait when others are talking.
Reading the Reader | Academic Commons - 6 views
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we still wouldn’t know how to interpret what we were observing
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Electronic annotations confirm what research tells us about proficient readers, that they 1) clarify their purpose for reading; 2) activate relevant background knowledge; 3) allocate attention to the important ideas; 4) evaluate content for internal consistency and compatibility with prior knowledge; 5) self-monitor to verify comprehension; and 6) draw and test inferences.
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Students were placed into my Academic and Critical Reading classes when they failed the reading placement test. These students were ESL students, weak test-takers, uncomfortable with computers, had learning disabilities, were alliterate, older, and/or returning students. Most were unprepared for the rigors of academic literacy. The class followed the Critical Inquiry method developed by the SEEK (Search for Education, Elevation, and Knowledge) Department of Brooklyn College, CUNY. Critical
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