"If you want to make sure the ads don't appear next time you go there or when you send your students to the site, just copy the URL from the top of the page and use that as your link. That's what I've done here, so if you click the link now you should be able to see the page with or without ads."
If you want to make sure the ads don't appear next time you go there or when you send your students to the site, just copy the URL from the top of the page and use that as your link. That's what I've done here, so if you click the link now you should be able to see the page with or without ads.
The report Pockets of Potential: Using Mobile Technologies to Promote Children's Learning, by Cooney Center Industry Fellow Carly Shuler, makes the case that our nation's leaders should not overlook the role mobile technologies can play, if well deployed, in building human capital and in helping to stimulate valuable innovation. As Sesame Street has proven over four decades of remarkable work, exposure to research-tested educational media starting early in life can accelerate children's skills, while producing enduring economic benefi ts to society.
Pockets of Potential argues that despite legitimate public concern about the "disruptive track record" of mobile devices in schools, there is reason to be excited about their potential. As an analysis of key industry trends, opportunities, and challenges, including small-scale studies of academic and industry projects, the paper recommends a series of urgent action steps for key sectors to consider. Of particular note are the promising innovations developed by an international group of mobile technology thought leaders - from Silicon Valley to Seoul to sub-Saharan Africa - whose pioneering work is featured in this report and its appendices.
The report joins a series of studies the Cooney Center has undertaken since launching one year ago. We hope to stimulate a new debate that will lead industry, funders, scholars, and caregivers to consider how the devices children now rely upon as their social currency may one day help them learn essential skills needed for success. As Mrs. Cooney recently noted, "Now is the time to turn the new media that children have a natural attraction to into learning tools that will build their knowledge and broaden their perspectives." Unless we do, the gulf between what children do informally and in school will widen, diminishing the educational opportunities all of our children need and deserve.
But when I talk about the shift to 21st century teaching and learning, I am not talking primarily about changing the tools we use. I’m talking about transforming the way most teachers teach today – either because they were taught to teach that way or because the accountability system makes them believe they have to teach that way.
It is really not about the tools, but about us and our students.
As a 21st century educator, I think about the relationship between content, the kinds of strategies I’m using as a teacher, and the technologies available.
I think one of the things we’ve done is we’ve trained the passion out of our students from the second grade up.
“the future is no place for our better days.” What if we concentrate on making their better days come alive right now in our classrooms? What if we make the things we want them to learn extremely important right now instead of serving up some prefabricated curriculum that we’ve masticated and are now putting in their mouths at some kind of level WE think they can digest? That’s what learning with passion means to me.
This report summarises the findings of a preliminary research study on the use of mobile technology for learner support in open schooling in developing countries and comprises of the following sections:
This is a great strategy that integrates reading and writing in a non-traditional way. It asks that students take what they have read and create a new product that illustrates their depth of understanding; it may be used with fiction or nonfiction texts.
Back in November 2008 I published Part 1 of a series of articles intended to explore the use of WebCams in education. I have now finally got round to writing Part 2 which is a collection of 20 activities EFL ESL teachers can do with their students.
Back in November 2008 I published Part 1 of a series of articles intended to explore the use of WebCams in education. I have now finally got round to writing Part 2 which is a collection of 20 activities EFL ESL teachers can do with their students.
For the last few weeks I've been trying out a free tool called Slinkset and I have found it to be pretty useful. Slinkset is a tool that enables you to create your own 'portal' site ( A 'portal' site is one that links to other content rather than a tool for producing content) and I've been using it to create a kind of educational technology news site. I've used it to keep track of the things that I'm reading, writing and watching online as well as adding a few links to conferences.