- Jul 2020
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progressive.org progressive.org
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I have begun this letter five times and torn it up five times.
Begins with parallel structure a rhetorical device used throughout. With students I'd ask them to identify other examples in letter. Discuss parallelism in sermon construction and its emotionally evocative power and its use by Baldwin, King, and Obama. Connect to musicality and memory--important cultural literary structures when literature is spoken rather than read. Can connect to Akhmatova social/political context. Note the intimacy of POV. There's a duality in the expository form--it's addressed to one but published to many. Why is this an effective voice for the persona? How would you describe the persona?
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- Nov 2016
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tech.ed.gov tech.ed.gov
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Technology can help organize learning
Technology doesn't organize. Teachers organize. The technology is a tool.
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1. Technology can enable personalized learning or experiences that are more engaging and relevant. Mindful of the learning objectives, educators might design learning experiences that allow students in a class to choose from a menu of learning experiences—writing essays, producing media, building websites, collaborating with experts across the globe in data collection—assessed via a common rubric to demonstrate their learning. Such technology-enabled learning experiences can be more engaging and relevant to learners.
I've done some of this work and it's fantastic. It would be easier to get my peers to follow my lead if the ESSA guidelines support the removal of the punitive aspects of standardized testing. Punitive top down evaluation inhibits the types of innovation that the tech policy seeks to implement.
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With high-speed Internet access, a student interested in learning computer science can take the course online in a school that lacks the budget or a faculty member with the appropriate skills to teach the course. Learners struggling with planning for college and careers can access high-quality online mentoring and advising programs where resources or geography present challenges to obtaining sufficient face-to-face mentoring. With mobile data collection tools and online collaboration platforms, students in a remote geographic area studying local phenomena can collaborate with peers doing similar work anywhere in the world. A school with connectivity but without robust science facilities can offer its students virtual chemistry, biology, anatomy, and physics labs—offering students learning experiences that approach those of peers with better resources. Students engaged in creative writing, music, or media production can publish their work to a broad global audience regardless of where they go to school. Technology-enabled learning environments allow less experienced learners to access and participate in specialized communities of practice, graduating to more complex activities and deeper participation as they gain the experience needed to become expert members of the community.2
The concern with lists such as these is that it assumes that high quality tech sources that are relevant to district requirements, state standards, AND student interests are just lying around the internet waiting to be picked up. In addition it ignores human factors. For instance, in my experience, students struggling to plan for college will often struggle and be resistant to educational technology.
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Digital games can allow students to try out varied responses and roles and gauge the outcomes without fear of negative consequences.28 Accumulating evidence suggests that virtual environments and games can help increase empathy, self-awareness, emotional regulation, social awareness, cooperation, and problem solving while decreasing the number of behavior referrals and in-school suspensions.29 Games such as Ripple Effects and The Social Express use virtual environments, storytelling, and interactive experiences to assess a student’s social skill competencies and provide opportunities to practice. Other apps help bridge the gap between the virtual environment and the real world by providing just-in-time supports for emotional regulation and conflict resolution. A number of apps are available to help students name and identify how they are feeling, express their emotions, and receive targeted suggestions or strategies for self-regulation. Examples include Breathe, Think, Do with Sesame; Smiling Mind; Stop, Breathe & Think; Touch and Learn—Emotions; and Digital Problem Solver.
This is interesting, but the games make more sense as tool toward larger goals rather than to set the goal of building non-cognitive competencies through tech. I'd love this in a resource list. I'm not comfortable with it in policy.
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tech.ed.gov tech.ed.gov
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Assessment approaches have evolved but still do not use technology to its full potential to measure a broader range of desired educational outcomes, especially non-cognitive competencies.
Again. What? Why would a technology-based assessment be the most appropriate way to assess perseverance and motivation? We're still working on rich implementation of the things this introduction seems to believe are already done. The "work ahead" list feels like it was generated by a bunch of people who believe more about technology than they know about classrooms.
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Few schools have adopted approaches for using technology to support informal learning experiences aligned with formal learning goals.
What does this mean? So far my biggest red flag is the tech will do everything for everyone approach.
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