Within five years, connect 99 percent of America’s students through next-generation broadband and high-speed wireless in their schools and libraries
Change happens fast when people are serious
17 Matching Annotations
- Dec 2017
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tech.ed.gov tech.ed.gov
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The vision begins with a discussion of how and why a community wants to transform learning
Yes! Why start something without a plan?
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South Fayette teachers and administrators recruit such self-motivated students for more practical challenges in after-school and summer workshops.
Great idea to implement individualized learning & make learning relevant and exciting because it may address their personal interest and extra-curriculum desires!
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He needed a plan B. So he asked Owens if she could swing by and teach the girls Scratch, a “block-based” computer programming language in which students program computers by stacking color-coded digital blocks of plain English commands rather than keying in the precise syntax of a text-based coding language such as Java.
Programimng computers by stacking color-coded digital blocks seems a lot more user-friendly and age-appropriate for middle school students than text-based coding.
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The STEAM labs, STEAM coordinators and technology education teachers are part of a district-wide embrace of “computational thinking.”
This statement reminds me of ECE 543 Emergent Literacy Course instructor that often states, teachers can no longer remain isolated with their classroom doors shut. Teachers must work with co-workers and other stakeholders to maximize learning experiences for students and others that have stake in the classroom.
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- Nov 2017
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marginalsyllab.us marginalsyllab.us
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Their analogy frames in decidedly realistic and human terms the way real teachers develop and improve their craft
I like this! Teachers should perpetually try to become better teachers. This helps everyone (including the teacher) grow, appreciate learning, and benefit via avoiding making the same mistakes over and over again!
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- Oct 2017
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ww2.kqed.org ww2.kqed.org
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Graber does not recommend dissecting a lesson like Mystery Skype with a group of teachers if one of them is featured in the video. It’s much better to practice with anonymous educators to begin having the conversations. Graber and McLeod have found this framework especially useful as professional development before a lesson. It can help start powerful conversations about technology use and could begin to move practice, too.
Teachers must be provided with mentors or co-workers that are able to ensure all students have opportunities to learn using higher-order thinking skills, students are learning core aspects of the class discipline, and technology is providing a powerful means to transform learning.
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“Design professional development so it’s all about growth and descriptive feedback, not about evaluation,” Graber said. She suggests coaches find really good positive examples of lessons that elicit strong affirmatives to the questions above. Teachers need to see what it looks like before they can begin to model it themselves.
True, many teachers are novice when it comes to properly integrating technology into the curriculum. If teachers are not provided with good examples on how to integrate technology in the classroom they may fail several times until they are properly training and provided with constructive criticism & feedback on how to improve their lessons.
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He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect. Did the assignment create capacity for critical thinking on the Web? Did the assignment reach new areas of teaching students to develop new lines of inquiry? Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world? Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback? Is there an option for students to create a contribution (purposeful work)? Were students introduced to the best example in the world of the content or skill?
A lesson that includes these objectives seems to really get students involved with inquiry learning via thinking critically about their lesson content, publishing their work, and receiving meaningful feedback!
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www.commonsense.org www.commonsense.org
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In addition to the integration of SAMR and Bloom described above, two more ingredients are necessary for the best results: a clear motivation for the change -- the best results are obtained when a teacher has a strong reason for changing existing practice that is independent of the introduction of technology. a clean app flow, designed to move through the tasks, that is as simple as possible, avoiding needless complexity -- e.g., in transferring work products from one app to the next.
It looks like this week's Flipgrid video "Technology in the Classroom: Featuring Seesaw" described how a teacher may take ordinary lessons in reading, writing, and math & integrate a models like SAMA and Bloom to enhance student interest & allow SeeSaw as a simple application to transform the learning atmosphere.
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The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom’s Revised Taxonomy -- i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR.
SAMR seems like a great model since this article is comparing it with Blooms' Taxonomy. It is important for students to function at higher levels of Bloom Taxonomy (Analyze, Evaluate, and Create) to prove they are critical thinkers. Hence, it seems SAMR desire educators design lessons where technology modify and redefine tasks to ensure students memorize lessons.
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For teachers just starting out with educational technology, the task at hand can sometimes seem daunting
This probably depends on what other education stakeholders expect from teachers, technology availabe, and professional development availabe!
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Finding and sorting content, recognizing patterns and distinctions within sources and organizing content into focused groupings are all skills that require higher-order thinking skills and can be deployed to display and share knowledge or creativity. Indeed, preliminary results from a study published in 2012 showed that for students with a thirst to learn, digital curation provided a particularly useful and compelling means to acquire, construct and demonstrate deep knowledge (
Students involved with curation in today's digital age will gain many skills that will not only benefit them as they use technology but also help them function as they engage in everyday activities and future careers. Students are constructing knowledge, gaining digital citizenship skills, engaged as a creative communicator, and they are enabled as a global collaborator.
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The ISTE Standards for Students embrace these challenges and envision shifts to education that support students as they become agentic, future-focused and adaptable.
Things change fast in the world today. I project businesses, governments, and policy makers will continue operating at a fast pace in the near future and maybe beyond. It is important for students to be adaptable and its important for those that work in the educational field to support students to have voice and choice in their learning and to become future-focused individuals ready to their place in society!
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www.theedublogger.com www.theedublogger.com
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The following videos are good for explaining video copyright to younger students.
I think the videos are very informative and they will catch the attention of young students. I did not know You Tube will block students out after so many warnings. I'm glad YouTube is holding students accountable for their actions.
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Check out the following resources for more information: TeachingCopyright.org CreativeCommons.org Copyright.gov How To Attribute Copyrighted Works Larry Ferlazzo’s Best Lists: Learning about copyright, best places for images, and best places for audio
I think this sums up resources teachers may visit if they need clarity on copyright issues. However, I believe I received good information from the videos in this article. I did not know there were so many internet laws. I guess interpretation of the laws is quite a task also because the internet is shared with so many countries.
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many books are in the public domain – including most books written before the 1930s. These are all of the free books you see in the e-reader stores. Students would be free to record themselves and publish any book in the public domain. It should say somewhere near the beginning of the book if it is in the public domain (where copyright and publisher information usually goes).
This is a great idea for a blog & it seems simple. Public domain seems easy to locate. Students could practice fluency skills in reading with blog tool!!!
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