The video is shocking.

This means that for every advantage a new technology offers, there is always a corresponding disadvantage. The disadvantage may exceed in importance the advantage, or the advantage may well be worth the cost.

This means that every new technology benefits some and harms others

You will also find that in most cases they will completely neglect to mention any of the liabilities of computers.

Postman’s (1995) vision for a technology educa-tion that emphasizes critically examining technology’s effects on humans

We take a broad view of technology that includes all products ofhuman intention, from physical artifacts like pencils and windows to processesand techniques like agriculture and oil refinement.

Technology education oughtto do more than provide students with technical skills; it should prepare themto critique the technical, psychosocial, and political dimensions of technol-ogy, both in relation to themselves and the communities to which they belong

How are stu-dents being prepared to discuss and make decisions about technologies that could havelasting impacts on their collective lives?

What relationshipsdo we want with technology?

What the research I’ve described here makes clear, I hope, is that the trajectory that children’s lives follow can sometimes be redirected by things that might at first seem, to the adults in their lives, to be small and insignificant. The tone of a parent’s voice. The words a teacher writes on a Post-it note. The way a math class is organized. The extra time that a mentor or a coach takes to listen to a child facing a challenge. Those personal actions can create powerful changes, and those individual changes can resonate on a national scale.

23. Solutions

They also express concern that students without the deep and broad background knowledge and fluency that affluent children generally absorb from their homes and communities first need to develop that core knowledge before they can benefit from a collaborative, project-based approach.

Research on both inequality across schools and tracking within schools has suggested that students in more affluent schools and top tracks are given the kind of problem-solving education that befits the future managerial class, whereas students in lower tracks and higher-poverty schools are given the kind of rule-following tasks that mirror much of factory and other working-class work.”

“Deeper learning has historically been the province of the advantaged — those who could afford to send their children to the best private schools and to live in the most desirable school districts,”

develop not just students’ content knowledge and intellectual ability, but their noncognitive capacities

When most of our current pedagogical practices were developed more than a century ago, the essential economic purpose of public schools was to produce industrial workers who were fast and reliable when assigned repetitive mechanical or clerical tasks. In this century, deeper-learning proponents argue, the job market requires a very different set of skills, one that our current educational system is not configured to help students develop: the ability to work in teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one context and adapt them to a new and unfamiliar problem or situation.

student-centered learning

22. Deeper Learning

But students in schools serving mostly low-income children were almost all (91 percent) in classrooms marked by basic, uninteresting teaching.

And while the Science authors found instruction to be basic and repetitive even in American schools with a mostly middle-class or upper-middle-class student population, they found that the situation was considerably worse in schools that enrolled a lot of low-income children.

Pianta’s researchers found that in almost every school they observed, the instruction students received was repetitive and undemanding, limited mostly to the endless practice of basic skills.

21. Challenge

heir crew is the place at school where they most feel a sense of belonging; for some of them, it’s the place where they most feel a sense of belonging, period.

Turnaround’s coaches eventually persuaded the teachers, after months of professional-development sessions, classroom observations, and one-on-one conversations, that giving students more opportunity to experience autonomy, and to engage more deeply in their own learning, would actually make the climate in the classrooms calmer, not crazier.

Giving students more autonomy in their learning meant giving up control — handing over the reins of the classroom

helping teachers create and communicate clear expectations and rules, and consistent consequences for violating those rules, and providing them with tools to help de-escalate conflicts when they did arise.

the coaches gave teachers strategies designed to help them build a “positive emotional climate” and show “sensitivity to student needs for autonomy.”

when teachers are trained in how to create a better environment in the classroom, that can have a measurable effect on student performance.

At the same time, Turnaround’s staff works to improve the classroom environment as a whole, coaching teachers on strategies to improve students’ academic outcomes by improving their experience in class.

tries to address similar wounds

BAM groups

BAM seems to work by influencing the important mental functions that a stress-filled childhood tends to impair, like impulse control and the ability to successfully manage aggressive feelings.

19. Relationships

early adversity, growing up in difficult circumstances often has an effect on children’s mental representations of the world as well

18. Mindsets

I belong in this academic community; My ability and competence grow with my effort; I can succeed at this; and This work has value for me.

key factor behind academic perseverance was students’ academic mindset — the attitudes and self-perceptions

act gritty

all students are more likely to demonstrate perseverance if the school or classroom context helps them develop positive mindsets and effective learning strategies.”

If they hear the message that a failure is a final verdict on their ability, they may well give up and pull back from school. But if instead they get the message that a failure is a temporary stumble, or even a valuable opportunity to learn and improve, then that setback is more likely to propel them to invest more of themselves in their education.

She was particularly interested in what she called the “narrative” that exists within each school with regard to success and failure — the messages, subtle and not so subtle, that students receive when they fai

17. Messages

spending a few hours each week in close proximity to a certain kind of teacher changed something about their behavior.

institutional structures affect individual behavior and, specifically, how certain educational structures — like school funding mechanisms, teacher contracts, or patterns of segregation — might incline students toward success or failure.

eachers convey to their students deep messages — often implicitly or even subliminally — about belonging, connection, ability, and opportunity.

you can’t clearly identify and measure skills, it’s hard to convince people to take them seriousl

And perhaps what students need more than anything for these positive academic habits to flourish is to spend as much time as possible in environments where they feel a sense of belonging, independence, and growth

16. Assessment

And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables.

How do we motivate low-income children to work harder and persevere in school? Or, digging deeper: How do we motivate anybody to do anything?

The more books students read that summer, the more money they received.

behaviorist approach

14. Incentives

12. Building Blocks

Given that neurobiological context, it’s hard to argue that an out-of-school suspension will do much to improve that student’s ability to self-regulate.

Talking back and acting up in class are, at least in part, symptoms of a child’s inability to control impulses, de-escalate confrontations, and manage anger and other strong feelings — the whole stew of self-regulation issues that can usually be traced to impaired executive-function development in early childhood.

And suspension rates are substantially higher among certain demographic groups

Most American schools today operate according to a philosophy of discipline that has its roots in the 1980s and 1990s

far from rational.

assume

In reality, though, many schools and school systems look at students who are struggling in those areas and instead think: How do we discipline them?

13. Discipline

How exactly do the neurobiological adaptations that result from an adverse early childhood evolve into the social and academic struggles that so many disadvantaged students experience in school? How do most schools deal with those students? And what alternative approaches might produce better results?

When educators neither prioritize these skills and mindsets nor integrate them with academic development, students are left without tools for engagement or a language for learning,

Which means that when children arrive in kindergarten without these foundational skills, there are often few resources in place to help kids develop them, and school administrators are often at a loss to know how to help.

hat creates more stress, which often feeds into behavior problems, which leads, in the classroom, to stigmatization and punishment, which keeps their stress levels elevated, which makes it still harder to concentrate — and so on, and so on, throughout elementary school.

Which means that neurocognitive dysfunctions can quickly become academic dysfunctions.

early warmth and responsiveness send the opposite message: You’re safe. Life is going to be fine. Let down your guard; the people around you will protect you and provide for you. Be curious about the world; it’s full of fascinating surprises. These signals trigger adaptations in children’s brains that allow them to slow down and consider problems and decisions more carefully, to focus their attention for longer periods, and to more willingly trade immediate gratification for promises of long-term benefits.

public becomes legally responsible for every child’s education and skill development.

But other programs based on similar psychological principles seek to transform the environments where children spend time outside the home in their early years.

“serve-and-return is going on even in the most adverse home circumstances. Rather than get preoccupied in these homes with what parents are doing wrong, we just zero in on this one positive moment, and then we make the moment salient to parents by slowing things way down.

By drawing attention to and praising the moments that promote connection and attachment

It appears to be relatively easy to support and counsel disadvantaged parents in ways that make them much more likely to adopt an attachment-promoting approach to parenting.

as many low-income parents do, it’s not easy on your own to nurture in your children a rich vocabulary.

experimental programs to try and narrow those gaps by encouraging low-income parents to read and talk more with their children. But it’s hard to find reliable evidence that programs like these result in long-term improvements in the language abilities of disadvantaged children.

Well-off kids have on average more access to books and other printed materials; just as important, their parents speak to them more than low-income parents speak to their children — by some estimates, far more — and the speech they use is more complex.

In most families, there was no significant impact of the home visits on the children’s mental development or school outcomes,

hich kind of parental behaviors matter most, and which kind of direction or instruction from home visitors is most likely to incline disadvantaged parents to adopt those behaviors?

But the educational value of pre-K for children who aren’t poor is still in dispute; studies have found little or no positive effect (or even a negative effect) of universal pre-K programs on the skills of well-off children.

generally means programs for four-year-olds (and a few three-year-olds) that are focused on academic skill building.

in one recent international ranking, the United States placed 31st out of a group of 32 developed nations in the proportion of total public spending on social services that goes to early childhood.

the years before a child’s sixth birthday

hat childhood is a continuum, and if we want to help improve outcomes for disadvantaged children, we need to look for opportunities to intervene in positive ways at many different points along that continuum

These researchers have concluded that the primary mechanism through which children’s environments affect their development is stress.

we tend to divide childhood into a series of discrete chapters

My premise is that no program or school is perfect, but that each successful intervention contains some clues about how and why it works that can inform the rest of the field. My goal is to extract and explain the core principles of each program I write about and look for common threads running through them.

Scaling up doesn’t work as well in social service and education as it does in the tech world.

were moderated by color-blind attitudes

no overall changes in levels of empathy.

Interracial contact is not unhelpful, but by itself may not improveattitudes.

positive racial attitudes can bedeveloped best by directly confronting children’s actual questions and assumptions aboutrace, racism, and differences they see among people

Least effective were stories or lessons that featured another racial orethnic group

Ginwright argues that cultural identity is important, but that we need to attend tointersections between race, culture, and class

Math in a Cultural Context (MCC)

MAS improved the achievement of mainl

impact of ethnic studies on students poses a challenge

Some curriculum projects in thisreview exemplified all or most of the hallmarks, most often the creation of curriculum fromperspectives of specific marginalized and/or colonized groups. After that, there is widevariation

Several state and local affiliates are already engaged in laying the curricular, legislative andpolicy foundation to integrate research-based ethnic studies into K-12 schools and highereducation. Increasingly, we are seeing campaigns organized by educators and communitypartners to require schools to offer ethnic studies courses

Ensure your most vulnerable students and their families are supported during the school closures.

Are there any specific resources, articles or other information you recommend?

Finally, we understand that in other countries, rates of domestic violence and child abuse have increased during the COVID-19 crisis. Stress and increased isolation are risk factors for abuse. Families experiencing difficult financial issues or job loss during this time might be especially at risk. But all families will be under increased stress and isolation with varying levels of support and resources.  

how kids might respond to stress and consider how stress might play out by age group

students who have had anxiety;  students who have depression or suicidal ideation; students who have learning and attention disorders; students whose families may have lost jobs or income;  students who have loved ones particularly vulnerable to the COVID-19 virus; students who have a caregiver who is a healthcare worker or in another occupation where they are exposed to the virus or are being asked to respond in an intense way; students who may be less supervised because of caregivers’ work.

Four-corner breathing simply involves inhaling deeply and exhaling deeply four times. Students can complete this breathing exercise by standing up and taking one inhale and exhale breath while facing each of the four corners in a room.

n work with students right now, educators should let relationships be the focus