11 Matching Annotations
  1. Aug 2016
    1. “see something, say something” response in our security-obsessed world.

      Fear of strangers in public places seems to be diminishing when you see others with their phones open. I've also noticed that generational barriers drop as people begin interacting as they tell each other where the nearest Poke stop is.

  2. Jun 2016
    1. This, then, is the first set of questions we need to ask if we want reconsider what we mean by teaching in light of the goals of deeper learning: How, exactly, does one teach a “conceptual framework”

      this corresponds to the concept of teaching thinking rather than just content. These are the most difficult to see and assess.

    1. If students are to be strong writers, they need to be strong analytical thinkers.

      This is the highest level of thinking about writing. It indicated for me not only the power of writing, but the need to allow time to think, discuss, and change the mind about the topics.

    1. Exploring this history in all its complexity offers young people a critical opportunity to exercise their capacity for emotional growth and ethical judgment as they connect its lessons to the issues and the choices faced in their own world and the world of the future.

      Important opportunity to use this era as a tool to help young people grow emotionally and to make critical connections to their future.

    2. Its ideals of freedom, equality, and justice require constant vigilance and sustenance. Those moments in history when these ideals were assaulted and democracy was put at risk, if not destroyed, need close and rigorous examination in the school curriculum.

      Overview of the most critical needs to maintain democracy. How can we do this if we don't truly understand what it is. Not a perfect system, but one that allows for the imperfection of humans.

  3. Jan 2016
    1. Both educators were “blown away” by how well students understood concepts they hadn’t been able to describe previously in classroom dialogue, traditional lab notebooks or on tests. In both classrooms, technology helped the students start to share their voices.

      Both teachers had the goal of seeing how well their students could explain their understanding of concepts through their own voice. By having a similar goal, but different tools they could focus on the student outcome.

    2. smart tech use for equity in action

      I like the idea of starting with the teachers' visions of equity or smart tech use in action. This could help focus coaching over the course of time by revisiting the vision or goal for the students. I see many teachers getting tied to tools, or the correct way to lead their students on computers. Bringing them back to the vision would help determine what tools to experiment with, because the outcomes would be in their minds, rather than a product.

    3. Does this use of technology help support the full human talent development of every student, and all groups of students? Or not?

      Nice framework for thought as we design the use, rather than the product of the tech. I am drawn to the the idea of "full human talent" that recognizes that the human is at the center of the learning.

    4. if some students get to create, think and communicate with technologies while others do more passive or low-level learning tasks, opportunity gaps persist.

      This shows the need for purposeful technology use, rather than focusing on the quantity of time spent.