This report is drawn from a national survey of Canadian youth conducted by MediaSmarts in 2013. The classroom-based survey of 5,436 students in grades 4 through 11, in every province and territory, examined the role of networked technologies in young people’s lives. Life Online (the first in a series of reports from the survey) focuses on what youth are doing online, what sites they’re going to, their attitudes towards online safety, household rules on Internet use and unplugging from digital technologies.
As an entrepreneur, I have been designing products, services and solutions for most of my professional life. Still, I have never considered myself a designer — not until now. So, what changed? The one concept that has helped me bridge the gap between being “someone who designs” and being a “designer” is this notion of […]
The 21st Century Fluencies are not about hardware, they are about headware and heartware.
We need to move our thinking beyond our primary focus on traditional literacy to an additional set of 21st-century fluencies that reflect the times we live in. That’s the essence of the 21st Century Fluencies! Today, it’s essential that all of our students have a wide range of skills that develop the ability to function within a rapidly changing society—skills far beyond those that were needed in the 20th century. These skills are not about technological prowess. The essential 21st Century Fluencies are not about hardware; they are about headwareand heartware! This means critical thinking, problem-solving, creativity, innovation, and so much more. These aren’t just for the students, though. The 21st Century Fluencies are process skills that we all need, and there is as much benefit in cultivating them within yourself as within your classroom.
8 ways to think about tech in ways that actually improve the classroom. Bringing technology into the classroom often winds up an awkward mash-up between the laws of Murphy and Moore: What can go wrong, will - only faster.
Cheryl Frose's insight:
Technology...for the right purpose, at the right time, in the right way...can be wonderful. But it needs to be kept in its place.
Synchronous and asynchronous learning technologies are the two most common online learning types. The Synchronous and Asynchronous e-Learning Infographic explores these common types of e-learning and how they can be implemented at organizations. Considering the Benefits of Synchronous and Asynchronous e-Learning, effective e-learning courses should include both asynchronous and synchronous learning activities. Via: www.mindflash.com
CNN.com delivers the latest breaking news and information on the latest top stories, weather, business, entertainment, politics, and more. For in-depth coverage, CNN.com provides special reports, video, audio, photo galleries, and interactive guides.
Please note that CNN Student News is designed for use in middle and high school classrooms. It's always a good idea for you to preview each program before showing it to students.
What are the benefits for the teacher and learner in the context of open education and OER? How does a blended-learning school boost student achievement? How can we design the schools for 21st Century Learning? How will be the classroom of tomorrow? What are the tools and resources for the 21st Century Educator?
Cheryl Frose's insight:
From December 2012 but there are still some good videos here.
Author says: I have a recent interest in both Growth Mindsets and Maker Education; and have blogged and presented on both of these topics. As such and because of my passion for both of these area, I have been ...
There are many different types of portfolios: classroom writing folders, an artist's portfolio, a teacher's education portfolio, photo albums, etc. and most, perhaps all, of us have used or kept a portfolio at one time or another. All portfolios are meant to “tell a story”, which makes me think that keeping a portfolio has less to do with the physical object (noun) and more to do with the process of communicating something about us/our journey to a particular audience. An ePortfolio, consequently, should be less like a digital file cabinet and more like a multi-format showcase of student learning.
The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. And this report of course accords fully with the results of our student surveys.
At TeachThought, we constantly wrestle with two big questions: How do people learn, and how can they do it better in a constantly evolving context?
In pursuit, the theme of “21st century learning” often surfaces, a popular label that, while perhaps cliche, still seems to be necessary as we iterate learning models, fold in digital media resources, and incorporate constantly changing technology to an already chaotic event (i.e., learning)...
This week we gathered 10 must-read articles about synchronous learning so next time not only your choice will be easier but if you choose to deliver real-time e-learning experience, you will know everything you need to make it super valuable and engaging.
Through my experiences and after questioning other educators, I have determined that your ability to collaborate effectively is influenced by many factors- Previous experienceGrowth mindsetSchool contextTimePersonalityInsecurityPerceived value of collaborationUnderstanding of collaboration-what it is and isn’t.Appreciation of othersLearning philosophyBalanced ContributionBelief in a common goalAutonomy or Interdependence- Seeing yourself as ‘we’ not just ‘me' Learn more: - http://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/ - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Collaboration - http://gustmees.wordpress.com/2014/09/06/digital-citizenship-internet-safety-and-cyber-security-advisory-board-run-by-students/. - http://gustmees.wordpress.com/2014/05/29/practice-put-students-in-the-drivers-seat-how-to/
To teachers who are accustomed to a certain methodology, a statement such as "This other strategy is better" could be interpreted as "I have not been a good teacher; I've been harming my students." For principals, the subtext for "Effective principals spend 10 hours a week doing classroom walk-throughs" could be understood as "Since I don't get to many visits, I am a bad principal."
We understand that there is no "right" way to approach communication. Instead, we believe, it is about how we, as educators, view others and ourselves. Do we imagine ourselves as experts, convincing others that they must see the world our way? If so, we are more focused on being right than on doing right. Or, do we see ourselves as members of a community given a most precious trust, that of educating our children? Do we recognize the awesome nature of this charge and the logical and moral imperative that we continue to challenge our own thinking?