Digital citizenship is not so different from traditional citizenship. We still need to guide students to be kind, respectful and responsible. What’s new is teaching them how to apply these values to the realities of the digital age.
Grade 9 students at Sir Robert Borden Junior High School in the Halifax Regional School Board spoke to the Canadian Education Association about the changes they've seen since their school began participating in What did you do in school today? and students became involved as partners in school improvement.
In the case of the latter, this infographic, from Bill and Candace, would certainly think so. Although on the rosy end of the spectacles spectrum, it does outline an approach which makes the process a two-way one, with learners outlining their needs
As education changes, it depends primarily on internal catalysts for that change. That is, the “things” that change it are on the “inside” of that system itself, most notably data, assessment, PLCs, and running a distant fourth, technology. It’s interesting that technology is among the least impacting “agents of change” in the classroom.
Not only does project based learning motivate students because it is an authentic use of technology, it facilitates active learning, critical thinking, collaboration, and creativity. Projects begin with a driving question–an open-ended question that sets the stage for the project by creating interest and curiosity.
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.
St. Stephen’s Episcopal Day School hosted Miami Device, a conference held on their campus November 6 & 7, 2014. Many generous presenters have shared their session resources, notes, and handouts. Let's take a look!
It’s a no-brainer that students are more engaged in learning when real-world problems and scenarios support what they’re doing. When students see the connection between what’s inside and what’s outside their classroom, they see that there’s more at stake in learning...
"Critical thought is a cognitive process that proposes the systematic analysis of information, opinion and statements that we accept in our daily life as valid or true. It is a basic skill for a competent, free and responsible citizen."
Which is harder, hearing about something or doing something? And if doing something is harder than hearing, wouldn’t students want to do their work with an instructor and a group of friends present to help, rather than hear about it with the instructor present and then be left to their own devices for the doing part? Wouldn’t it be better if you were doing the hardest part of the work when I am most likely to be able to help you?
The results of the project have been published in a form of a magazine "Designing the future classroom" Nº2, available in five languages. The articles include stories from teachers and project partners, as well as a preview to the iTEC school pilot results and training activities, including the Future Classroom Scenarios course.
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.