"But the most impactful positive force for teachers in applying Google Classroom and other ed-tech products has been their peers. The practicing teachers, who have become experts in applying technology and have become mentors for others, provide something valuable well beyond the tools… that is, practical advice, solutions to problems, and confidence. These teachers – these mentors – find solutions to real teaching problems and innovate new ways to do things using technology. More importantly, they share these solutions openly and always look for ways to improve."
One of the key components of the design thinking cycle is the ideating phase. In this phase, students start by brainstorming, followed by analyzing the ideas, and then creating a plan.
On the surface, brainstorming should be easy. It should be the most fun of this entire process. And yet . . . sometimes it doesn’t work that well.
I’ve noticed that students often struggle with brainstorming. This is especially true at the beginning of the year, when students might shrug their shoulders and say, “I don’t have any ideas.” The truth is that they do have ideas. Great ideas. However, in many cases, students are afraid to share their thoughts in a brainstorm. It’s even more challenging when there are a few eager students who are jumping at the chance to brainstorm while others sit back and watch.
There are plenty of reasons teachers do not use education technology. It’s expensive. It’s hard to always find a reason to implement edtech into a particular lesson. That’s all true and valid, really.
But what are the other big reasons that teachers don’t use technology in the classroom? We did a little digging through surveys, social media, blogs, reports, and the Daily Genius community to uncover the top 10 reasons that edtech is getting passed over. The results might (or might not) surprise you.
Students must create. That’s my big epiphany this year. Learning is better, more fun, and more memorable when you make something that lasts.
Heather Peretz's insight:
Having students create will help them with future endeavors. The collaboration and process that occurs when students work together for a common goal can change the way we think about lessons. Thank you Adam Schoebart for sharing your insight and experience with all of us so we can become creators!
"Inspired by ideas like project based learning and #20Time, I decided to take a stand against “Google-able questions.” Instead of students only finding information and curating content, they needed to create the learning for themselves. Our students live in a world of Web 2.0, social media, and content creation, and I needed to bring this into their learning.
And together, we did. Halfway through this school year, I explained that we will no longer produce work that is forgettable and can be left in a backpack. Instead, we will create content that we can be proud of, will remember, and will help each other learn."
On the occasion of Global Accessibility Awareness Day (GAAD) this week (May 19th), I created an infographic using Piktochart to highlight some of the iOS accessibility features that can benefit a wide range of diverse learners, not just those who...
Stanford University psychologist Carol Dweck’s best-selling book, Mindset: The New Psychology of Success, started a revolution in most of the schools that I work in this year, and for good reason: her findings are inspiring teachers and students and parents alike to rethink what it means to be a successful learner and what dispositions we must cultivate in order to make that vision a reality.
This a complex study, and reflecting as we read brings interesting considerations to the surface. For instance, how can we stop perseverating on performance in order to cultivate a growth mindset?
Stanford researcher Carol Dweck, in studying motivation and perseverance, found that children can be separated into two categories: those with a fixed mindset believe that their successes are a result of their innate talent or smarts; and those with a growth mindset believe that their successes are a result of hard work.
Children with a growth mindset see intelligence as something that can be cultivated: the more learning they do, the smarter they become. Those with a fixed mindset see themselves as either smart or not smart and believe that their intelligence cannot grow; no matter how hard they work. When children with fixed mindsets fail, they feel trapped and start thinking that they must not be as talented or smart as their peers.
Should you praise students or encourage hard work?
Heather Peretz's insight:
LOVE the book Mindset. A book all educators should read. The way you think about learning can affect your learning. Teaching positive mindset is definitely something we need to weave into our practice.
The education world—and the edtech community—have plenty of conferences. At EdSurge, we love to attend them, write about them and share upcoming events on our site here. Now in consultation with other conference-trotting stars, we've pulled together a list of the leading 40 or so convenin
Heather Peretz's insight:
Not everything but a good portion of the edtech conferences out there. Don't forget to check the comments for additional conferences.
In response to some requests asking about online science video sources, we have compiled here some of the best YouTube channels we uncovered from our archive. The channels feature a treasure trove of educational videos covering various scientific phenomena. The content is student friendly and you will definitely find things to incorporate in your classroom teaching.
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