Every era demands--and rewards--different skills.In this collection, we share perspectives on coding from a university professor's vantage (MIT's Mitch Resnick describes why learning to code is like learning to learn) to an elementary school's point of view (Sheena Vaidyanathan describes the program for sixth graders in Los Altos, Calif.), and other points in between.
Digital literacy is the topic that made the ETMOOC learning space so irresistible to me… I think as educators we spout off about wanting our students to be digitally literate, but not many of...
"Doug explained that digital literacy is quite ambiguous, and he doesn’t have all of the answers when it comes to defining these terms. He made a point to ask, How can we define digital literacy when we don’t know what literacy is?"
Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.
This is a telling statement about current teacher education programs:
"Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students."
Today while I was working on a list of the best TED Talks that teachers can watch in this summer, I realized that the list is going to be very long and still would not include all the videos i want you to watch. One solution to this is to share playlists of TED talks created by renowned educators and thinkers like Ken Robinson, Malcolm London...etc.
A nice collection of other people's favorite talks. . .I like that!
The evidence demonstrating the dangers of extrinsic rewards and the importance of helping people develop intrinsic motivation is pretty overwhelming at this point (see The Best Posts & Articles On “Motivating” Students).
Getty Images Design thinking can seem a bit abstract to teachers. It’s not part of traditional teacher training programs and has only recently entered
"A sixth grade health-related project required students to work with Kaiser Permanente to improve some of their products. Students interviewed real patients to understand their health experiences and to improve them."
“Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the Center for Curriculum Redesign. “You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”
Activities such as rhyming and rhythm, physical movement, multi-modality input, hands-on lessons, discussion, participatory experiences, constructivism, emotional experiences, personal meaning, and relevance, must become an integral part of every teacher’s daily lessons.
This is a great conversation starter for my #csusmedu and #usdedu students. . .
An award-winning English and Social Studies teacher at Luther Burbank High School in Sacramento, Calif., Larry Ferlazzo is the author of Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, The ESL/ELL Teacher's Survival...
While discussion creating "problem-finders" not just problem solvers in terms of education, Pink says:
For instance, breaking the boundary between school and the world -- by tackling not hermetically sealed school problems but examining real issues in a students' community. It could mean giving students more say over what they study. It probably means a more multi-disciplinary approach -- because often what seems like, say, an engineering problem is really or political or economic or behavioral challenge.