"You know the content, you understand pedagogy, and you can navigate the minefield of diplomacy when dealing with parents, students, administrators, literacy coaches, and the local news station when they want to see the iPads glow on the students faces.
You know how to manage and coddle, inspire and organize, assess and deliver content.
But the technology is different. That part you do okay with, but, truth be told, the students are geniuses with technology. Born hackers. And of course they are, you tell yourself.
"In this quick post I want to share with you this beautiful interactive image on the SAMR model. I learned about this resource from a tweet shared by our colleague David Fife. As you can see from the image below, iPadders provided examples of how to use each classroom task according to the different SAMR categories. And in each category, a set of apps and tools are provided to help you carry out the task under study. I invite you to have a look and share with your colleagues. Enjoy"
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.
Classrooms should be spaces that students don’t want to leave. Some communities are still hesitant about these futuristic looking learning spaces and have resorted to older, traditional physical spaces. Hopefully, they will begin to embrace changes to better prepare students and move them in the 21st century global economy.
This is a common concern of teachers who are new to project-based learning. Things can appear to be going smoothly -- students have been engaged by the project, they've been learning content and skills, they've been busy and meeting deadlines -- but their thinking is not as in-depth and their final products not as polished as they should be. If this is your experience, it's time to ask yourself some questions:
"Are you planning to give iBooks Author a place in your classroom? The video tutorials below will definitely give you a hand. As you know by now, iBooks Author is one of the formidable apps available in the iTunes store. It allow users to create interactive ebooks and share them with the rest of the world."
`In continuation of last week’s article, Part 1: 44 Better Ways to Use Smartphones in Class http://ow.ly/lA1iY ; here is a new list of thirty-six additional ideas to help leverage the power of these tech gadgets in the learning environment. In this blog post, I have attempted to avoid any redundancies. Please join me in helping educators everywhere creatively use smartphones by contributing any overlooked uses and supportive responses via this survey."
"Open Educational Resources (OER) have created opportunities for people to learn things they may never have dreamed possible. Access to educational materials has become available through online sites across the globe. Many people may be familiar with the term “open source” as it applies to how computer programmers have shared information. However, the term “OER” may be less familiar."
Author David Price writes: "If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse.
In the following pages, Price describes three cases across the globe — in London, Sydney, San Diego — that have mapped a vision that answers the questions above. Here’s what they have in common:
- By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.
- By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.
- By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.
- By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.
- By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.
- By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.
- By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.
- By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.
Rotana Ty shares a wonderful essay on collective learning for Permamarks blog. He has curated ideas by many thought leaders on the topic including Marcia Conner, Nilofer Merchant, John Hagel, Tiffany Shlain, Gideon Rosenblatt, J.
Testing, especially any sort of standardized testing tends to get a bad rap. Teachers complain that they spend too much time teaching to a test. But assessments do have value, and an important place in our learning structure. By measuring what students are learning, we as teachers can look at how we are approaching different subjects, materials, and even different students. The handy infographic takes a look at different types of assessments and their attributes and questions. Keep reading to learn more.
Teachers rate their interest in today’s Educational Technology trends. With the coming launch of menco.io, you’ll be able to explore these trends and more, and discuss how they will shape the culture of learning around the globe.