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Learning styles—the notion that each student has a particular mode by which he or she learns best, whether it’s visual, auditory or some other sense—is enormously popular. It’s also been thoroughly debunked.
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It’s time to ban “digital” learning. For 20 years I have dedicated my career to understanding and demonstrating the value of technology in the teaching and learning process. I once held a job where my title was “School of the Future Technology Architect.” I’m a believer in instruction that is, as the buzzwords go, data driven, adaptive, personalized, one-to-one, online, blended, flipped, and gamified.
It's all about learning
For the past five years I have watched schools move toward mobile technology, and I often find schools recreating the wheel. There doesn’t seem to be enough collaboration, and as I visit schools in Finland, Sweden, Spain, the United Kingdom, the United States, and elsewhere, I find that not only do we make the same mistakes in deploying as other countries do but also that schools within a single district are making the same mistakes! It is important to share best practices and learn from other’s failures and successes. I have consistently seen the following 10 barriers to mobile technology adoption
Rachel Edinin writes: "A new survey by UK charity Quick Reads indicates that adult readers tend to read more and stick with books longer if they’re using an e-reader. According to the survey, 48 pe...
"I'm not very tech savvy" is the response I usually hear from teachers that struggle with technology. Whether it's attaching a document to an email or creating a PowerPoint, some teachers really have
Education and schooling are not the same thing. Schooling is where structures are imposed upon learners to make the process more manageable. Behaviour is synchronised, curricula are standardised, and criterion referenced assessment is imposed to quantify achievement. Education is where learning is personalised and unique to the individual. Learning doesn't require the impositions of schooling. Learning can survive without curriculum, synchronisation, assessment and all the other strictures imposed upon school students. All it needs is enthusiasm and opportunity
Teachers who are fighting for stronger tech integration in their schools often come against opposition from people who believe technology not have a positive effect on student learning. This is particularly true with iPads, devices that many people see as a device for content consumption, not creation. Below is a list of studies into iPads and learning, with dot points about what students the study relates to, the subjects involved and the results.
If you’re reading this, chances are you are educated and come from a relatively well off family. Maybe you are reading this on a phone or tablet that you own. It is also very likely that this access to technology and the learned ability to effectively wield its power gives you a better chance to be economically successful, politically acute and socially adept.
Today’s technology is simultaneously ubiquitous and obscure. It is fundamental to the very fabric of our 21st century lives, yet overlooked and taken for granted. At least by those with access to it. But what happens when effective use of technology, and all its power to enable and transform, bypasses already disadvantaged communities? What happens when a huge proportion of Americans enters the increasingly competitive global work force with a second-tier ability to navigate in a digital world?
Guardian Liberty Voice Technology in School Education Guardian Liberty Voice With rapid evolution of technology, human lives including education have been impacted by it much more now than ever before.
CBS News reported that researchers at the University of California, Berkeley found that preschool-age children were better at figuring out the proper way to use technological gadgets than college students.
A Huffington Post article, 10 Reasons Why Handheld Devices Should Be Banned, from a couple of days ago has clearly hit a nerve. The link has spread far and wide
Teachers are the arbitrators of knowledge and culture.
Knowledge and culture are each dynamic, endlessly crashing and churning.
This makes teaching significantly important and difficult work, and can leave teaching—as a craft—wide-eyed and nonplussed in response.
Worse, those outside the bubble of education can understandably struggle to understand the problem.
What are the teaching in those schools anyway? How is it any different from when I was in school?
Well, as it turns out, much of it is different from even five years ago.
Starting with literacy.
This Is The World Teachers Must Adapt To: 7 Ways Teaching Has Changed
Digital media has been abuzz recently thanks to findings from a survey about how clueless Americans are concerning Internet terminology. While further investigationof the "study" suggested that it was likely a publicity stunt on the part of a public relations firm, the reaction to the findings may be more worrisome than the findings themselves. As one reporter noted,"It's like they only interviewed my grandma and her friends!"
The usual term is a digital native–students born into our digital, connected, and uber-social world who have always had Wikipedia to ask questions, and Google to bail them out.
There is nuance to this phenomenon that can distract a bit from the big picture. As with so many complex issues, it is tempting to over-generalize things—claims that 21st century students need to be taught with 21st century tools, or raging against the machine and forcing students to use books, dammit.
I know it's been said many times before, but it's worth saying again. Learning should always come before technology.Let me elaborate.
As a language teacher I find mobile phones are a great resource as a dictionary, a unique way to do homework and, for many of my students, an alternative way to take notes. I’ve been using them in my class for a while now and their presence is actually hardly noticed – so seamlessly is …
by Dian Schaffhauser
"A program introduced in November 2013 to put 3D printers into classrooms has already attracted 1,000 schools. The latest is California's Oakland High School, which is receiving its first MakerBot Replicator 2 this week, a result of participation in MakerBot's Academy program.
"The program invites teachers to post their request onto DonorsChoose to pursue contributions for an "academy bundle." The bundle includes the printer, a technical support program and three spools of non-toxic filament. Support comes from America Makes, a national public-private collaboration working on research and innovation in additive manufacturing and 3D printing."
Read more at http://thejournal.com/articles/2014/03/11/makerbot-academy-promotes-3d-printers-in-the-classroom.aspx#jT2fhQgRr64Bh2Rv.99
he program invites teachers to post their request onto DonorsChoose to pursue contributions for an "academy bundle." The bundle includes the printer, a technical support program and three spools of non-toxic filament. Support comes from America Makes, a national public-private collaboration working on research and innovation in additive manufacturing and 3D printing."
Educators have lots of ideas about how to improve education, to better reach learners and to give students the skills they’ll need in college and beyond the classroom. But often those conversations remain between adults. The real test of any idea is in the classroom, though students are rarely asked about what they think about their education.
A panel of seven students attending schools that are part of the “deeper learning” movement gave their perspective on what it means for them to learn and how educators can work to create a school culture that fosters creativity, collaboration, trust, the ability to fail, and perhaps most importantly, one in which students want to participate.
Lately, when talking with teachers about bringing mobile devices into their classrooms, a common concern has surfaced – that connections to the physical world are being sacrificed by over-emphasizing the digital. These thoughtful educators have raised excellent questions about screen time, losing tangible …
Created by Daniel Nemroff (class of 2015) (click 'Show more' for full credits) Officially chosen for the 2014 White House Student Film Festival Directed/Writ...