Lisa has been using games with her “Denton Dynamos” throughout her career as an elementary school teacher, but, in her opinion, switching over to digital games has accelerated her student’s STEM-related learning and helped her run a classroom based on self-directed learning and project-based work.
The SOLE concept, although flexible, has the potential to offer a divergent, radical transformative pedagogy. This sits somewhat uncomfortably alongside more convergent approaches which position the learner as subservient to the curriculum, with the task of merely mastering subject matter prescribed by the teacher. However, what is notable from this analysis is that transformative pedagogy seems to be positioned alongside, rather than in conflict with, the dominant educational framework.
...For some, it does. It’s become commonplace to argue that everyone is better off learning at least basic programming skills—that coding itself is the new, necessary literacy. We’ve seen online courses, games, new programming languages, and even children’s books pushing kids and their parents in this direction.
But “learning to code” is an exceedingly broad concept, and one which without more specifics risks oversimplifying conversations about what digital literacy really means. And how digital literacy is defined is important. This isn’t just about filling Silicon Valley jobs. It’s about educators, policy makers, and parents understanding how to give the rising generations of digital natives the tools they need to define the future of technology for themselves...
Whether you're a student in college (or earlier) or a lifelong learner, Google is an essential tool for learning. Here are a few tips for using Google search and other apps more effectively to further your education.
Over at The Atlantic, Alexis Madrigal has uncovered the two people behind the enormously popular (and often factually inaccurate) Twitter account @HistoryInPics. Turns out it's operated by two very ambitious teenagers.
Last week on the Connected Student Series, I discussed the ‘why’ of digital portfolios. It is imperative that in 2014, students be able to curate, archive and expand on the work they are producing in class.
Jan gijselhart's insight:
Voor de collega's op Mheenpark die beginnen met digitale portfolio's
As far as technology itself and education is concerned, technology is basically neutral. It’s like a hammer. The hammer doesn’t care whether you use it to build a house or whether on torture, using it to crush somebody’s skull, the hammer can do either.