In short, it is a student-centered, Constructivist approach to learning that requires critical thinking, and benefits from technology, collaboration, resourcefulness, and other modern learning skills that never seem to fall out of favor themselves.
"In their attempts to establish a 1:1 program for the year 6 class, St Oliver Plunket has recently held a series of workshops in order to develop their students skills before they were officially given management of their very own devices.
The workshops were particularly centered around teaching students about some tips and tricks for managing their iPad, email etiquette, successful searching and copyright and creative commons. I personally was thrilled by the efforts these people from St Oliver are putting into making their 1:1 program a success and I hope other schools would do the same."
Understanding Precedes ActionRichard Saul Wurman, Radical Media, and Esri bring you the Urban Observatory—a live museum with a data pulse. You'll have access to rich datasets for cities around the world that let you simultaneously view answers to the most important questions impacting today's global cities—and you. Compare and contrast visualized information for a greater understanding of life in the 21st C
When data stops being slowly written into rows and columns and starts moving quickly online from sensors, Internet browsers and smartphones, other things change too. We are starting to see the information in more dynamic ways.
This week's blog marks an amazing, unprecedented event: the editors of the New York Times chose a picture, with accompanying story, of three children learning to program for the front page, above the fold, smack-dab in your face, of the May 11, 2014 Sunday edition of the New York Times. So, what’s this all-of-a-sudden hub-bub about learning to program, anyhow? Read on!