By things I mean information. Perspectives. Ideologies. What’s socially acceptable and what’s not. Our collective cultural biases and intellectual prejudices.
Educultural views on homosexuality, edtech equity, homeschooling, bullying, accountability, and academic standards.
Edtech views of big data, cybersecurity, YouTube, social media, texting, smartphones, and the cloud.
How students see “school.”
How the world sees itself.
What we read, and why.
Sentences fragments become sentences, tweets become paragraphs, and headlines become content. The expiration date for information has moved from months to minutes. Among other things, this affects how we think of information itself. It becomes an inconspicuous note in a symphony; the symphony is the performance while the notes disappear.
Exceptional thinking is less arresting than it’s been in the past because thinking, in a digital and social age, is designed and packaged from the ground-up to be alarming or it doesn’t stand a chance.
Among other effects, this can reduce our dwell-time with ideas. There is less of a tendency to sit and wrestle with an idea when that idea is characterized less by its truth than its change—or the change it represents.
And note–there is zero chance that the age of information hasn’t been a catalyst for this. Consider for a moment that this is an age of information–and that’s not as flattering as it sounds. Information isn’t wisdom. There is so much access to so many people and so many networks sharing so much data that we necessarily adjust everything else to fit the urgency of it all.
What devices we use to access what kinds of data and what times of the day.
What we save and why.
What we share and why.
What causes real change in our behavior, and what we smile at and move on. What we dismiss, and how easily we learn to do so.
Adaptive learning in mathematics is the wave of the future,” says Spencer Hansen, principal of Centerville (UT) Junior High. Educators across the country are riding this wave into the future of learning—in math as well as in language arts and other subject areas. They’re finding that improved adaptive learning technologies offer unique benefits and options for learning, in addition to valuable data and efficiencies. This collection of success stories showcases schools and districts that are celebrating achievements gained through the efforts of dedicated staff implementing adaptive learning strategies.
Browne Education Campus students benefit from adaptive learning technology. For Browne Education Campus, the impetus to embrace adaptive learning technologies came abruptly. When Browne (K–8) was named one of the District of Columbia Public Schools’ 40 lowest performing schools in 2012, Principal Andre Samuels and staff began working with Education Elements to assess, plan, and implement both solid PD and innovative adaptive learning strategies. The results speak for themselves.
The head of the Department of Education in Helsinki, Marjo Kyllonen, explained the changes: “There are schools that are teaching in the old-fashioned way which was of benefit in the beginning of the 1900s — but the needs are not the same, and we need something fit for the 21st century.“ Instead of individual subjects, students will study events and phenomena in an interdisciplinary format. For example, the Second World War will be examined from the perspective of history, geography, and math. And by taking the course ”Working in a Cafe," students will absorb a whole body of knowledge about the English language, economics, and communication skills.
Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment.
Op 23 augustus 2016 organiseerde de landelijke organisatie Leraren met Lef een onderwijsbijeenkomst op de Parade in Amsterdam. De laatste onderwijsinnovaties werden gepresenteerd en BreinPlein – een onderwijsinnovatieproject van Centrum Brein & Leren VU – was hierbij aanwezig. Meer dan 70 leraren werkten deze middag met de bouwmaterialen, puzzels en denktaken van BreinPlein die bedoeld zijn voor basisschool kinderen vanaf groep 4. We vonden het bijzonder om te worden uitgenodigd en aanwezig te zijn. In het filmpje is te zien hoe leraren met de materialen van BreinPlein aan het werk zijn. BreinPlein bestaat uit een set van bestaande materialen die zijn voorzien van nieuwe instructies. Leraren kregen voorbeelden te zien van materialen die in de klas gebruikt kunnen worden. Er werd uitleg gegeven over het belang van instructies en het wijzen van de juiste route. Kinderen komen zonder instructies al heel ver, maar door ze de juiste route te wijzen komen ze nog verder. Ze houden het langer vol om met een taak te werken die niet meteen lukt. In het filmpje is te zien hoe leraren geconcentreerd met de materialen werken. Door logisch na te denken, samen te werken, te plannen en te handelen brachten ze de opdrachten tot een goed resultaat.
In the annals of great parenting moments, the one where the kids clamber onto the couch by themselves with their very own longish-book is an awesome one. They’ve mastered the de-coding, they’ve got the sounds, and they can follow a simple plot. Time to kick back and watch them lose themselves in literature, right? Wrong. Doug Lemov, author of Teach like a Champion and co-author of Reading Reconsidered argues that’s just the moment to read to them more—and to choose challenging texts, far above their reading level. He writes: Yes, encourage your kids to practise decoding and fluency on accessible texts. But also realise that being read to from books that are more complex than they can read on their own prepares them for the gatekeeper task: understanding difficult ideas and complex texts. There are multiple benefits to reading kids hard books, he argues. Some are obvious, like exposing them to more complex vocabulary. Some are less so, such as exposing them to more complicated sentences and more elaborate plot lines, which better prepares them for when they encounter those on their own further down the road.
Elliott Masie still understands branding as this 'VRLearn' report shows. Do yourself a favour, skip the user-hostile web presentation (unless you like simulated paper (complete with page-turning sounds)) and go straight to the 12-page PDF. Virtual Reality has a lot of potential, writes Masie in the introduction, but it brequires three things to grow: authoring systems, a marketplace of VR/AR learning content, and an assessment focus. According to the report, applications exist in hands-on occupations such as aviation and space, medicine and health care, military, sports and even warehousing. Related: THE - VR in Education - Don't believe all the hype.
In the same way as many other industries, education has begun to fully embrace the digital movement. Educational technology, or “EdTech,” not only allows teachers to create more innovative classes, it’s giving students everywhere much easier access to the educational materials they need.
Up until now, the giants in EdTech have included Apple, Google, and Microsoft, which collectively sold 10.8 million devices to primary and secondary schools last year. But software is becoming more important than hardware in digital learning, and the latest company to employ this idea is Amazon, with its new platform “Amazon Inspire.”
Amazon Inspire is a marketplace of free resources for teachers and educational institutions. This new platform, released in beta on June 27, enables teachers to drive Amazon’s “commitment to making digital classrooms a reality” by augmenting its already impressive catalog of resources. When educators sign up, they can upload, download, and edit digital educational materials for the classroom such as lesson plans, teaching modules, and worksheets.
Since my book came out, I've had the opportunity to talk to teachers from all over the world about Making and Makerspaces. I found myself saying something over and over again when asked about creating spaces in their schools or classrooms.
"Makerspaces will die if the culture of Making is not there."
Building a space in a classroom or library is awesome, but students need to understand what is possible in these spaces. Teachers need to know what they are capable of doing with access to a Makerspace. Administrators need to know what they can do with PD now that a Makerspace is available.
Future Ready Librarians is an expansion of the Future Ready initiative aimed at raising awareness among district and school leaders about the valuable role librarians can play in supporting the Future Ready goals of their school and district. Two guiding questions are central to Future Ready Librarians. How can librarians and libraries support Future Ready schools? How can librarians and libraries become more Future Ready? Future Ready Librarians will provide resources, strategies and connections for district leaders and librarians to be able to work together to promote and implement innovative learning opportunities for students.
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