Nano-Professional Development: 20 Quick Courses For Teachers by TeachThought Staff Professional development can come from a variety of sources–conversation, books, blogs, social media, YouTube, and more–courses, for example.
We’ve talked about gamification quite a bit, which is different than game-based learning, if you’ll recall. (The definition of gamification is the application of game-like mechanics to non-game entities to encourage a specific behavior.
We talk a lot about the social and emotional skills here at Wyman. Ask yourself these questions to see how well you do in regards to short-term self-regulation: It’s hard for me to notice when I’ve ―had enough (sweets, food, etc.). When I’m sad, I can usually start doing something that will
Facilitating collaborative learning is challenging, but our teachers are making great efforts to do this. It requires deep planning and thought. It’s much easier to just dispense information but young people (and older people, too) have little patience for constant lecture.
We are about to step into 2013 and a world filled with change and challenge. If we focus on instruction that helps our children work together, they will have the tools to improve our world. If we retreat from the requirements of Common Core State Standards and their emphasis on teaching collaboratively, we will leave our children a legacy of decline.
"With the Internet exploding with information resources and tools for learning, teachers can be facilitators of information with a greater emphasis on explanation and critical thinking as opposed to the dissemination source. Formal learning systems have in some cases been slower to adopt this model, rightfully concerned with accuracy of material and consistency; yet with ever increasing numbers of individuals accessing information in learning environments, the necessity of these formal systems to adopt technological change is very clear."
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
By Abhijit Bhaduri and Bill Fischer Changing mindsets begins with you! The only mind you can be sure of changing is your own, and the only way that you can demonstrate this mindset change is through your behaviors. If you aspire for your organization to be faster, more innovative, less afraid [...]
What effect do digital devices have on our digital brains? To uncover the influence on learning of using digital tablets for reading, the Coast Guard Leadership Development Center conducted an experiment to ascertain differences in recall and comprehension between tablet and paper readers.
This paper describes and updates the Propulsion Theory of Creative Contributions (Sternberg, 1999; Sternberg, J.C Kaufman, & Pretz, 2002). Theories of creative products need to be updated to reflect the new global world with such technological bounty
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