Washington Post Poverty becomes norm for public school students in South, West The Columbian In a large swath of the country, classrooms are filling with children who begin kindergarten already behind more privileged peers and lack the support at...
The Hechinger Report MOOCs keep getting bigger. But do they work? The Hechinger Report Hailed by politicians and journalists as the affordable future of higher education, the MOOC is neither fashion accessory nor smartphone app.
Student Poverty Increasing WA today Published by the peak higher education lobby group Universities Australia, and prepared by a team of academics at Melbourne University's centre for the study of higher education, the report, titled University...
Dohrmann, K., “Outcomes for Students in a Montessori Program: A Longitudinal Study of the Experience in the Milwaukee Public Schools” (AMI/USA May, 2003). This longitudinal study of Milwaukee high school graduates ...
The Hub at Johns Hopkins New York City uses incentives to cut chronic absenteeism in public schools The Hub at Johns Hopkins "Chronic absenteeism is an unseen force, like bacteria in a hospital, that wreaks havoc with our efforts to use our schools...
A look at technology's role in the education system. ... but there are other services that will help augment what they're learning in class, potentially helping bolster a student's academic performance.
"Disruption has been a key theme of the information age.
Disruption found legs in the 1990s under the careful study of Harvard professor Clayton Christensen. Chirstensen studied macro business trends over decades, and saw the small, lithe business able to do things that large, cumbersome corporations could not.
This was decades ago, though—a lifetime before the current age of information and digital ooze that billions of people access daily. If what Christensen saw then was disruption, today’s version has to be hyperdisruption, buoying start-ups to comparatively instant success—and becoming giants themselves."
Nous venons de lire un court article sur un blogue américain intitulé AlwaysPrepped, ou toujours préparé (dans le sens de préparation ou planification pédagogique). Court, mais plein de bons sens car on y fait référence à 7 caractéristiques incontournables chez l’enseignant technopédagogue. Également, nous vous rappelons que, selon le référentiel des 12 compétences professionnelleschez les enseignants québécois, la compétence #8 est sans équivoque : intégrer les technologies de l’information et des communications aux fins de préparation et de pilotage d’activités d’enseignement-apprentissage, de gestion de l’enseignement et de développement professionnel.
Voici ces sept caractéristiques, traduites en français et augmentées au goût du jour :
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