As 21st-century teachers, we are expected to help students master the technological tools they will use in college and the workplace. But in many districts, the one-computer classroom is not extinct. So how can we do a lot with a little? How can we best use limited resources to support learning and familiarize students with technology?
Google Plus launched a “suggested users” list yesterday. I’m not on it, and I bet you aren’t either, particularly if you’re an educator — because, well, there aren’t any educators on the list. But hey, that’s not surprising.
We've all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement.
But should teachers target instruction based on perceptions of students' strengths? Several psychologists say education could use some "evidence-based" teaching techniques, not unlike the way doctors try to use "evidence-based medicine."
This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model
I want to suggest a different way of seeing, one that's based on multitasking our attention—not by seeing it all alone but by distributing various parts of the task among others dedicated to the same end. For most of us, this is a new pattern of attention. Multitasking is the ideal mode of the 21st century, not just because of information overload but also because our digital age was structured without anything like a central node broadcasting one stream of information that we pay attention to at a given moment.
At some point this past school year, I began to truly understand how to change my teaching. The big revelation: It’s NOT about technology. It’s about learning. If we are “integrating technology” just to bring computers (or interactive whiteboards, or cell phones) into the classroom, we’ve got it all wrong. Just using the equipment — or the web tools it allows us to access – isn’t going to lead us or our students to truly connected learning.
Technology can also be brain friendly in terms of how it engages the users, making sure cognitive resources and attention are properly used and focused. This can be achieved by using technology to make proper interactions, involvement, participation, and engagement of the learners
How do you explain the learning objectives for your course, or each unit of your course? If you’re like most faculty, you probably put together a carefully crafted bulleted list of what you want students to learn.