School systems receptive to “Bring Your Own Device” and increasing technology use in the classroom.
The Washington Post (9/14, George) reports on the use of “bring your own device” technology programs in schools in Montgomery County, Maryland, noting that “the idea of allowing students to use their own technology in schools to enhance academic instruction is a significant departure from” past policies banning cell phone use in the classroom. The piece presents the approach as an alternative to “investing heavily in laptops and tablets, with an eye toward one-to-one computing, which provides a device to each student,” and notes that some districts are “taking a blended approach that they say is more affordable and sustainable: supporting BYOD practices as they also buy” laptops and tablets.
"For educators, instructors, and corporate trainers that are considering adding video to their instructional design, the 3 methods outlined above are all easy ways to experiment with video-based lessons. Thanks to popular online education websites, asynchronous video training is becoming the new norm.
"Best practices are to keep each segment short (evidence suggests 6 minutes or less), use a microphone for audio (we recommend the Snowball), and add interactive elements such as quizzes throughout the course. Video is another authoring tool in your arsenal, and doesn’t replace sound instructional design.
"Once your videos are produced, you can create and deliver an online course using a hosting platform like Skilljar, or post your videos publicly on sites like YouTube. Whether you’re narrating slides, screencasting, or creating animations, it’s a great time to add video production to your eLearning capabilities."
"Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work. Here are 8 ways teachers can talk less and getting students talking more:
1. Don’t steal the struggle."
Mel Riddile's insight:
The key is that "the brain that does the work, does the learning."
Using Technology is based on a review of more than seventy recent research studies and provides concrete examples of classroom environments in which technology has made a positive difference in the learning outcomes of students at risk of failing courses and dropping out.
Facing History and Ourselves has teaching strategies, primary source documents, and multimedia tools that can help you meet the Common Core State Standards in your literature classroom. Our professional development opportunities, study guides, and resources emphasize close reading of challenging texts, critical thinking and analysis, and writing and speaking skills. Bring one – or all – of these five resources into your classroom today!
"I have recently discovered Twitter, and it has supercharged my professional development. The reason? Twitter education chats!
Two months ago I would have said, “No, I don’t have a Twitter account.” I may even have been able to vaguely explain why I really don’t have space or reason for Twitter in my life. It certainly did not seem relevant to my work as an educator. However, during the last two months, my perspective has completely changed. I now eagerly ask fellow educators, “Have you experienced Twitter education chats? They are amazing!”"
Ideally, we’d see that every teacher had found their voice. Just like every teacher must somehow translate their knowledge and personality into some kind of “voice” and personality in the classroom as a learning leader, it’s not much different on twitter. What can I say, as a teacher, on twitter that other people will find compelling? Useful?
This is something I actually struggle with. I’m far more comfortable writing books, essays, and blog posts that I am tweets–which is why I don’t tweet often. When I do find the “courage to tweet,” it happens by realizing that I’m not “great” on twitter, and tweeting anyway.
"The Garrett County district, in western Maryland, received funding through the federal Connect Ed program last year, which allowed the district to upgrade its broadband infrastructure so that teachers and students can access high-speed Internet at school. This year, teachers used technology to video conference with educators at a state college, receive feedback on lesson plans, and Skype with experts. For the first time, students were able to play educational games and use technology to assist with research projects without the Internet system crashing.
Nationwide, only 30 percent of schools are believed to have adequate bandwidth, and rural communities often lag urban and suburban communities."
The best way to learn a foreign language is to practice with real people. If you are a native English speaker learning Chinese Mandarin, ideally you would want to meet native Chinese speakers learning English.
Over 70% Of Schools Lack Adequate Broadband, Aided By Federal Funding.
The Hechinger Report (9/11, Dobo) reports on Federal funding to address the less than 30% of K-12 schools nationwide with adequate broadband infrastructure, along with millions provided in technology upgrades. The majority of the piece focuses on a handful of remote, rural Maryland schools who are benefiting from innovations afforded by the influx of funding.
As such, YouTube is definitely a treasure trove for us in education. It provides us with a varied and rich source of videos to use in class with students. However, searching for educational content on a platform that hosts millions of videos is akin to looking for a needle in a haystack. This is why curated lists such as the one below proves helpful especially in helping busy teachers have easy and instant access to handy YouTube channels that feature interesting educational content relevant for classroom use. To this end, I compiled this list that comprises some of the popular channels on YouTube that teachers and students can use for educational purposes.
The new digital divide causes a problem for students and parents, certainly, but also for teachers who are trying not only to integrate new tools into their instruction but also to navigate economic issues in their classrooms.
Oklahoma state schools Superintendent Janet Barresi, in response to online testing failures, said Thursday the state Education Department will not use fifth- and eighth-grade writing scores to help determine the overall grade for this year’s school report cards.
It was the second straight year that students experienced disruptions while taking tests administered by testing company CTB/McGraw Hill.
Parents tend to approach video games like junk food: games are fine in moderation but ultimately they are an evil temptation that’s more bad than good. But according to an article published in Pediatrics: The Official Journal Of The American Academy of Pediatrics, we may be fundamentally mistaken in our [...]