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26 Internet safety talking points | Dangerously Irrelevant

26 Internet safety talking points | Dangerously Irrelevant | K-12 Edtech | Scoop.it

26 Internet safety Talking Points

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Movie trailers, recut. Mashup videos of your favourite films!| The Trailer Mash

Movie trailers, recut. Mashup videos of your favourite films!| The Trailer Mash | K-12 Edtech | Scoop.it
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Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have

Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have | K-12 Edtech | Scoop.it
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A Simple Guide to All That Teachers Need to Know about Digital Citizenship

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Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have

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The 21 Signs you are A 21st Century Teacher

The 21 Signs you are A 21st Century Teacher | K-12 Edtech | Scoop.it

Via Ana Cristina Pratas
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Konstantinos Kalemis's comment, August 9, 2012 9:53 AM
To work, the 21st century skills movement will require keen attention to curriculum, teacher quality, and assessment.
A growing number of business leaders, politicians, and educators are united around the idea that students need "21st century skills" to be successful today. It's exciting to believe that we live in times that are so revolutionary that they demand new and different abilities. But in fact, the skills student’s needs in the 21st century are not new.
Critical thinking and problem solving, for example, have been components of human progress throughout history, from the development of early tools, to agricultural advancements, to the invention of vaccines, to land and sea exploration. Such skills as information literacy and global awareness are not new, at least not among the elites in different societies. The need for mastery of different kinds of knowledge, ranging from facts to complex analysis? Not new either. Today we cannot afford a system in which receiving a high-quality education is akin to a game of bingo. If we are to have a more equitable and effective public education system, skills that have been the province of the few must become universal.
This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.