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Rescooped by Jeannie Salgado from iPads, MakerEd and More in Education

How teachers and students are adjusting to the digital classroom - The Globe and Mail

How teachers and students are adjusting to the digital classroom - The Globe and Mail | test | Scoop.it

"The kindergarten student, a shy, Mandarin-speaking five-year-old immigrant in the tiny community of Sangudo, Alta., had barely spoken a word during the first three months of class. So her teacher was surprised one day last year when the girl struck up a conversation. The subject of their animated discussion? An image on the screen of an iPad."

Via John Evans
Andrea Mozqueda's curator insight, August 29, 2013 7:34 PM

This was a surpise! In the beginning of my college experience, I use to think that professors were intimitated by technology because the "older generation" does not understand how helpful it is to the "younger generation".

JoonYeol Lee's curator insight, August 29, 2013 10:42 PM


Becky Mowat's comment, August 30, 2013 9:59 AM
Tablets are wonderful to meet individual learning needs! How does one keep the students from browsing away from teacher-selected lesson resources? Just wondering if teachers can control divergent browsing with some kind of synchronizing software.
Rescooped by Jeannie Salgado from Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks

The Role of Mistakes in the Classroom | Edutopia

The Role of Mistakes in the Classroom | Edutopia | test | Scoop.it

As the school doors swing open to welcome the start of another year, both teachers and students will have goals: to inspire a class, to learn new things, to get good grades.


What probably won't be on that list is to make a mistake -- in fact many. But it should be.


Why? Because we're raising a generation of children -- primarily in affluent, high-achieving districts -- who are terrified of blundering. Of failing. Of even sitting with the discomfort of not knowing something for a few minutes.


If students are afraid of mistakes, then they're afraid of trying something new, of being creative, of thinking in a different way. They're scared to raise their hands when they don't know the answer and their response to a difficult problem is to ask the teacher rather than try different solutions that might, gasp, be wrong.


They're as one teacher told me, "victims of excellence."


Why is this? Because success in school is too often defined as high marks on tests. And if results are all that matter in education, then mistakes play no positive role. They are only helpful if we believe that the process of learning -- which inevitably must include the process of erring -- is just as, or more, important than getting to the correct answer.


I realize that parents play a crucial role in how their children view mistakes -- and I've written about that -- but here, I'm focusing on educators.


While writing my book Better by Mistake: The Unexpected Benefits of Being Wrong, I came across some fascinating research about how children learn and what message they take away about mistakes.


Carol Dweck, a professor of psychology at Stanford University, has conducted groundbreaking research in this area. One of her experiments asked 400 5th graders in New York City schools to take an easy short test, on which almost all performed well. Half the children were praised for "being really smart."  The other half was complimented "having worked really hard."


Then they were asked to take a second test and given the options of either choosing one that was pretty simple and they would do well on, or one that was more challenging, but they might make mistakes.


Of those students praised for effort, 90 percent chose the harder test. Of those praised for being smart, the majority chose the easy test. Dweck has conducted such experiments and studies in a variety of school districts -- low-income, high-income, homogenous and mixed- culture and races.


Click headline to read more--

Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc
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