“I promote teaching as a career because of the real and broad range of opportunities it provides for great young minds to quench their intellectual and idealistic urges. Beyond that I promote the career because the profession I love will fade away in a whimper without sustainable retention of new leadership talent.”—Why I Promote Teaching As a Career
“In less than 20 minutes, here’s what we’ve learned about the woman sitting 10 feet from us: where she was born, where she studied, that she has an interest in yoga, that she’s bookmarked an online offer for a anti-snore mantras, recently visited Thailand and Laos, and shows a remarkable interest in sites that offer tips on how to save a relationship.”—Here’s Why Public Wifi is a Public Health Hazard — Matter — Medium (via popmech)
Blended learning. Digital literacy. Mobile learning. Game-based learning. When these top educational trends came onto the scene, they sparked a learning revolution. That revolution continued into 2014, but if there was one theme to come out of the top educational summits this year, it was this: smarter use.
We need a model of continuous improvement model where we acknowledge that we are doing well and, based on new understandings and a constantly changing environment, we need to change and be a bit more right in what we do. We can’t be thinking that we are wrong now and any change will make everything right. That’s simply not the case. We must, however, keep up with the explosion of knowledge around us and even try to take the lead.
If we want to truly make a change for our students, if we want to spend less time identifying, labeling and doing paperwork and more time supporting each student as an individual who learns differently, here are a few key steps…
“Americans between 18 and 24 now send an average of 2,022 texts per month. That’s about sixty-seven texts each day. Forget about text replacing email or phone calls. It’s replacing speech.”—Virginia Heffernan on Taking Texting Seriously — Backchannel — Medium (via popmech)
Anita Sarkeesian, a feminist cultural critic, has for months received death and rape threats from opponents of her recent work challenging the stereotypes of women in video games. Bomb threats for her public talks are now routine. One detractor created a game in which players can click their mouse to punch an image of her face.
Not until Tuesday, though, did Ms. Sarkeesian feel compelled to cancel a speech, planned at Utah State University. The day before, members of the university administration received an email warning that a shooting massacre would be carried out at the event. And under Utah law, she was told, the campus police could not prevent people with weapons from entering her talk.
“This will be the deadliest school shooting in American history, and I’m giving you a chance to stop it,” said the email, which bore the moniker Marc Lépine, the name of a man who killed 14 women in a mass shooting in Montreal in 1989 before taking his own life.
The threats against Ms. Sarkeesian are the most noxious example of a weekslong campaign to discredit or intimidate outspoken critics of the male-dominated gaming industry and its culture. The instigators of the campaign are allied with a broader movement that has rallied around the Twitter hashtag #GamerGate, a term adopted by those who see ethical problems among game journalists and political correctness in their coverage. The more extreme threats, though, seem to be the work of a much smaller faction and aimed at women. Major game companies have so far mostly tried to steer clear of the vitriol, leading to calls for them to intervene.
Assignments are a terribly important part of the teaching and learning equation. They aren’t just random activities that faculty ask students to complete for points and grades; they are the vehicles through which students learn course content. By studying for exams and engaging with content as they write their papers, students deepen their understanding of key concepts and build learning connections. In short, assignments represent learning experiences for students and, as Dee Fink reminds us, we want those learning experiences to be “significant.”
Is that how you’d describe your most often-used assignments?
Are they the only ways students could encounter and explore course content?
“The notion that technology increases a student’s motivation to learn, Tom, is fundamentally flawed. While it is true that today’s kids are comfortable with technology, being comfortable with technology is not the same as being motivated by it. To kids, technology is functional, not fantastic.”—Bill Ferriter - In Celebration of Teaching Geeks!
“Implants and wearables will replace tools we carry or purchase. Technology will be biological in the sense that those who can afford it will ‘receive’ it as children. It will be part of our body and our minds will not function well without it. We will be dependent on it. There will probably be new forms of addiction and theft. It will also redefine what a ‘thought’ is, as we won’t ‘think’ unassisted.”—