How to make real progress in student achievement.
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- Model ICT skills: Discuss plagiarism, show where and how to find information online.
- Promote collaboration: Brainstorm ideas, and show collaborative writing, track changes, etc.
- Share student-generated content: Combine pupil generated quizzes with the use of learner response systems during your lessons.
- Go beyond the board’s accompanying software: Think of the board as a giant, touch sensitive computer. It can do more than what the basic accompanying software offers.
- Bring the outside in: Bring rich, real-world content into your classroom.
- Combine with web apps: The board can be a powerful tool for collaboration when you use it with other apps (like Twitter)
- Don’t use it all the time: If you want the students to work collaboratively or sit in a circle, don’t turn it on. It isn’t the perfect tool for everything.
- Let the students use it: find meaningful opportunities to let the students interact with it
Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area.
School officials everywhere are debating how to deal with teacher misconduct, and especially the rise in sexual crimes linked to technology and social media. A new analysis by The Salt Lake Tribune reveals that tools such as cellphones, texting, and social media are increasingly a factor in teacher misconduct cases.
How well is edtech addressing the college access challenge? The answer, according to a report released today by Get Schooled, is not very well for younger and under represented students.
Super Zips are “the country’s most prosperous, highly educated demographic clusters. On average, they have a median household income of $120,000, and 7 in 10 adults have college degrees.” This fascinating map from the Washington Post reveals how “it’s possible to live in a Super Zip and rarely encounter others without college degrees or professional jobs.” That’s problematic because “the trend is isolating well-to-do Americans from the problems of the poor and the working poor.”
Teenagers say their parents often don’t realize how overwhelmed they feel about school. Psychologists say parents can help children manage their expectations and live a more balanced life, even if it means not racking up as high a GPA as their friends.
Does it come or can we inspire it?
How do you inspire innovation in your students?
As the test, known as the edTPA, kicks into high gear in 2013-14 after two years of pilot testing, thousands more teacher-candidates will be expected to demonstrate those competencies to receive a teaching certificate. New York and Washington state plan to introduce it into licensing by spring. By 2015-16, seven states will make it part of teacher certification or use it to review their preparation programs.
University-based programs have been dogged by criticism—including from U.S. Secretary of Education Arne Duncan and nongovernmental groups—and have been pressured to do more to hold themselves accountable. The edTPA, developed by the Stanford Center for Assessment, Learning, and Equity, with the help of state officials and the American Association of Colleges for Teacher Education, is the teacher education field’s main response to those pressures.
Online instructors face the challenges of keeping a course up to date, engaging students, and maintaining integrity. Having students generate some of the course content can address all three of these challenges.
Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.
“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.
Teenagers using social media is nothing new. But in-class use of sites such as Facebook, Twitter and YouTube traditionally have been discouraged in most K-12 schools, seen as a distraction from real learning at best and a red-flag privacy concern at worst.
That’s starting to change in Wisconsin and elsewhere.
image via flickr:CC | ndbekah