- 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
Showing 837 posts tagged faculty
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.
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.
Students should feel fulfilled because of what they’re learning, not because of what they’re earning.
Have you been exhausted, anxious or just plain stressed lately? Has the current focus on common core standards, accountability and insane politics put you over the edge? This is your lucky day! Step right up for a sure-fire remedy guaranteed to bring vitality and energy to teaching and learning. You will be amazed by the immediate results gained from a dose of humor.
If an inquiry-based system is to succeed, we’ll need really good human beings in the classroom who know their field, but who also radiate the kind of positive, non-judgmental love that helps students open their minds and hearts.
Digital Student Portfolios are becoming more important now than ever! Students are creating and remixing information like never before - and where is all that amazing work going?
Tougher education standards like the Common Core may require a tough love that some parents and educators don’t like.
Teacher merit pay. It’s one of those perennially popular policy ideas that, historically, hasn’t worked very well.
A few years ago, New York City offered teachers in select schools $3,000 if the entire school’s test scores went up. But scores at the merit pay schools did not improve any faster than scores at control schools. (In some of the merit-pay schools, scores actually went down.) In Nashville, teachers who volunteered for a merit pay experiment were eligible for $5,000 to $15,000 in bonuses if kids learned more. Students of those teachers performed no better on tests than students in a control group. And in Chicago, teachers were paid more if they mentored their colleagues and produced learning gains for kids. Again, students of the merit-pay teachers performed no better than other kids.
I’ve stayed out of the Common Core nonsense. The objections involve much fuss about federal control, teacher training, curriculum mandates, and the constructivist nature of the standards. Yes, mostly. But so what?
Here’s the only important thing you need to know about Common Core standards: they’re ridiculously, impossibly difficult.
SmartBrief on EdTech recently polled readers about the types of resources they find useful in developing curriculum for their students. Online resources were a top choice for educators involved in curriculum development, with more than 80% of respondents saying they find these the most helpful. The poll results also showed that online resources are being used to develop curriculum for students fairly equally across core subjects with just over 5% of respondents saying they use them for developing noncore-subject curricula.
Despite these findings, when it comes to sharing curriculum resources with their fellow educators, a majority of respondents reported most often using in-person meetings over both professional learning networks or social media.
In my teaching experience I have come to the conclusion that many college students are unaware of the cultural differences and social issues in their communities. I have also realized that some teachers are often limited in delivering academic content inside the classroom, which might prevent learners from contextualizing the knowledge in real-life situations. Therefore, helping students understand that there is a relevant relationship between their professional skills and their role as citizens within their communities is important. The purpose of including community-based projects in your syllabi is to instill in students a sense of social responsibility and cultural awareness at an early stage in their professional life.
Pew Research Center published a report on how teachers are using technology at home and in their classrooms. As part of the Internet and American Life survey (which aims to gauge how Americans use technology and the internet as a part of their daily life.
The survey was conducted with middle and secondary instructors across the US, with a special focus on educators involved in the Advanced Placement and National Writing Project. Overall, the findings show that digital technologies have become a central part of teachers’ teaching and professional development. These technologies have also brought along a number of new challenges for teachers, which are detailed in the results below. If you’re interested, you can read the whole report here.