Blooms Taxonomy Apps. Are you a 21st century teacher? « Auxiliary Brain. I have been wondering about the thousands of complaints I get from my colleagues while I use technology in my classes or wheen I schedule an extra-curricular activity.Many of the complaints I get are about the “you excite the students too much,and they refuse to focus on the lesson”.I would agree that my colleagues’ complaints might be true to a great extent.I accept that the students get hyper-active and too enthusiastic to see what’s coming next even in my classes while using the computer.
I would ,however, redirect my colleagues’ questions and complaints to the following: Why do our students get too excited and active during or immediately after a tech-led lesson? Why do they lose focus in other classes, while they become totally engaged when they interact with technology? These are the questions we should ask ourselves instead of blaming technology for causing unrest in our classes. Students love to touch today’s gadgets.So why should you be scared of the mobile phone? Like this: For Each to Excel:Preparing Students to Learn Without Us. Here's what I wonder: Can my 12-year-old son Tucker, a kid who lives for anything having to do with basketball, learn just about every math concept he needs to be successful in life in the context of playing the game he loves?
I posed that question on my blog a few months ago, and the post elicited more than 60 responses from readers who connected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts that are no doubt part of Tucker's K–12 math curriculum (Richardson, 2010). And when I showed him some of the great ideas that teachers had left on my blog, he lit up. "Really? " he asked. "I could do that? " Yes, I think he could. But in the midst of this culture of customization, what about education? 10 Tech Skills Every Student Should Have. ICT research. Looking for Groups and Lists? Click here This page provides information about: edna closure continuation of some edna services discontinued edna services archived edna content some alternative sources of similar information 30 September 2011 marks the cessation of Education Network Australia (edna) at www.edna.edu.au edna was a joint project of the Australian government and State and Territory governments.
The edna domain will be retained for a minimum period of two years. Enquiries regarding the closure of edna can be made to support@edna.edu.au Groups and Lists are continuing The edna Groups and Lists will be transitioned to a new free service provided by Education Services Australia to Australian education communities. In the meantime the links at and will still function. and www.lists.esa.edu.au All existing groups and lists will be automatically transferred unless this is not the wish of the Group or List owner.
Discontinued services The following edna services have been discontinued: How 21st Century Thinking Is Just Different. How 21st Century Thinking Is Just Different by Terry Heick This content is proudly sponsored by The Institute for the Habits of Mind, promoting the development of personal thinking habits in 21st century learners.
In an era dominated by constant information and the desire to be social, should the tone of thinking for students be different? After all, this is the world of Google. In this world full of information abundance, our minds are constantly challenged to react to data, and often in a way that doesn’t just observe, but interprets. As a result, the tone of thinking can end up uncertain or whimsical, timid or arrogant, sycophant or idolizing–and so, devoid of connections and interdependence. The nature of social media rests on identity as much as anything else—forcing subjectivity on everything through likes, retweets, shares, and pins. But this takes new habits. Information Abundance Persisting. Managing impulsivity. Responding with awe. Questioning. Innovating. Thinking interdependently.