Bring Your Own Technology – And Thinking About Equity « In my previous post (here) I referenced an upcoming event at SFU, Targeting Technology for Maximum Student Benefit. To think out loud a bit, as well as to garner some ideas, I want to take a look at a number of issues that need to be unpacked, and to create some models for comment, pushback and refinement. So, the idea is to engage in a larger conversation, but less about the case for change, and more about a tangible idea of what that change might look like. One of the points raised in the BC Education Plan under Learning with Technology is “The Province will promote the use of technology for both students and educators.” So, why does the BC Education Plan want to promote the use of technology? Technology is only the device; it is access to the benefits of a digitized world where everything is amplified that is the greater goal. Some underlying background assumptions: 4) Simply encouraging students to bring their own devices is not enough, or an effective strategy. Like this:
Practical PBL: The Ongoing Challenges of Assessment In recent years, most students in my project-based AP Government classes have indicated, in both class discussions and anonymously on surveys, that they prefer project-based learning to a more traditional classroom experience. They find PBL more fun and believe that it leads to deeper learning. However, two types of students often resist this model. Both types of students benefit from the option of choosing their role in project cycles to increase motivation. Fair Assessment of Teamwork To increase buy-in for both types of students, the most important thing a teacher needs to do is help build individual accountability -- and, by extension, trust -- in student teams. 1) Individual Skill Areas I have developed an individual semester portfolio as the most important measure of a student's skills assessment. Oral communicationWritten communicationAssuming a roleUse of primary textsLeadershipBeing a team player 2) Role-Based Assessment 3) "Weighted" Scoring
iRead iRead is a group of teachers in Escondido Union School District dedicated to the idea that mobile devices can be powerful learning tools for all students. iRead gives teachers a chance to create meaningful, curriculum-centered projects with your students. iRead classrooms are using digital tools (iPods, iPads, and various creative mobile apps) to improve skills, engage in problem solving, and increase digital literacy. iRead has been recognized by the California School Boards Association as well as multiple times by the Classroom of the Future Foundation and Apple. Click on Visitors to get an overview and detailed history of the iRead program, recognitions, and awards. Prospective EUSD teachers apply annually to be part of the program. Members meet on a monthly basis to exchange ideas and strategies. We started in 2006-07 by collecting data about fluency rates - this proved to be very promising. This year, we have added 32 new teachers.
What is PBL? To help teachers do PBL well, we created a comprehensive, research-based model for PBL — a "gold standard" to help teachers, schools, and organizations to measure, calibrate, and improve their practice. In Gold Standard PBL, projects are focused on student learning goals and include Essential Project Design Elements: mobilelearning4specialneeds - home Differentiation - tools, tips and resources Differentiation is an important aspect of education. Students learn differently, have different needs, different backgrounds, different skills, different ability levels, different interests and more. As educators, we try to create engaging lesson activities that provide a variety of learning experiences and allow students to demonstrate their learning in different ways. Differentiation should occur in both how students learn and gain knowledge and skills, and in how they demonstrate and are assessed on what they have learned. “In the practice of education, differentiation is defined as working to address the abilities, interests, and needs (both perceived and real) of individuals. Here are some resources, tips, and tools on differentiation: Digital Differentiation - ideas and tools for differentiating with digital resources Tools for Differentiation - helping teachers meet the needs of all learners Differentiating with Web 2.0 Technologies
A Parent's Guide to 21st-Century Learning You’ll find a selection of outstanding online resources and projects, sorted by grade levels, to provide a glimpse of successful school programs. Elementary School: The World Peace Game Skype in the Classroom Peace Helpers Become Classroom Problem Solvers Middle School: Down the Drain Digiteen: Digital Citizenship for Teenagers World of Warcraft in School High School: World Youth News Digital Youth Network Money Corps: Finance Experts as Guest Teachers Across the Grades: More Ideas that Work Ten Tips to Bring 21st-Century Skills Home Resources: Bring the C's to Your School
WES Media Center Infographic - Reflective Practice My snapshot of the current school year isn't focused on circulation statistics, but my accomplishments and objectives for the remainder of the year. We often overlook the importance of reflection, focus on what our students are reading, and fail to plan beyond the required classroom lessons. This leaves little time and energy for growth, sharing and development of ourselves and our peers, which results in a lack of creativity and focus. It's important to note our successes and pitfalls and share them with others, promote lifelong learning and reading by our example and be bold in the setting of goals. Do you agree? Have you experienced this? The infographic was created with Piktochart. Edie a.ka.
Teaching Kids to Code Every era demands--and rewards--different skills. In different times and different places, we have taught our children to grow vegetables, build a house, forge a sword or blow a delicate glass, bake bread, create a soufflé, write a story or shoot hoops. Now we are teaching them to code. We are teaching them to code, however, not so much as an end in itself but because our world has morphed: so many of the things we once did with elements such as fire and iron, or tools such as pencil and paper, are now wrought in code. In this collection we share many different perspectives on coding, from a university professor's vantage point (MIT's Mitch Resnick describes why learning to code is like learning to learn) to an entrepreneur's reflections from his cross-country roadtrip to bring coding--and his stuffed dog--to classrooms across the U.S. You can learn to code on your own by dipping into one of over 50 tools for learning to code that we've compiled (check out the bottom of this page).
Exactly What The Common Core Standards Say About Technology The Common Core Standards, the national academic standards for K-12 schools in the United States, have now been adopted by 47 of the 50 states in the U.S. This makes them the pre-eminent source of what is being taught in the vast majority of public schools in America. Much has been made in the blogosphere and across social media of the changes compared to former academic standards that were dictated at a state level. Reactions usually involve the added demand these standards place on text complexity and general rigor. TeachThought’s focus is on the intersection of education and technology, and the Common Core certainly takes aim at in-depth student technology use. Common Core Standards Note: The first letter represents the strand (or “area”—reading, writing, etc.), the following number the grade level, and the last number the standard number. W= Writing RI= Reading: Informational SL= Speaking and Listening W.4.6. RI.8.7. SL.11-12.2. SL.11-12.5. Thinking Verbs Takeaways for Teachers