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The Best 1:1 Device is a Good Teacher

The Best 1:1 Device is a Good Teacher
Photo credit: iStockPhoto Over the course of two years, I, along with the Burlington Public Schools tech team, had the opportunity to meet and connect with over one hundred schools. These discussions would usually involve what device works best in the classroom and how the iPad is affecting teaching and learning outcomes. Frequently this conversation focuses on the most effective hardware for teaching and learning. Smashing the State of the Art We have reached a point in education technology where devices are, for the most part, adaptable. This hypothetical simulation is a great example of how little hardware actually matters any more. As I mentioned earlier, the best device a school can roll out is a teacher who can adapt to new and emerging technologies, does not always require formal training for learning and staying current, and is not tethered to a product (such as PowerPoint or a SmartBoard) in order to teach. Innovation on the Fly Self-Paced Professional Development iTunesU Coursera Related:  EdTechrandom wonderfulness

How To Help Families Integrate to 1:1 Programs at Home The Los Angeles Unified School District's recent decision to provide each of its 600,000 plus students with an iPad makes sense. The technology drumbeat is growing louder and louder. Training children to use the tools of their future is a must, and the LAUSD is smart to take a proactive approach. But as the technology revolution proceeds in the classroom, a critical piece of the equation must not be overlooked: the effect on the home. The iPads that L.A. school kids will receive are not going to sleep in a school locker at the end of each day. The iPad is coming home. Far-Reaching Impact This new reality is a wakeup call for school districts and the families they serve. The school-issued laptop or tablet is not just another gadget or gizmo in the home. School districts need to resist the temptation to charge ahead with laptop and tablet programs without allocating sufficient time and resources to partner with parents during the bumpy multi-year transition.

5 Powerful Questions Teachers Can Ask Students My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Um, I don't think she thought it was so cute. I think she was treading lightly on the ever-so shaky ego of a brand-new teacher while still giving me some very necessary feedback. So that day, I learned about wait/think time. Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to questions of their own. I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones. #1. This question interrupts us from telling too much. #2. #3. #4. #5. How do you ask questions in your classroom?

Thinking About Syncing? Tools for Digital Storytelling, Presentations, and Collaboration - Catherine Ousselin Digital Storytelling and Presentation Tools Wall / oral presentation tools Thinglink - Teacher example - Blog post - App and Web-based tool to annotate images with videos, links, text, and other images. Amazing! Glogster Edu - Student examples - Free and paid options available. Haiku Deck - Catherine's example - Free! Prezi - Student example : Use a template or a blank canvas, links, pictures, videos, and text to build an interactive presentation. Google Maps - Catherine's example of Google Maps for WL teachers and learners. Video / slideshow tools Animoto for Education - Student example : Free accounts for educators! Magisto - Free and paid options available. Narrable - Free educator and paid options available. Wideo - Catherine's example: Free and paid options to remove branding/downloading. Meograph - Rick Steves' example - Free and paid options available. Stupefix - Free and paid options available. Empressr - Free!

The Myth of 'I'm Bad at Math' - Miles Kimball & Noah Smith “I’m just not a math person.” We hear it all the time. And we’ve had enough. Because we believe that the idea of “math people” is the most self-destructive idea in America today. The truth is, you probably are a math person, and by thinking otherwise, you are possibly hamstringing your own career. Is math ability genetic? How do we know this? Different kids with different levels of preparation come into a math class. Thus, people’s belief that math ability can’t change becomes a self-fulfilling prophecy. The idea that math ability is mostly genetic is one dark facet of a larger fallacy that intelligence is mostly genetic. A body of research on conceptions of ability has shown two orientations toward ability. The “entity orientation” that says “You are smart or not, end of story,” leads to bad outcomes—a result that has been confirmed by many other studies. You have a certain amount of intelligence, and you really can’t do much to change it. The results? So why do we focus on math? 1.

FALL CUE 2013 CONFERENCE Fall CUE 2013 October 25 - 26, 2013 American Canyon High School, Napa Valley, CA Fall CUE will be at American Canyon High School in the Napa Valley.  Pre-registration opens May 20, 2013. LUNCH Lunch is NOT included with registration - you may purchase a box sandwich lunch for $10 per day during your registration process. Various food trucks will be onsite selling food Friday and Saturday from 11 am - 2 pm. To reserve under the CUE room block please contact the Hotel directly via phone or their website .  Rooms are available until sold out or through September 27, 2013. DoubleTree Hotel Napa Valley (Formerly Gaia Hotel) Located 1.3 miles from ACHS Call in phone # (888) 798-3777 and use  group code: CUE Group Only call in reservations for the Doubletree Hotel.  Single/Double, Queen-Queen or King: $159* Fairfield Inn & Suites Located 1.5 miles from ACHS Reserve online and select Special Rates and Awards, then select the group code option: CUECUEK - 1 king; CUECUEQ - 2 queens

20% Time In My Classroom I'm really excited to get started with my 20 Time set up in my classroom. I've talked to teachers in my department and many of them said they are going to find a way to use in their class for the second semester. I've used tons of great resources to make this happen and have tweaked things to make it fit my teaching style and my students. My students are Grade 10 Honors English. Here are some of the big bullet points for #GP20Time. Students will have every Friday to work on a project that is new to them and they are passionate about. These are the rough basics for 20 Time in my classroom. If you are interested in doing 20 Time in your class, please check out these resources. I'll be tweeting about my adventures in 20 Time and you can follow them on the hash tag #GP20Time. Nick

Better web typography with Adobe Edge Web Fonts | Adobe Inspire Magazine Edge Web Fonts uses @font-face, a CSS rule that downloads the defined font to a visitor's browser in order to render the font properly in a web page. As a result, fonts are more likely to appear correctly across a wide range of device browsers — ultimately providing a more reliable long-term solution that will perform well as the web and devices evolve. Edge Web Fonts relies on the Adobe Typekit network, which means your fonts will be served from a global network built with hundreds of servers located across North America, Europe, Australia, and Asia. The Typekit architecture is optimized for very low-latency response times and is measured in milliseconds — often faster than most websites can serve their own CSS.

What works in education – Hattie’s list of the greatest effects and why it matters I have been a fan of John Hattie’s work ever since I encountered Visible Learning. Hattie has done the most exhaustive meta-analysis in education. Thanks to him, we can gauge not only the relative effectiveness of almost every educational intervention under the sun but we can compare these interventions on an absolute scale of effect size. Perhaps most importantly, Hattie was able to identify a ‘hinge point’ (as he calls it) from exhaustively comparing everything: the effect size of .40. Anything above such an effect size has more of an impact than just a typical year of academic experience and student growth. The caveat in any meta-anlysis, of course, is that we have little idea as to the validity of the underlying research. Fans of the book may be unaware that a brand new Hattie book has just been released entitled Visible Learning for Teachers: Maximizing Impact on Learning. Can you guess the next two items on the rank order list? “Home environment” and “socio-economic status.”

Connecting Teachers and Students to the Best Digital Tools The recent news about ConnectEd, a federal initiative to get Internet connectivity and the technology to use it into America's classrooms, is full of promise for today's students. But overcoming barriers to access is only part of the challenge of unlocking educational technology's potential to transform teaching and learning. Teachers Want More Edtech A recent national survey of teachers and administrators by Harris Interactive for Common Sense Media reveals that preK-12 educators are passionate about edtech. Teachers Deserve Help Despite their enthusiasm, teachers don't report using edtech very frequently. Teachers recognize that lack of funds and insufficient infrastructure are the biggest barriers to implementing edtech, but they also identify lack of time to implement, lack of training, and the problem of finding high-quality student and teacher tools to support learning and teaching. Teachers Meet Graphite Please use the comments area below to share any thoughts or suggestions.

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