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7 Pillars Of Digital Leadership In Education

7 Pillars Of Digital Leadership In Education
7 Pillars Of Digital Leadership In Education by Eric Sheninger, Principal at New Milford High School in New Jersey As schools change leadership must as well. With society becoming more and more reliant on technology it is incumbent upon leaders to harness the power of digital technologies in order to create school cultures that are transparent, relevant, meaningful, engaging, and inspiring. In order to set the stage for increasing achievement and to establish a greater sense of community pride for the work being done in our schools, we must begin to change the way we lead. To do this, leaders must understand the origins of fear and misconceptions that often surround the use of technology such as social media and mobile devices. Once the fears and misconceptions are placed on the table, leaders can begin to establish a vision for the effective use of technology to improve numerous facets of leadership. From my work I have identified what I call the Pillars of Digital Leadership. 1. 2. 3.

http://www.teachthought.com/technology/7-pillars-digital-leadership-education/

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Enchanted Learning - Member Login Enchanted Learning Login Hints:Your username and password are case-sensitive. Make sure that your CAPS LOCK key is not on. Be careful to type UPPER- and lower-case letters as needed. Do not type extra spaces or other characters. Your username and password are not necessarily the same that you use for e-mail. What do students entering HE expect from digital technologies? When we come across new technologies or digital platforms for the first time in further and higher education (HE), how do we decide what the technology does or should do, and how we can use it to help us? In the digital student project we have been investigating incoming students’ expectations of the digital environment in HE. Institutions will be working to meet or manage expectations as hundreds of thousands of new students arrive in September but it’s no small task to build a picture of students’ hopes and aspirations when there are modules to rewrite and technology to update over the summer. Clearly experiences of digital technology while at school will be a major influence, so we have looked closely at the sort of technologies schools own and how they use it.

10 Interactive Lessons By Google On Digital Citizenship YouTube has a firm place in the current classroom. From Khan Academy’s videos to YouTube EDU and beyond, there’s a reason all these videos are finding a home in schools. In an effort to help keep the ball rolling, Google just launched a set of 10 interactive lessons designed to support teachers in educating students on digital citizenship. A topic obviously quite close to Google’s heart. Google (which owns YouTube) built the lessons to educate students about YouTube’s policies, how to flag content, how to be a safer online citizen, and protect their identities. Independent and Dependent Variables in an Experiment...Say what??? Do you ever teach a lesson, think it went awesomely, and then realize that not a single person in your room understands anything that was coming out of your mouth? Yeah...that is how our first science lesson went this year. Science is one of those subjects that is so very hit or miss with me. Sometimes, I think I do a spectacular job teaching and other times....not so much. The latter was the case with the first experiment we did this year. Apparently, teaching controlled, independent, and dependent variables in experiments is just NOT my thing.

OU Digital Tools: Connected Learning Infographic Thanks to Karen LaBonte, I learned about this amazing infographic about Connected Learning. You can see the jumbo-sized version of the graphic for details. I find it wonderful but overwhelming, so I decided to break it up into piece that I can cope with! These infographic snippets will give me plenty to reflect on in the days to come. :-) Connected Learning. Focus on portfolios: 4 advantages of alternative assessment I’m happy to say that my school is currently dipping its toes into alternative assessment in the form of writing portfolios. Although I’m a big fan, it is the norm to view portfolios as a ‘non-traditional’ approach to judging performance. Nevertheless, portfolios, and alternative assessment methods in general, are frequently used in education to evaluate students based on objectives tailored to their learning needs. In contrast, traditional assessments such as multiple-choice exams estimate a learner’s improvement in content knowledge against other exam takers. As the sole criterion of improvement and/or competence, traditional testing can create faulty comparisons and overlook achievements.

Top Ten Ways to Teach Vocabulary Building vocabulary is foundational at any reading level. Doesn't matter who, where, or what grade you teach - building vocabulary across the curriculum is a top priority. Drilling lists of spelling and isolated content words can get monotonous. Dry. Bo-ring. But building vocabulary doesn't have to be. What is a Relevant Educator? - Corwin Connect Contributed by Tom Whitby Education in America has been around for several hundred years now, going back to colonial times in the 17th century. Back then, teachers were not only content experts, but also models for moral standards for children. I imagine that the concept of applying “moral turpitude” as a condition of employment for a teacher started back then. Teachers had to uphold the highest of moral standards within their communities, or be terminated.

24 Questions to Enhance Students Reflective and Critical Thinking Skills August 31, 2014 Reflection is a fundamental skill from which is branched out all other thinking skills. Reflection is a form of meta-thinking, a process of deep contemplation and pondering. It is also the basis of critical thinking for we can not raise critical thinkers if we do not have good 'reflectors'. When students are taught the art of reflecting, they become independent learners who are engaged in a constant process of assessment and re-assessment of their learning needs and strategies. “18th-c studies” meets “digital humanities” This post by George Williams. The CFP for ASECS 2010 is out, and I can’t help but notice that several of the panel proposals (including one being organized by Lisa Maruca and me) deal explicitly with digital humanities topics. Details regarding these panels are available after the jump, but before you make that jump, dear reader, please indulge me for a few sentences.

Excellent Tool to Create Rubrics for Your Class November, 2014 Rubistar is a great free web tool that teachers can use to create educational rubrics to use in class. By definition, a rubric according to Geidi Andrade, is "a document that articulates the expectations for an assignment by listening the criteria, or what counts, and describing levels of quality from excellent to poor". As a teacher you can create rubrics and use them for a variety of purposes. These include: grading students assignments, providing focused feedback on works in progress, preparing lesson plans and many more. " Rubrics can teach as well as evaluate. A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time.

Preparing Teachers for Deeper Learning - Getting Smart by Getting Smart Staff - Assessment, CCSS, Competency-based learning, deeper learning, education, learning, teachers Today Digital Promise and Getting Smart released “Preparing Teachers for Deeper Learning: Competency-Based Teacher Preparation and Development.” This white paper outlines the attributes of next-generation teacher preparation and makes recommendations to support the development of teacher preparation and development systems. Co-authored by Getting Smart’s Tom Vander Ark and Dr. Carri Schneider with Karen Cator, President and CEO of Digital Promise, the paper outlines how the role of teachers is changing amid broader shifts to personalized, blended, and deeper learning. In order for the current state of teacher preparation, professional development, and accreditation to evolve accordingly, the authors recommend professional learning opportunities that offer: In addition to the paper, don’t miss the complementary infographic, “Competency-Based Teacher Preparation & Professional Development,” that offers a visual outline of the paper content.

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