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When it comes to technology in education, there is a natural tendency to see it as just another thing that somebody must do. In other cases, it is viewed as being more work. Let me tackle the second issue first. When we try implementing anything new, there is always a learning curve. It is important to remember, though, that the time and effort put forth will reap the rewards when it comes to improving practice and, in turn, learning outcomes.
In my Art of Blended Learning Online Course this week, we continued our work on the playlist model. I began our synchronous session by addressing frequently asked questions about this model. In this post, I will share answers to some of those questions. Q1: How Long Should Students Work on a Playlist? The length of time required to complete a playlist can vary depending on the scope of the playlist.
In early April 2023, I started getting emails and messages urging me to take a look at a fresh reading study in Colorado. The study, a working paper that has not yet been peer-reviewed, came to two dramatic conclusions. The first was that elementary school students who attended “Core Knowledge” schools – which teach young children a broad core curriculum in many subjects – were better readers.
It’s no secret that educators and school leaders endure a lot of stress, from managing classroom and school communities to monitoring staff and student morale. When that stress mounts, negative feelings can shift inward. Educators may even shoulder the expectation that they must solve every problem on their own. But there’s a way to handle that stress, and it begins with self-compassion.
This three-part blog series, featuring guest authors from The Learning Accelerator and MA DESE OET , highlights the importance of centering equity in edtech selection. In this first post, the authors outline how they centered equity as they developed an edtech selection, implementation, and evaluation guide for school systems leaders. Technology in schools can be a critical tool in advancing equity.
I’ve gotten into strength training recently. I never thought this would be the path for me, a cardio lover, but after a recent foot injury, I needed to step away from running and try something new. I explored apps and training plans, trying to find the right fit for my schedule and preferences. As a consultant who has helped dozens of districts design and implement strategic plans, I also knew I could apply some of the principles we use when supporting districts to my weightlifting journey.
When Iowa Wesleyan University announced in March that it would close, its biggest creditor was a federal government agency that had loaned it $26 million and then — in an attempt to help the university survive —softened the terms and extended the repayment period. This story also appeared in The Washington Post It wasn’t the Department of Education that made the loan, or the Treasury or Interior departments, or any of the many government departments that support academic research.
Youth voice is vital in the development and implementation of artificial intelligence (AI) tools. Youth today are significant users of technology and have dominated AI-related conversations, so it’s essential to provide opportunities for them to design and problem solve the tools that are shaping their future. How can we empower youth to become key voices and leaders who actively shape and improve emerging AI technology, ensuring it positively impacts their communities?
Youth voice is vital in the development and implementation of artificial intelligence (AI) tools. Youth today are significant users of technology and have dominated AI-related conversations, so it’s essential to provide opportunities for them to design and problem solve the tools that are shaping their future. How can we empower youth to become key voices and leaders who actively shape and improve emerging AI technology, ensuring it positively impacts their communities?
In my last post, I indicated that I would write three posts that address the overriding key purposes that give shape to the pedagogical framework I have outlined in my book 'Pedagogy and Education for Life'. I suggested that as teachers and school leaders, who are people of God, there are some key principles that should give shape to all we do in our schools and classrooms.
BOSTON — Taryn Snyder’s third graders were leaning over their desks, scratching out short essays on what they’d done over the weekend. It was the first lesson in a school week that would take her kids through memoir writing, an introduction to division and research on Indigenous history, each activity carefully curated by Snyder. This story also appeared in Mind/Shift But teaching wasn’t the only thing on Snyder’s plate.
In her first year as a teacher, Stephanie Malia Krauss quickly learned that teaching fifth grade effectively involved a bigger variety of skills than she got in her teacher-prep program. That was driven home the day one of her students walked into the classroom with soot on her uniform because her rental home had burned down the night before and her family was struggling to hold their lives together.
Michigan Gov. Gretchen Whitmer announced proudly in August that 100,000 people had applied for her state’s free college program, Michigan Reconnect. This story also appeared in The Guardian The program, which covers community college tuition for Michigan residents age 25 or older to get them to go back to school, is “a game-changer,” Whitmer said, “not only for the people enrolled in the program, but also for their families, small businesses and the state.
Since the sudden arrival of ChatGPT just a few months ago, there’s renewed interest in using AI chatbots as tutors. The tech itself raises a host of challenging questions. Some researchers are exploring one that might sound trivial but actually could be quite thorny: What should these computer-generated educational assistants look and sound like? It turns out, one of the world’s most-cited educational researchers, Richard Mayer , is working on a series of studies looking at what kind of computer
Tomorrow, I get on a plane to fly to Charlotte, NC to attend the unveiling and dedication of a new memorial for Reed, Riley, and the other victims of the April 30, 2019 shooting that occurred in my class. I have written several pieces on the subject over the four years and I always write something around the anniversary each year. This year is a little different.
Public education in America is under attack on multiple fronts. The toxic and ominous polarization of our politics has arrived in our school board meetings, and educators are getting pummeled by accusations that they are brainwashing children into believing “woke” ideologies. School budgets are getting squeezed as Covid stimulus winds down. Student enrollment is failing to rebound to pre-pandemic levels.
The relationship between teachers and administrators is crucial, especially during times of high stress and burnout. A strong connection with an administrator can help a teacher feel supported, find balance and discover growth opportunities. However, administrators often face numerous competing priorities, which can make it challenging to prioritize their relationships with teachers.
When I’m running workshops for school leaders, one of my favorite opening questions to ask is: “How many of you would say that you are math people?” Typically, a few hands go up. I often see the same thing when working among teachers — the small shrug as they admit, “I’m just not a math person.” Many brilliant, hard-working educators I work with simply don’t feel confident in their math skills, and thus their ability to teach math to others.
At first blush, it would seem like the path to teaching was freshly paved for Sarah Cardoza, clearing the way for a smooth and straightforward journey into the classroom. Cardoza’s family ties to education are strong: Her mom, aunts, grandfather and other relatives were — or are currently — all teachers. Her own education experience was positive, with memorable teachers and role models along the way.
I watched a very good teacher ask her students a silly question the other day. The lesson started with a background reading on World War II propaganda in the US. The reading contained information about the Office of Wartime Information (OWI), which FDR established by executive order in 1942 to coordinate the country’s propaganda campaign. The class read the brief, informative article aloud and the teacher clarified and checked for understanding.
EVERETT, Wa. – Terrica Purvis squinted through goggles as her hands carefully guided a pipette full of indigo-tinted fluid into clear glass test tubes. This story also appeared in The Associated Press and The Seattle Times It was the last chemistry lab of the winter quarter at Everett Community College, and Purvis was working through the steps of what chemistry faculty member Valerie Mosser jokingly refers to as the “post-apocalypse survival” lab — an experiment using boiled red cabbage water to
In his former school district in California, San Ramon Valley Unified School District, Rahul Bir noticed that the schools seemed inundated by technology. It pointed back to something he’d noticed before. Schools have picked up all these new tech tools but it’s not always clear how teachers should actually use them. Lightning struck: There didn’t seem to be a place where teachers could share educational resources with each other, which might help them sort through it all.
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