Perhaps, writes school-based technology leader Jennifer Carey, instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements in our teaching and assessment.
In her new book Teaching in High Gear: My Shift Toward a Student-Driven, Inquiry-Based Science Classroom, Marsha Ratzel recounts a transformational journey marked by a gradual shift from teacher-centered to student-driven education and bolstered by a powerful virtual network of colleagues from around the world. Here’s an excerpt!
PLP Voices contributor Jen Carey live-blogged the 3rd iPad Summit. In this engaging post, she offers a rich summary of what she learned, including links to other posts about key sessions and helpful related resources. A valuable read for anyone interested in mobile and connected learning.
As the new school year begins, teachers can change their “stuff,” says Becky Bair. That’s the easy part. But if they haven’t changed their teaching lives to fit the needs of today’s students, then their classrooms will never become places where powerful learning is always going on.
The days of students reading only books, writing only on paper and becoming literate in an isolated classroom have past, says primary teacher Kathy Cassidy. Even in Grade One, students need to learn new vocabulary, new mediums of communication, and new ways to connect with the world.
Taking the posture of a learner first, educator second requires us to understand that we will never arrive at the place of “super educator.†The truth is that even if we solve the problems facing us as a profession, the solutions will only give way to new problems. Now more than ever we need to become the learners we have always wanted our students to be. We do not need information about teaching and learning. We need revelation.
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