Our job as educators is to be thought-provoking instead of thought-providing, says Wisconsin principal Matt Renwick. One-to-one technology is only as good as the meaning students make with it. Our students will make meaning if what we present is meaningful to them. This means taking advantage of strengths that may in the past have been seen as problems. “Talking” and “arguing” are fine examples.
Teacher and school-based technology coach Jennifer Carey is back with more ideas about how to use Google Drive effectively in your classroom. This time: Great tips on how to assure effective distribution and flow of student assignments.
Primary teacher & connected educator Kathy Cassidy summarizes the first year of one-to-one Apple iPads in her classroom of six-year olds. Cassidy offers a crisp summary of each aspect of the experience, with lots of great photos!
When students write and create documents using Google Drive’s word processing tool teachers can give feedback more easily and effectively, says Jennifer Carey, director of academic technology at the Ransom Everglades School in Coconut Grove, Florida.
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.
As much as teachers may want to be told what to do with new technology, says principal Matt Renfrew, professional developers can end up limiting potential when they plan for specific outcomes rather than possibilities. Renwick put the conversation ahead of the tools and the enthusiasm was contagious.