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Enrichment Club, Day 2: Hello, Passion! Meet Frustration…

Posted by on Feb 13, 2014 in Connected Leadership, Less Teacher, More Student, Passion Based Learning, Voices | 5 comments

When principal Matt Renwick mentioned “Minecraft” in a flyer about an afterschool computer club, 30 percent of his elementary students showed up. In his second reflection on passion-based learning, Matt digs deeper into what educators mean when they talk about passion – and what needs to happen when frustration raises its predictable head.

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Passion-Based Learning, Day 1: Probing Minecraft’s Appeal

Posted by on Feb 5, 2014 in Connected Leadership, Less Teacher, More Student, Passion Based Learning, Voices | 32 comments

When principal Matt Renwick mentioned “Minecraft” in a flyer about an afterschool computer club, 30 percent of his elementary students showed up. In the first of several reflections on passion-based learning, Renwick considers their high engagement through Dan Pink’s three lenses: autonomy, purpose & mastery.

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Technology in the Classroom: Embrace the Bumpy Ride!

Posted by on Jan 9, 2014 in Making The Shift, The How of 21st Century Teaching, Voices | 10 comments

Is using technology in the classroom a bumpy ride? You bet, says primary teacher Kathy Cassidy, who’s gained a worldwide reputation for her work with tools and apps in the primary classroom. “But we need to begin thinking the way our children do. We use technology not just because it is technology, but because of what it can do. It engages us and helps us to learn.” Teaching is always a journey over rough roads, Cassidy says. But we master what matters for kids.

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Plagiarism vs. Collaboration on Education’s Digital Frontier

Posted by on Dec 16, 2013 in Making The Shift, The How of 21st Century Teaching, Voices, Web Tools That Deepen Learning | 24 comments

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.

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