There is a considerable amount of buzz around TPACK these days. This framework describes the process required of a teacher to bring together the requisite technology, pedagogical and content knowledge to effectively integrate technology in the classroom. Many articles, blog posts and conference sessions have focused on explaining TPACK, but what do “TPACK’d” lessons really look like in classrooms, especially in those implementing a 1-to-1 program?
TPACK guided the design of instructional activities and student learning projects at Alexandria Country Day School VA as they piloted iPad integration in their fifth grade. When ACDS received a financial gift to expand the arts and technology opportunities, a group of teachers, learning specialists and administrators came together to design a curriculum that would integrate an “Information and Communications Literacies” ICL approach to support an inquiry- and project-based curriculum. The curriculum also included the use of iPads and other technology tools to support blended learning, and set learning goals that included enduring understandings and the students’ making connections for deeper learning. In this article, we share examples of some of these efforts to bring TPACK into the classroom.
A lot of kids are using social media these days, and even if that isn’t surprising to you, it may be surprising to you just how many of them are using it and just how much. Leveraging these popular social media tools in the classroom is a no-brainer: everything from Twitter and Facebook all the way to Instagram have found their way into lesson plans across the globe. Whether you’re using all of the social media sites, some of them, or none of them at all, chances are that your students are using them.
Educators who work in low-income schools understand technology could help them understand student needs better and create more engaging learning experiences. But tight budgets make some of the more ambitious schemes, like one-to-one computer access a distant dream.Yet it’s precisely the schools with under-served student populations that stand to gain the most from technology. Class sizes are often large and teachers are looking for ways to keep the class engaged and focused when they work one-on-one with a struggling student. Smart use of technology could save them time with grading and tracking student progress, for example. Still some high-needs schools are only just beginning to push for school technology.
Maker Space In Education Series… 20 Reasons Your Students Should Be Making | 21 st Century Educational Technology and Learning
Take a moment to contemplate what it would be like if every school had a Maker Space and it was part of the school curriculum. You may wish to dream of the possibilities for essential 21st century skill development and significant content skill alignment. Think about the aura of engagement, flow, grit, perseverance, problem solving, revision, reflection, and satisfaction in that amazing space. Contemplate parents asking the question, “What did you make in school today?” Now sit back and imagine the answer, and further conversations it would bring!
As you are probably already aware, there is a growing Maker Movement across the nation. In fact, you can see Maker Spaces finding room to serve the surging Maker population in both small and large towns alike. I know there is one in my hometown of Fort Wayne, Indiana. I looked in on another while conducting a PBL workshop deep in the southwest… in Tucson, Arizona. On a recent visit to the PBS Network Studios to work with Digital Innovators I saw a large Makers Space on the first floor of the Arlington, Virginia building.
OECD education today: Poverty and the perception of poverty – how both matter for schooling outcomes
There is another way of looking at this: In Korea and Singapore, more than one in two students from the bottom quarter of the socio-economic spectrum score among the most proficient quarter of the world’s students on PISA; in Japan, 45% of disadvantaged students are similarly “resilient” and perform better on the PISA test than their backgrounds would predict. By contrast, in France and the United States, only around 20% of students are resilient, and in Israel, just one in 10 is.So what does all this mean? Socio-economic disadvantage is a challenge to educators everywhere, but in countries like France and the United States, perceived disadvantage is far greater than real disadvantage and it makes a significant difference for student performance. In countries like Singapore, real disadvantage is far greater than school principals’ perception of it, but Singapore’s schools seem to be able to help their students overcome that disadvantage.
To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said Camille Farrington, research associate at University of Chicago Consortium on Chicago School Research and author of a white paper on academic mindsets for the Hewlett Foundation.
Thankfully, this information has led to the development of brain-compatible strategies to help students through the bleak terrain created by some of the current trends imposed by the Common Core State Standards and similar mandates. With brain-based teaching strategies that reduce classroom anxiety and increase student connection to their lessons, educators can help students learn more effectively.
Dr. Bob: I have always said that testing does not represent what a learner knows and/or can do or competency. Instead, testing reflects memory, what a learner remembers and does not mean that the learner can apply the knowledge in a relevant context.
But this is a positive way of considering standardized testing.
It may not be quite ‘mainstream’ yet, but Google Glass is still growing, both in number of users and overall popularity. The idea of having a heads up display in front of you while you move through your day brings a lot of different options – but how can we put that to use in a classroom? We’ve written a few different things on Google Glass and other wearable technology in the classroom, but since Google Glass is ‘officially’ buyable it was only available to developers for awhile, we thought some additional ideas might be fun and useful. The handy infographic below offers a look at the vast capabilities of the product along with some classroom ideas that fit with those features.
Often long-form games are comprehensively tied to a full curriculum. They can replace textbooks by offering an interactive experience that seamlessly blends content, practice, and assessment into a contextualized learning experience. While some programs like this already exist, it’s difficult to implement well. For teachers who want to get started, short-term games can supplement their already established curricula with fresh and engaging activities.
CAMBRIDGE, Mass. AP — Scientists at the Massachusetts Institute of Technology are developing an audio reading device to be worn on the index finger of people whose vision is impaired, giving them affordable and immediate access to printed words.The so-called FingerReader, a prototype produced by a 3-D printer, fits like a ring on the user’s finger, equipped with a small camera that scans text. A synthesized voice reads words aloud, quickly translating books, restaurant menus and other needed materials for daily living, especially away from home or office.