The question helps Reich and Daccord make the case that technology integration is not just a matter of acquiring the hardware; it's
about changing classroom practices and developing a clear plan for how the new technology and new practices will improve learning.
Not exact matches
My thought is that until society
changes, it will be a up - hill battle to convince children that the healthful choices they see at school cafeterias are great when outside of school many are seeing and eating the less - than - healthful choices in many of the ways we've talked
about here before:
classrooms, athletic
practices, homes because parents are busy, don't have access to fresh foods and more.
In a review of his book Teach Like a Champion for Education Next, I noted Lemov's approach promised to
change the conversation
about classroom practice from «teacher quality» to «quality teaching.»
The problem is that, because Chancellor Klein has tyrannized all teachers with mindless directives
about their
classroom practices, he has forfeited any chance of getting significant work - rule
changes.
When I think
about the aspirational
classroom that I attempt to articulate to teachers, I now realize that I'm asking them to consider a lot more than a
change to their
practice; I'm asking them to consider a
change to how they see themselves.
As we support teachers in this work, we've found the Someday / Monday metaphor to be a helpful way to think
about the steps we'd like folks to take.1 On the one hand, if technology doesn't help teachers make substantial
changes in
classroom practices — if their
classroom isn't «someday» a very different place — then the technology investments often aren't worth it.
This book will help educators become more thoughtful and reflective
about their grading
practices and
change the way students are learning in K — 12
classrooms.»
Next month, I'll post
about how you can work with others to gain support for the difficult work of
changing practice to make greater use of
classroom formative assessment.
What I love
about QR Codes and Augmented Reality are the ways you can use this technology to
change an everyday
practice in your
classroom with a simple scan.
Since their first discussion
about common - core implementation, Mr. Grossman and the Libens have collaborated on a variety of projects, including creating video resources and a course for iTunes University intended to help teachers understand the common - core shifts in English / language arts and literacy and how this might
change classroom practices.
New York University; New York, NY $ 355,000 over three years on behalf of the Institute of Human Development and Social
Change to analyze how teachers with different levels of teaching qualifications are distributed across NYC UPK
classrooms with different compositions and levels of quality, and to examine how administrators and teachers use data
about classroom quality to improve professional development and
classroom practice.
In short, it became clear that neither longevity nor experience translated directly into the technical expertise necessary to bring
about meaningful instructional
change; rather, narrowly focused, ongoing, and job - embedded professional learning experiences for principal were necessary to bring
about measureable improvements in
classroom practice.
All of the teachers spoke
about specific
changes they were making in
classroom practice, but a few also spoke of their grant - writing efforts to fund district professional development initiatives, and of their roles as facilitators of those district - level efforts.