It is often the case that our students pick up on technology faster than we do. They are also often more risk tolerant, more willing to tinker, less afraid they are going to break something and maybe less prone to a bruised ego ( as least as far as tech is concerned).
The following blog post is by Dr. Martin Wolske and appeared on his blog on June, 4. The school refered to in paragraph two is Kenwood Elemenatary in Champaign, IL.
By Miriam Larson, Library Media Specialist at Kenwood Elementary, Champaign, IL
I recently returned from Philadelphia where I had the opportunity to tell the story of Tech Time from my perspective as part of a workshop at the conference of the International Society for Technology in Education (ISTE). I am so grateful that I got to tell this story because it made me examine what themes and lessons I took away from this first year of Tech Time.
Two years ago, Kenwood Elementary elementary in Champaign, IL teamed up several Colleges at the University of Illinois and the local social think tank, CTRL-Shift. At the basis of this collaboration is the idea that teaching all students the skills of computational thinking is an exercise in social justice and community empowerment in line with our school’s technology vision statement:
After returning from ISTE2014, my partner in crime, Minsoo Park and I were fired up. We had gone in not knowing what to expect, but had some clear goals about what we wanted out of the conference. The previous year was our building’s first attempt at beginning to integrate computational thinking and computer science building-wide for all students. Despite...
A group of disparate individuals, engaged in passionate discussion, sit leaning in, elbow to elbow, in a darkened bar with drinks in hand. Many a revolution has started with that same picture right? CTRL-Shift (http://ctrlshift.mste.illinois.edu/), for me and for many others, has been just that: A revolution. Begun by a group of local entrepreneurs and University professors, this social think tank has been a growing and dynamic...
(This was first posted at Kevin's Meandering Mind)
Our first deceptively simple first challenge was to Unmake an Introduction. The idea was to do more than simply introduce ourselves, but to explore and challenge the idea of identity and how context influences the ways we identify ourselves. More than that we were charged to explore how these identities come with built in boundaries that can include or exclude others as well...
During National Teacher Appreciation Week, May 4-8, 2015, the Center for Teaching Quality invites all teachers to share their #TeachingIs story in an effort to change the national narrative about teachers, education, and schools. A number of powerful and wonderful stories have emerged from this challenge.
(This first appeared at Kevin's Meandering Mind)
This was first shared at my blog -- Kevin's Meandering Mind -- as part of the Making Learning Connected MOOC.
The time has arrived -- CLMOOC 2015 has begun. Everyone is invited to join in (or step out) anytime. It's a highly flexible connected learning experience.
Don’t cross the road without looking both ways. Be aware of your surroundings and know who is around you. Don’t talk to strangers. These are just a few of the street smart lessons we preach to our kids, but now they are equally applicable in our digital lives if you think about it.
In today’s quickly changing, and increasingly dangerous, software-connected world it’s important to be Cyber Smart, and that can only come from learning to code.
This semester I have been experimenting with collaborative assessment. I lead my students through a collaborative process to build their own assessments for assignments. I was first introduced to this idea at our 2014 Writing Eastern Kentucky Conference by three Morehead Writing Project rock star teachers: Lindsay Johnson, Brandie Trent, and Leslie Workman...
ALCS Book of Transformations
According to scholar, Bernard Down, Daoists understand that: “Death is like the progression of the four seasons, a natural part of the ebb and flow of transformations which constitute the movement of the Dao.” And, the practice of Daoism is focused on understanding “The way things do what they do.”
Our kindergarteners are some of our biggest makers at Lighthouse. They make year-round, usually with sewing and woodworking (using handsaws, clamps, drills, and hammers). Now, they are in their second week of testing out a programming unit, and so far it looks like it’s going pretty well.
(This is from my blog, Kevin's Meandering Mind)
I named my blog Metawriting for a reason. One of the foundational principles of my theory of teaching writing (or fostering writers as I prefer to think of it) is that in order to improve writing we need to think about writing and talk about writing – our writing as well as the writing of others. This is one of the reasons why creating a community of writers is so central to my classroom practice.