- 30+ BYOD and BYOT Resources
- 30+ iPad Resources
- 30+ QR Code Resources
- 30+ Mobile Learning Resources
Click the link to access these lists of resources.
Click the link to access these lists of resources.
Rolling out a 1-to-1 technology program can be a daunting task for any school or district. After talking to some of the most forward-thinking 1-to-1 administrators and teachers, we’ve got the inside scoop … and we’re here to share it with you!
1-to-1 Essentials offers the guidance you need in order to proactively, rather than reactively, address issues that schools commonly face when going 1-to-1. We encourage you to explore, customize, and choose the resources that will best support your school community. Use our Suggested Order Checklist, or just dive right in!
This report is the latest research report in a sustained effort throughout 2014 by the Pew Research Center Internet Project to mark the 25th anniversary of the creation of the World Wide Web by Sir Tim Berners-Lee (The Web at 25).
A February 2014 report from Pew Internet Project tied to the Web’s anniversary looked at the strikingly fast adoption of the Internet. It also looked at the generally positive attitudes users have about its role in their social environment.
A March 2014 Digital Life in 2025 report issued by Pew Internet Project in association with Elon University’s Imagining the Internet Center looked at the Internet’s future. Some 1,867 experts and stakeholders responded to an open-ended question about the future of the Internet by 2025. They said it would become so deeply part of the environment that it would become “like electricity”—less visible even as it becomes more important in people’s daily lives.
To a notable extent, the experts agree on the technology change that lies ahead, even as they disagree about its ramifications. Are we educating current and future teachers for the Digital Life of 2025?
You see it everywhere in K-12. Kindergarteners design toys for their friends to practice empathy, while learning to use a saw and glue-gun along the way. Second graders deepen their understanding of character traits while designing and sewing puppets to represent a character in a folk-tale. In high school physics, students make wind turbines in order to internalize an understanding of how magnetism can create electricity.
The “it” I’m referring to is “Making,” and simply put, Making is any activity where people create something, often with their hands.
I often define Making by looking at what people bring to the Maker Faire, which does include more technical aspects like 3D printing, physical computing and programming. But Making also includes woodworking, growing food, making art and crafts.
Girls want to change the world.
Eighty-eight percent say they want to make a difference with their lives, and 90 percent express a desire to help people, according to the Girl Scouts’ “Generation STEM” research. Girls have traditionally achieved this goal through people-oriented careers rather than through applying technology and scientific expertise to change the way things are done.
However, if more girls learn that STEM careers open up new avenues to help and serve, more girls will choose STEM.
Maker education allows girls to experience in a fun, tangible way how they can apply STEM skills to solve real problems — all while developing dexterity, learning about ideation and practicing teamwork.
“Education is about preparing kids for life, and public education is about helping people have equal opportunity, helping those who don’t have as much money have a more level playing field,” said Ali Partovi, co-founder of Code.org, in an interview at the Big Ideas Fest a few months ago.
Partovi has an ambitious goal: To get public high schools to offer computer programming classes — not just as an elective, but as a science requirement. “It’s absolutely relevant for public education to embrace computer science,” he said. “I can’t think of any other science that would better prepare you for life in the 21st century.”
Scott Freeman and the other scholars behind a new study comparing the efficacy of lectures with more “active” forms of instruction in the science classroom are not aiming low in describing the significance of their findings.
Just as the U.S. surgeon general’s 1964 report on smoking provided strong evidence linking tobacco use to ill health, Freeman said, the study he and his colleagues published Monday “provides overwhelming evidence that active learning works better than lecture.” That may not mean that instructors stop lecturing, he said, “but it shouldn’t be about the evidence anymore.”
The study, published in Proceedings of the National Academy of Sciences by a team of researchers at the University of Washington and University of Maine, is a meta-analysis of 225 previous studies comparing student outcomes in science, technology, engineering and mathematics courses that use lectures only versus those that incorporate group problem-solving, use of clickers, workshops or other forms of “active learning.”
“It really, at the end of the day, is not about the game. It really is about an approach to understand learning and how we fold that back into school,” Malmstrom said.
At Elisabeth Morrow, students are crafting community norms through the games, Malmstrom said. “Citizenship is not taught, it’s practiced–and you have to be in the environment to practice it,” she noted.
One surprising byproduct of incorporating Minecraft is students’ desire to create games within the games.
“That’s what made me think, ‘That’s how I want to build curriculum’–I want to take that desire they have to make games and fold that into the curriculum,” Malmstrom said.
As with every school, our teachers are busy people. We are conscious of the fact that they have lots of things going at once, and even with the enthusiasm over getting a new iPad, we know we need to be as clear and streamlined as possible in our communication and expectations. So, we set up a collaborative blog for all teachers to contribute to over the course of the trial.
This blog is also where we share the updates about the trial, agendas and minutes for meetings, and all related resources. Since we just introduced the iPads to the students last week, I’m hoping that we’ll see some documentation and sharing on the blog in the next few weeks. We’ve also organized a meeting agenda template in our collaborative Google Drive folder for all minutes of both the formal and informal PD – which should be a good way to document the thinking of each teacher group. Finally, we have an iPads@YIS Diigo group (with an RSS feed on the shared blog) that all teachers can join to share resources they come across.
MILL VALLEY, Calif. — Seven-year-old Jordan Lisle, a second grader, joined his family at a packed after-hours school event last month aimed at inspiring a new interest: computer programming.
“I’m a little afraid he’s falling behind,” his mother, Wendy Lisle, said, explaining why they had signed up for the class at Strawberry Point Elementary School.