Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school’s culture.
Search Results for 'mobile learning'
We examine how three different teachers in three completely different communities are dealing with BYOD issues, including trust, equity, and what happens when you try to put student-centered learning in the hands of students who’ve never experienced it.
The promise of technology in the classroom has long been equal access to resources on the internet, but a digital divide still exists largely because of the other issues poverty raises in schools.
As media becomes more prevalent in kids’ lives, parents are grappling with the potential benefits and pitfalls of screen time — what’s just the right amount, what’s truly educational, what’s beneficial, and what’s detrimental. To get a better understanding of parents’ attitudes around kids’ educational media, the Joan Ganz Cooney Center surveyed 1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents.
The opportunity to extend access to technology in the classroom and at home is enticing, but school districts can get hung up on important details like providing a strong network, making sure each child has a device, and questions about around distraction. Of course, no one answer will work for all teachers or students, but one guiding principle that’s shown to work is for schools to focus on how mobile technology will help shift instruction to be more collaborative, learner-driven and inquiry-based.
As game developers look at a complicated education marketplace studded with persistent challenges, a few guidelines have begun to emerge to help make it easier for teachers to use and see value in educational games.
Giving children ample opportunities to develop sound investigative skills at an early age is essential to nurturing their ability to think critically and scientifically as they get older.
As more schools across the country begin to use tablets in classrooms, it’s worth taking the time to note how other countries are incorporating tablets for learning. In this Slate article, Lisa Guernsey points out that the emphasis is less on games and interactive content and more on the iPad as a tool for capturing experiences.
Many of these functions can already be done without the current $1,500 pricetag, through mobile devices and computers. But there are a few that stand out — augmented reality features specifically, many of which haven’t yet been invented — that could take learning to another level.
We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.