You can use information consumption tools at first: have kids watch videos online, read eBooks or websites, or use Google Earth to tour faraway places. You can try to choose one or two resources that are a bit more interactive, such as webquests or online quizzes. Once you have that planned, try adding at least one information production tool in which students use technology to create something or share information themselves.
They could create podcasts, upload videos to a class blog, Skype with other classes or communities, or create a glog.
Pick one app or website that appeals to you and try it out. Young kids thrive off of familiarity, and it takes awhile to get them used to a tool. Pick something open-ended and revisit it throughout the year. Your students could use Voicethread , for example, to share a drawing they made about something they learned and explain it using video, audio, or text. You could create just one class Voicethread a month or even a quarter, or even a semester! Angela, I went to the NETA conference tech conference for NE educators and was blown away by all of the wonderful technology available to teachers.
They can read their story or team read and the different puppets on the screen become a movie. I agree that this question is something I could think and write about for ages! Hi, Tom! I know a teacher whose students only have computer access for a half an hour a WEEK in a computer lab with no internet access. But she takes them in there, anyway, and they create documents and Power Point presentations…very sloowwwwly.
It actually takes them a whole quarter of the school year to do each project. Great post, Angela! Much could be shared here about the difference between guided inquiry vs. The core idea of students approaching a new topic in the context of answering a question is a cornerstone of the current teaching models.
The largest problem that I encounter in my students reasoning is an almost complete lack of it. Fostering an expectation of well-developed thoughts encourages students to approach a problem from a number of angles and discover what they truly believe.
Journal writing is often considered a dying art. This is a shame because as self-reflection goes, so does strong metacognitive reinforcement of learning.
If students use a blog for reflection, they may even be surprised to learn that others are interested in their thoughts. Problem solving goes well beyond engineering classrooms. Having a go-to method of approaching new difficulties can aid students through writing a short story or solving an economics challenge.
The interior space is made up of cylinders of different sizes and shapes that become the different rooms and classrooms of the school. The center offers a cheerful educational environment, where students can participate in a variety of activities and enrich their imagination.
These schools, along with many others, act as an example and embody an innovative educational system that is attentive to the global reality as well as the local realities of their communities. Each one of their students learns to live, to narrate their identity, to discover and transform the world of the XXI century. You'll now receive updates based on what you follow! Personalize your stream and start following your favorite authors, offices and users.
About Contact Submit Advertise. Change country. Log out. Share Share Facebook. And when done correctly, it creates environments in which engaged students are actively shaping their learning. The role of educators in the 21st century should be helping every student learn how to learn. A 21st century education needs to be more than any one or two of these things. If we want to provide every student with a 21st century education, we must foster deeper learning through the purposeful integration of rigorous academic content with experiences that intentionally cultivate the skills, mindsets, and literacies needed for students to become lifelong learners and contributors in our ever-changing world.
And to do that, we need to look at everything in our school systems. What is necessary and unnecessary? Which aspects are developing skills that students can take with them for the rest of their lives, versus facts they need to know for the test? How are we intentionally developing competencies and skills we want our students to be able to build upon after graduation? At Battelle for Kids, we offer a number of resources to help deliver a 21st century education.
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