The Difference Between Education 1.0 & 3.0 contributed by Jackie Gerstein For specific training and professional development around technology integration, contact TeachThought Professional Development to bring Jackie Gerstein and other TeachThought professionals to your school today. Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. …
O site Flippity.net oferece um conjunto de modelos de folha de cálculo Google que podem ser usados como ferramentas de gamificação na sala de aula. Flashcards, questionários, caça ao tesouro, palavras cruzadas, jogo da forca, velocidade de escrita e muitos outros exemplos são oferecidos como templates que podem ser copiados, adaptados e publicados para os alunos poderem aceder à atividade em qualquer dispositivo,
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education
For those keeping count, the world is now entering the Fourth Industrial Revolution. That’s the term coined by Klaus Schwab, founder and executive chairman of the World Economic Forum, to describe a time when new technologies blur the physical, digital and biological boundaries of our lives.Every generation confronts the challenges of preparing its kids for an uncertain future. Now, for a world that will be shaped by technologies like artificial intelligence, 3D printing and bioengineering, how should society prepare its current students (and tomorrow’s workforce)?The popular response, among some education pundits, policymakers and professionals, has been to increase access to STEM and computer science skills. (Just consider, for example, the push to teach kids to code.) But at last month’s WISE@NY Learning Revolutions conference, supported by the Qatar Foundation, panelists offered a surprising alternative for the skills that will be in most demand: philosophy, ethics and morality education.“Moral judgment and ethics could be as revolutionary as artificial intelligence in this next revolution, just as the internet was in the last revolution,” said Allan Goodman, president of the Institute of International Education. His reasoning: those building technologies that can potentially transform societies at scale may be the ones who most need a strong moral grounding.Take the example of self-driving cars, said Keren Wong, director of development of RoboTerra, a robotics education company. She called attention to the “Moral Machine,” an ethical quandary posed by MIT professor Iyad Rahwan. The dilemma goes as follows: an autonomous vehicle is in a situation where it must make one of two choices: kill its two passengers, or five pedestrians.Both options are tragic, but speak to a reality where technologists must program machines that make decisions with serious implications. “If we are leaving these choices in the hands of machine intelligence, then who are the people who will be programming these decisions? Who are the ones that are going to be setting up the frameworks for these machines?” asked Wong.
Seterra is a service that offers interactive geography games in more than thirty languages. I used the service for years with some of my own students. In the last couple of years Seterra has evolved from a desktop application to a web and mobile app service. You can play Seterra games in the web browser on your computer or as an Android app or an iOS app.
20 Observable Characteristics Of Effective Teaching
- Begins class promptly and in a well-organized way.
- Treats students with respect and caring.
- Provides the significance/importance of information to be learned.
- Provides clear explanations. Holds attention and respect of students….practices effective classroom management.
- Uses active, hands-on student learning.
- Varies his/her instructional techniques.
- Provides clear, specific expectations for assignments.
- Provides frequent and immediate feedback to students on their performance.
- Praises student answers and uses probing questions to clarify/elaborate answers.
- Provides many concrete, real-life, practical examples.
- Draws inferences from examples/models….and uses analogies.
- Creates a class environment which is comfortable for students….allows students to speak freely.
- Teaches at an appropriately fast pace, stopping to check student understanding and engagement.
- Communicates at the level of all students in class.
- Has a sense of humor!
- Uses nonverbal behavior, such as gestures, walking around, and eye contact to reinforce his/her comments.
- Presents him/herself in class as “real people.”
- Focuses on the class objective and does not let class get sidetracked.
- Uses feedback from students (and others) to assess and improve teaching.
- Reflects on own teaching to improve it.