|Too many experts|
In the end, when it comes to research, only one thing matters. Does it work when a teacher uses it in her classroom?If the question comes down to, "What are you going to believe--the research or your own eyes?" most teachers know which one they're going to choose.’
when and with whom. Often in schools, the person who wields the most power is the one who is in charge of timetabling. Get that wrong and the system ends up coming to a grinding halt.’
pedagogy, use of digital devices, and collaboration together under the banner of 21stC learning
and labeling it 'monstrous' with little data to support this claim is using a very blunt chisel to carve out
a complex argument, specially when his chosen target in low decile schools in east Christchurch.
Children, Learning, and the 'Evaluative Gaze' of School
“more than we can handle at this point.”’
and virtually every Australian student uses a computer at school. But is there any evidence that our technology-filled classrooms are actually producing better outcomes for our kids? Actually, there is. Quite a bit, in fact. Here’s a round-up of some of the recent findings.'
as our district has rolled out our 1:1 device initiative to an increasing number of grade levels, I have also witnessed the benefits that some types of screen time can have on learners.’
and be assured of relative stability in that profession for many years.
and believes that the most important innovation schools can implement is high quality project basedlearning. He provides seven important design principles for teachers to ensure project based
learning is of the