How many kids are going to check out a whole set of encyclopedias? With digital, they do it every day, without a second thought. But digital curriculum is not just about a bigger backpack or cramming more content into a smaller container, explained education innovator Hall Davidson in his 2014 ASCD Annual Conference session, "The New Book as the Old Backpack: The Unintended Consequences of Digital."
ASCD author Aaron Sams explains how flipped classrooms use class time to practice and apply skills learned during prerecorded lectures. Homework becomes classwork, and lectures and other content traditionally presented during class time are viewed outside of class, at home, on a personal device, or in a school-based resource room.
ASCD continually seeks to provide solutions to the challenges that face educators of all levels. A recent ASCD SmartBrief ED Pulse poll asked readers if they believe students should be allowed to bring and use their cellphones at school.
Society is quickly shifting, and so with it shifts the dialog about meaningfully learning and contributing. What used to pass for preparation to participate in a democratic society with a free market economy no longer holds true. Public schools currently reflect the 1900s more than the 2000s, even as education bureaucracy has clamped down and locked in on traditional, measurable standards and assessments. Instead of opening things up to the marketplace of ideas, public schools have opened themselves up to the assessment and technology marketplace, investing in solutions to document and justify the last century's ideals.
At its heart, differentiation is about knowing your students—not only where they are relative to learning goals, but also who they are as learners, or better yet, as people. Because our students are really people "under construction," differentiation is most successful when we continually update our notions of who our kids are.
ASCD continually seeks to provide solutions to the challenges that face educators of all levels. A recent ASCD SmartBrief ED Pulse poll asked readers what the primary use of digital games is in their classrooms.
Post written by Melinda Sota, Ben Clarke, Nancy Nelson, Christian Doabler, and Hank Fien
Educational technology is compelling, largely because of its promising capability in enabling differentiated instruction. In a classroom of 30 students with diverse abilities, technology can allow teachers to more effectively instruct students within this wide range. However, the promise of using technology for differentiation relies on a range of high-quality information used to (1) diagnose students' learning needs, (2) map those learning needs onto the program's objectives, and (3) evaluate the evidence for the program.
Post written by Mikaela Dwyer, a journalism student at Southern New Hampshire University in Manchester. She considers herself a human rights activist and spends her time volunteering on campus and with various local nonprofits. After graduation, Dwyer hopes to join the Peace Corps and then become an investigative journalist for human rights issues.
Research has proven that children who play games have the opportunity to become great creative and critical thinkers as well as quick problem solvers, resourceful engineers, and empathetic individuals. For years, however, the media has tried to convince parents and educators that gaming is a way to escape real-life problems and a real waste of time. Jane McGonigal, game designer and author of Reality Is Broken: Why Games Make Us Better and How They Can Change the World, held a session at the 2014 ASCD Annual Conference advocating that gaming can be an incredibly positive thing. It is our responsibility as the adults and role models in the children's lives, however, to focus on the benefits of gaming when talking to them.