Introduction Middle level educators have a deep awareness of their students’ tremendously social nature. Young adolescents yearn to be connected with their peers, whether sharing excitedly during lunch, on the school bus, or in the hall- ways, and regardless of whether they are face-to-face, across a room, or immersed in a screen. Digital tools, including
Read More… from “Think bigger about science”: Using Twitter for learning in the middle grades
I must be honest with you. With the surge of technology resources that I am being asked to use within the classroom, I feel far from confident in my abilities. I am inclined to blame my ignorance on the fact that I was not born into the technology craze and did not have a cell
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Creating learning opportunities that promote problem solving in today’s world. One fine September morning, a class of eighth graders funneled into Angela’s fourth floor classroom expecting a new logic problem, math puzzle, or challenge. But not that day. Instead, the students noticed 12 small, sphere-shaped mechanical robots placed around the classroom. They looked like something
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Experts weigh in on keys to making effective decisions about technology. No school districts want to be featured on the nightly news because of their poor choices in technology decisions or for implementing technology plans that end up wasting the taxpayers’ dollars. But technology decisions are tough, first, because there are so many options—simple upgrades,
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With a plethora of educational apps, websites, and digital learning tools flooding the educational technology market, it’s easy to feel overwhelmed and disoriented. To combat this sensation of drowning, teachers can anchor their classes and create community using a learner management system (LMS)—an online resource to organize and deliver course content digitally. Learner management systems
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In January 2013, educators in Ohio’s Mentor Public Schools decided to align the district’s academic focus to the instructional practices of blended learning. After extensive piloting of a variety of devices, the district chose the iPad for its durability, battery life and, most important, its power to transform instruction. The district embraced a 1:1 structure
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