Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
VITTA12 Sandhurst 1:1 The Teaching & Learning
1. The answer is not merely the introduction of
new technologies — that would be missing the
point.....
2. The answer is not merely the introduction of
new technologies — that would be missing the
point.....
Rather, it is transforming our understanding of what
education actually means for the modern world and
how technology can be used to support it.
Mary Ulicsak -
Futurelab
18. VELS & ICT
A sample of VELS assessment standards
19. VELS & ICT
A sample of VELS assessment standards
Level 2
20. VELS & ICT
A sample of VELS assessment standards
Level 2
Compose simple electronic messages
21. VELS & ICT
A sample of VELS assessment standards
Level 2
Compose simple electronic messages
Use ICT to locate and retrieve relevant information from a
variety of sources
22. VELS & ICT
A sample of VELS assessment standards
Level 2
Compose simple electronic messages
Use ICT to locate and retrieve relevant information from a
variety of sources
Level 3
23. VELS & ICT
A sample of VELS assessment standards
Level 2
Compose simple electronic messages
Use ICT to locate and retrieve relevant information from a
variety of sources
Level 3
Develop and apply simple criteria to evaluate the value of the
located information
24. VELS & ICT
A sample of VELS assessment standards
Level 2
Compose simple electronic messages
Use ICT to locate and retrieve relevant information from a
variety of sources
Level 3
Develop and apply simple criteria to evaluate the value of the
located information
Students retrieve their saved visualising thinking strategies
and edit them for use in new, but similar situations
25. VELS & ICT
A sample of VELS assessment standards
26. VELS & ICT
A sample of VELS assessment standards
Level 4
27. VELS & ICT
A sample of VELS assessment standards
Level 4
Upload their work to a protected public online space
28. VELS & ICT
A sample of VELS assessment standards
Level 4
Upload their work to a protected public online space
Create and maintain an up-to-date, logically structured bank
of digital evidence of their learning
Level 5
29. VELS & ICT
A sample of VELS assessment standards
Level 4
Upload their work to a protected public online space
Create and maintain an up-to-date, logically structured bank
of digital evidence of their learning
Level 5
Share their ideas through their own blog or website
30. VELS & ICT
A sample of VELS assessment standards
Level 4
Upload their work to a protected public online space
Create and maintain an up-to-date, logically structured bank
of digital evidence of their learning
Level 5
Share their ideas through their own blog or website
Students use sound, still and moving images, to record the
decisions made and actions taken when developing new
understanding and problem solving.
32. What we have always done with extra computers
‘bolted on’ to our existing pedagogy.
1:1 -
what it isn’t
33. What we have always done with extra computers
‘bolted on’ to our existing pedagogy.
All the students emailing together.
1:1 -
what it isn’t
34. What we have always done with extra computers
‘bolted on’ to our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing
1:1 - them.
what it isn’t
35. What we have always done with extra computers
‘bolted on’ to our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing
1:1 - them.
what it isn’t
Students just researching all their work on the internet.
36. What we have always done with extra computers
‘bolted on’ to our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing
1:1 - them.
what it isn’t
Students just researching all their work on the internet.
Extra ‘things’ for wet days/before school/fast finishers.
37. What we have always done with extra computers
‘bolted on’ to our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing
1:1 - them.
what it isn’t
Students just researching all their work on the internet.
Extra ‘things’ for wet days/before school/fast finishers.
ICT used in isolation or stand alone.
38. What we have always done with extra computers
‘bolted on’ to our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing
1:1 - them.
what it isn’t
Students just researching all their work on the internet.
Extra ‘things’ for wet days/before school/fast finishers.
ICT used in isolation or stand alone.
Just for playing games
43. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
44. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
45. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
46. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection, sharing
47. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection, sharing
Internet access: Fixed Mobile
48. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection, sharing
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
49. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection, sharing
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
50. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection, sharing
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
51. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection, sharing
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
54. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
More info at:ACOT2 & 21stcenturyskills.org
55. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
the curriculum
More info at:ACOT2 & 21stcenturyskills.org
56. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
More info at:ACOT2 & 21stcenturyskills.org
57. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
More info at:ACOT2 & 21stcenturyskills.org
58. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
Lecture Conversation
More info at:ACOT2 & 21stcenturyskills.org
59. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
Lecture Conversation
Textbook & closed Create own texts from different content providers such as
info sources blogs, wikis, websites, discussion groups, and so on
More info at:ACOT2 & 21stcenturyskills.org
60. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
Lecture Conversation
Textbook & closed Create own texts from different content providers such as
info sources blogs, wikis, websites, discussion groups, and so on
Reading as ‘passive’ Active engagement in reading for truth and accuracy
and trusted
More info at:ACOT2 & 21stcenturyskills.org
61. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
Lecture Conversation
Textbook & closed Create own texts from different content providers such as
info sources blogs, wikis, websites, discussion groups, and so on
Reading as ‘passive’ Active engagement in reading for truth and accuracy
and trusted
Paper based content Dynamic user accessed and created content
More info at:ACOT2 & 21stcenturyskills.org
62. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
Lecture Conversation
Textbook & closed Create own texts from different content providers such as
info sources blogs, wikis, websites, discussion groups, and so on
Reading as ‘passive’ Active engagement in reading for truth and accuracy
and trusted
Paper based content Dynamic user accessed and created content
Text based writing Write and create in many different genres
More info at:ACOT2 & 21stcenturyskills.org
63. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
Lecture Conversation
Textbook & closed Create own texts from different content providers such as
info sources blogs, wikis, websites, discussion groups, and so on
Reading as ‘passive’ Active engagement in reading for truth and accuracy
and trusted
Paper based content Dynamic user accessed and created content
Text based writing Write and create in many different genres
Mastery of content Electronic online portfolios
measured via test
More info at:ACOT2 & 21stcenturyskills.org
64. Pedagogical Change
Tradtional 21st Century Classroom incorporating Read/write web
Classroom
Staggering breadth and depth of rich and dynamic content.
Text book
Open-source type classrooms in which everyone contributes to
School teachers the curriculum
Knowledge of sources to find and access content - teachers as
‘have’ knowledge co learners
Do your own work Produce work in collaborative ways for larger audiences
Lecture Conversation
Textbook & closed Create own texts from different content providers such as
info sources blogs, wikis, websites, discussion groups, and so on
Reading as ‘passive’ Active engagement in reading for truth and accuracy
and trusted
Paper based content Dynamic user accessed and created content
Text based writing Write and create in many different genres
Mastery of content Electronic online portfolios
measured via test
Handing in Contribute ideas and work to larger body of knowledge
assignments
More info at:ACOT2 & 21stcenturyskills.org
68. Exploring Pedagogy
- Developed by Dr. Ruben Puentedura
The SAMR Model - A model designed to help educators
integrate technology into teaching and
learning
70. Exploring Pedagogy
The model aims to enable teachers to design, develop, and
integrate digital learning experiences that utilize
technology to transform learning experiences to lead to
high levels of achievement for students.
73. SAMR Model
TRANSFORMATION
ENHANCEMENT
Substitution
ICT acts as a direct tool substitution with no real
functional change.
74. SAMR Model
TRANSFORMATION
ENHANCEMENT
Augmentation
ICT acts as a direct tool substitution with functional
improvement.
Substitution
ICT acts as a direct tool substitution with no real
functional change.
75. SAMR Model
TRANSFORMATION
Modification
ICT allows for significant task/learning redesign
ENHANCEMENT
Augmentation
ICT acts as a direct tool substitution with functional
improvement.
Substitution
ICT acts as a direct tool substitution with no real
functional change.
76. SAMR Model
TRANSFORMATION
Redefinition
ICT allows for the creation of new tasks, previously
inconceivable
Modification
ICT allows for significant task/learning redesign
ENHANCEMENT
Augmentation
ICT acts as a direct tool substitution with functional
improvement.
Substitution
ICT acts as a direct tool substitution with no real
functional change.
77. Exploring Pedagogy
Redefinition
ICT allows for the creation of new tasks, previously
inconceivable
Modification
ICT allows for significant task/learning redesign
Augmentation
ICT acts as a direct tool substitution with functional
improvement.
Substitution
ICT acts as a direct tool substitution with no real
functional change.
78. Exploring Pedagogy
Redefinition
ICT allows for the creation of new tasks, previously
inconceivable
Modification
ICT allows for significant task/learning redesign
Augmentation
ICT acts as a direct tool substitution with functional
improvement.
Substitution
ICT acts as a direct tool substitution with no real
functional change.
79. Exploring Pedagogy
Redefinition
ICT allows for the creation of new tasks, previously
inconceivable
Modification
ICT allows for significant task/learning redesign
Augmentation
ICT acts as a direct tool substitution with functional
improvement.
Substitution Substitution
ICT acts as a direct tool substitution with no real
functional change. Word processor used as a typewriter
80. Exploring Pedagogy
Redefinition
ICT allows for the creation of new tasks, previously
inconceivable
Modification
ICT allows for significant task/learning redesign
Augmentation Augmentation
ICT acts as a direct tool substitution with functional
improvement. Basic functions such as copy/paste and spell checking used
Substitution Substitution
ICT acts as a direct tool substitution with no real
functional change. Word processor used as a typewriter
81. Exploring Pedagogy
Redefinition
ICT allows for the creation of new tasks, previously
inconceivable
Modification Modification
Integrated with email, spreadsheets and other software
ICT allows for significant task/learning redesign
packages
Augmentation Augmentation
ICT acts as a direct tool substitution with functional
improvement. Basic functions such as copy/paste and spell checking used
Substitution Substitution
ICT acts as a direct tool substitution with no real
functional change. Word processor used as a typewriter
82. Exploring Pedagogy
Redefinition Redefinition
ICT allows for the creation of new tasks, previously Integrated with online tools and content management
inconceivable systems.
Modification Modification
Integrated with email, spreadsheets and other software
ICT allows for significant task/learning redesign
packages
Augmentation Augmentation
ICT acts as a direct tool substitution with functional
improvement. Basic functions such as copy/paste and spell checking used
Substitution Substitution
ICT acts as a direct tool substitution with no real
functional change. Word processor used as a typewriter
83. Exploring Pedagogy
Redefinition Redefinition
ICT allows for the creation of new tasks, Integrated with online tools and content
previously inconceivable management systems.
Modification Modification
ICT allows for significant task/learning Integrated with email, spreadsheets and
redesign other software packages
Augmentation Augmentation
ICT acts as a direct tool substitution Basic functions such as copy/paste and
with functional improvement. spell checking used
Substitution Substitution
ICT acts as a direct tool substitution
with no real functional change. Word processor used as a typewriter
84. Exploring Pedagogy
Redefinition Redefinition
ICT allows for the creation of new tasks, Integrated with online tools and content
previously inconceivable management systems.
Modification Modification
ICT allows for significant task/learning Integrated with email, spreadsheets and
redesign other software packages
Augmentation Augmentation
ICT acts as a direct tool substitution Basic functions such as copy/paste and
with functional improvement. spell checking used
Substitution Substitution
ICT acts as a direct tool substitution
with no real functional change. Word processor used as a typewriter
85. Exploring Pedagogy
Redefinition Redefinition
ICT allows for the creation of new tasks, Integrated with online tools and content
previously inconceivable management systems.
Modification Modification
ICT allows for significant task/learning Integrated with email, spreadsheets and
redesign other software packages
Augmentation Augmentation
ICT acts as a direct tool substitution Basic functions such as copy/paste and
with functional improvement. spell checking used
Substitution Substitution Substitution
ICT acts as a direct tool substitution
with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
86. Exploring Pedagogy
Redefinition Redefinition
ICT allows for the creation of new tasks, Integrated with online tools and content
previously inconceivable management systems.
Modification Modification
ICT allows for significant task/learning Integrated with email, spreadsheets and
redesign other software packages
Augmentation Augmentation Augmentation
ICT acts as a direct tool substitution Basic functions such as copy/paste and
with functional improvement. Type up experiment, add an image, email to teacher
spell checking used
Substitution Substitution Substitution
ICT acts as a direct tool substitution
with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
87. Exploring Pedagogy
Redefinition Redefinition
ICT allows for the creation of new tasks, Integrated with online tools and content
previously inconceivable management systems.
Modification Modification Modification
Integrated with email, spreadsheets and Using a collaborative document, share findings from
ICT allows for significant task/learning
other software packages experiment with others, refer to web for supporting info,
redesign
include images/graphs/links
Augmentation Augmentation Augmentation
ICT acts as a direct tool substitution Basic functions such as copy/paste and
with functional improvement. Type up experiment, add an image, email to teacher
spell checking used
Substitution Substitution Substitution
ICT acts as a direct tool substitution
with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
88. Exploring Pedagogy
Redefinition Redefinition Redefinition
Integrated with online tools and content Add science report to blog or wiki for feedback, use feedback
ICT allows for the creation of new tasks,
management systems. to add to results, collaborate with experts in the field.
previously inconceivable
Compare results with others globally
Modification Modification Modification
Integrated with email, spreadsheets and Using a collaborative document, share findings from
ICT allows for significant task/learning
other software packages experiment with others, refer to web for supporting info,
redesign
include images/graphs/links
Augmentation Augmentation Augmentation
ICT acts as a direct tool substitution Basic functions such as copy/paste and
with functional improvement. Type up experiment, add an image, email to teacher
spell checking used
Substitution Substitution Substitution
ICT acts as a direct tool substitution
with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
89. Transforming Learning
Students
compliance creative
attendance participative
corrective self motivated
one size fits all personalised
91. Transforming Learning
Learning Environment
seat time anywhere, anytime learning
static books dynamic blended learning
subject based challenge based
teacher centric learner centric
92. Teachers the key 1:1 Laptop Programs
Research: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
93. Teachers the key 1:1 Laptop Programs
Research: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
94. Teachers the key 1:1 Laptop Programs
Research: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
95. Teachers the key 1:1 Laptop Programs
Research: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
96. Teachers the key 1:1 Laptop Programs
Research: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
97. Teachers the key 1:1 Laptop Programs
Research: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
98. 6 Important Lessons 1:1 Laptop Programs
Full article available at: http://tinyurl.com/2c5o4hf
99. 6 Important Lessons 1:1 Laptop Programs
Lesson ‘Treat technology as a tool, not a curriculum area’
Full article available at: http://tinyurl.com/2c5o4hf
100. 6 Important Lessons 1:1 Laptop Programs
Lesson ‘Treat technology as a tool, not a curriculum area’
Lesson ‘Think differently about teaching’
Full article available at: http://tinyurl.com/2c5o4hf
101. 6 Important Lessons 1:1 Laptop Programs
Lesson ‘Treat technology as a tool, not a curriculum area’
Lesson ‘Think differently about teaching’
Lesson ‘Decide to do it, not to pilot it’
Full article available at: http://tinyurl.com/2c5o4hf
102. 6 Important Lessons 1:1 Laptop Programs
Lesson ‘Treat technology as a tool, not a curriculum area’
Lesson ‘Think differently about teaching’
Lesson ‘Decide to do it, not to pilot it’
Lesson ‘Concentrate on current curriculum initiatives first’
Full article available at: http://tinyurl.com/2c5o4hf
103. 6 Important Lessons 1:1 Laptop Programs
Lesson ‘Treat technology as a tool, not a curriculum area’
Lesson ‘Think differently about teaching’
Lesson ‘Decide to do it, not to pilot it’
Lesson ‘Concentrate on current curriculum initiatives first’
Lesson ‘Support teachers as much as possible’
Full article available at: http://tinyurl.com/2c5o4hf
104. 6 Important Lessons 1:1 Laptop Programs
Lesson ‘Treat technology as a tool, not a curriculum area’
Lesson ‘Think differently about teaching’
Lesson ‘Decide to do it, not to pilot it’
Lesson ‘Concentrate on current curriculum initiatives first’
Lesson ‘Support teachers as much as possible’
Lesson ‘Make ICT part of teachers everyday language’
Full article available at: http://tinyurl.com/2c5o4hf
109. Professional Learning for Teachers
- In school PD
- 1:1 Network
- Teacher technology conferences
- School visits
110. Professional Learning for Teachers
- In school PD
- 1:1 Network
- Teacher technology conferences
- School visits
- ALE kit
111. Professional Learning for Teachers
- In school PD
- 1:1 Network
- Teacher technology conferences
- School visits
- ALE kit
- Development of online spaces
115. Professional Learning for Students
- In school PD
- Student technology conferences
- School visits for students to
showcase their work
116. Professional Learning for Students
- In school PD
- Student technology conferences
- School visits for students to
showcase their work
- ALE kit
117. Professional Learning for Students
- In school PD
- Student technology conferences
- School visits for students to
showcase their work
- ALE kit
- Development of online spaces
118. “And tomorrow, and tomorrow and tomorrow, it just gets
better and better. Wouldn't you love to be at school again
but this time with the world, quite literally, in your
pocket? “
Stephen Heppell
This is the world that our students live in. Schools need to change to remain relevant, we need to give students access to technology so tht they can learn in the context of their own lives.\n
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Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n