This document discusses the need to update education for the 21st century. It makes three key points:
1) Education needs to match the rapidly changing world where paper is obsolete and information becomes outdated quickly. Curriculums must be rethought and practices that weigh things down need to be cut or changed.
2) Assessments are where changes need to begin, with teachers committing to integrating technology, reviewing resources, and revising at least one unit with 21st century skills.
3) Technology overuse can disconnect people from real relationships. While connections are preferred over conversation, this leaves people emotionally vulnerable. Face-to-face conversations are still important. Schools must teach solitude and being alone
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
My keynote presentation to the AADES conference in Melbourne 2013.
Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers?
In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.
This fast-paced, high-energy presentation will explore the implications for living, teaching, and learning in a world of infinite knowledge - where today’s tools support learning everywhere and all the time.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
My keynote presentation to the AADES conference in Melbourne 2013.
Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers?
In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.
This fast-paced, high-energy presentation will explore the implications for living, teaching, and learning in a world of infinite knowledge - where today’s tools support learning everywhere and all the time.
Teachers need to equip themselves to be able to facilitate the learning for the learners for 21st century skills so that the Gen Z is prepared to face next industrial revolution
THE FUTURE OF EDUCATION
We are observing “a revolution in education.” We know that improving technology play a distinctive role in the evolution, and traditional foundations will face challenges in the future.
In my presentation, I discuss some initial findings on the future of the 21st-century education.
As a passionate teacher, I am interested how do I best educate my students?
It is not about what I teach, but about how I teach them.
According to the recent literature, on the subject, today’s education is behind new requirements and technologies.
There is a vibrant debate about preparing teachers to use new techniques as well as how up-to-date educators might become more “future-oriented” and familiar with new skills.
I am interested in discussing these thoughts with others.
Certainly, we should take into account the wide-ranging nature of education, which is especially significant, in developing countries.
I do not try to search for a universal remedy of worldwide education. It would be unrealistic.
It is certain that the future education will become more technologically driven, and will function in an environment where success depends on the use of new technology, development and improvements.
It is important to underline that from my perspective; new technology is not going to substitute students in a classroom.
More than that, it will neither replace the social life, nor the transformational experience of progress learners whereby they will go through as part of their study.
Halina Ostańkowicz- Bazan
July 2015
An interesting (and extremely text-heavy) profile of some of the biggest names in educational theory and reform. Some original thoughts thrown in. If you are looking for a quick read, look elsewhere. But if you want to find out a lot about the various problems and possibilities in our educational system, this might be your cup of tea.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Home assignment II on Spectroscopy 2024 Answers.pdf
Brain conference presentation
1.
2.
3. THE SEDUCTION and the
S E P A R A T I O N
Teaching for a Future of
Connectedness WITHOUT
Disconnectedness
Notes from Heidi Jacobs and
Sherry Turkle
4. Heidi Jacobs’ Curriculum 21
“Do our students feel like they are time traveling
through the door each morning? As they
cross the threshold, do they feel as if they are
entering a simulation of life in the 1980’s?
Then, at the end of the day, do they feel they
are returning to the 21st century?”
5. • As educators, our challenge is to match the needs of our learners to
a world that is changing with great rapidity.
• Paper is obsolete. The news we read today is outdated before it is
delivered.
• TEN PERCENT of the 21st century is OVER!! So – there’s no time to
waste!
• As we look forward, we restrict ourselves by “what we know” and
“what we are able to do.” We need to think broadly!
• We MUST become active researchers and developers of
innovations and new directions.
• We must rethink the curriculum – and decide what we need to Cut,
Keep, and Create. We cannot keep our feet firmly in the 1980s
while we soar into the 21st century. Leaving some practices and
methods behind has to become our forward-thinking strategy.
Trying to hold onto ALL past practices is weighing down educators
and students – and sinking the boat!
6. Growth model vs. Change
• Upgrading curriculum and developing new versions
of school is critical, but it should be worked into the
school culture gradually. Change can often feel
trendy and superficial, but growth is positive and
deep.
• Four key structures affect curriculum:
– The schedule ( short and long term)
– The way learners are grouped
– Personnel configurations
– The use of space
Shifts in these four areas should coincide with curriculum
changes.
7. Myths That Become Obstacles in Creating Change
The good old days are still good enough!
“The real insecurity comes from NOT growing or
changing.” Schools often are mirrors of what a culture
values and aspires to. There are real dangers in glorifying
the good old days and clinging to our schools’ myths and
stories.”
We’re better off if we all think alike – and not too much.
Too much creativity is dangerous – and the arts are
frills.
8. A 21st Century Pledge
Assessments is where the change needs to begin –
“Starting with assessments has proven to be the most successful portal to moving school faculty and
administrators into 21st century teaching and learning.”
The 21st Century Pledge is a curricular commitment from each teacher to :
Integrate the use of technology to enhance content
Review all current available technological resources
(online resources: video streaming; internet web sites & subscriptions; Web Quest creation;
Webcasting through laptop.)
(Hardware resources: videoconferencing, laptop labs, digital cameras; digital recording studio.)
(Creative software: Movie maker; Media Player; video clips via digital camera)
Identify at least one specific unit to revise
Plan to replace a specific content, skill, and assessment practice with a 21st century upgrade within
the unit – then DO IT!
Share proposed change with colleagues
Administrators also commit to review, monitor, and provide feedback, as well as revise at least one
staff development or administrative task.
Teachers and administrators implement together, tolerate certain degrees of frustration, celebrate the
victories, document and share with colleagues and on Web site.
Upgrade model begins with consideration of assessment types, moves to
content reviews and replacements, and then links both of these to upgraded
skills and proficiencies.
9. Read Curriculum 21 by Heidi H. Jacobs for a more in-
depth strategy for reinventing and reuniting
school program structures.
WEBSITES:
www.ecoliteracy.org www.ODTMAPS.COM
www.tc.columbia.edu/LIFE/ www.facingthefuture.com
www.readwritethink.org/lessons www.medialit.org
www.cloudinstitute.org www.ccsso.org
www.sustainableschoolsproject.org
www.teachingmedialiteracy.com www.clexchange.org
www.designshare.com
www.media-awareness.ca/
www.novemberlearning.com
10. Sherry Turkle’s Alone Together
• We expect more from technology and less from each
other – people prefer texting and emailing to personal
contact.
• We are insecure in our relationships and anxious about
intimacy; we look to technology for ways to be in
relationships – and protect ourselves from them at the
same time.
• We seem determined to give human qualities to
objects and are content to treat each other as things.
• We are lonely but fearful of intimacy, so digital
connections offer the illusion of companionship
without the demands of friendship.
11. • It appears we have substituted connection for
conversation - it is even preferred - and these lives of
connection have left us emotionally and intellectually
vulnerable.
• Many young people use technology to avoid
conversations – “performing a self; not living a self”
• In any crowded room, you will see hands constantly in
motion, connected to a technological device,
disconnected from the face-to-face complexity of
conversation.
• However, the ability to be alone is essential. “If you
don’t teach your children how to be alone, they will only
know how to be lonely. Loneliness is failed solitude.”
• Sherry asks us to “Read Alone Together – and then talk
about it with colleagues, students, and friends – face to
face.”