- By Geoffrey H. Fletcher
Steven Paine, superintendent of education for West Virginia, recently mentioned at a conference that West Virginia requires 18 hours of professional development time for teachers every year.
The issue of assigning homework is controversial in terms of its purpose, what to assign, the amount of time needed to complete it, parental involvement, its actual affect on learning and achievement, and impact on family life and other valuable activities that occur outside of school hours. I have encountered all of those controversies in my years of teaching mathematics. Math homework is usually a daily event. Unfortunately, many teachers assign most homework from problem sets following the section of the text that was addressed that day. There is little differentiation. For the most part the entire class gets the same assignment. (In fairness, teachers do take into consideration the nature of those problems, which are often grouped by difficulty, deciding which to assign based on the general ability level of students in the class: below average, average, above average, or mixed.)
- By Patricia Deubel
Technology Director Anthony A. Luscre of Mogadore Local Schools challenges educators to use students' mobile devices to provide technology-rich, highly engaging, and fun learning experiences that reflect real-world skills.
- By Anthony A. Luscre
In the world of education technology, we are often guilty of preaching to the choir—the believers who know in their hearts (and now more often with data) that technology can improve teaching and learning.
In the first installment in our new monthly column, blended learning experts Michael B. Horn and Heather Staker advise schools to skip the "best practices" and instead seek innovations that work in their unique circumstances.
- By Michael Horn, Heather Staker
T.H.E. Journal Executive Editor Michael Hart talks about the storm of comments readers had to a handful of articles published over the last few weeks concerning the use of mobile devices in education, in general, and the use of smartphones either in or after class, in particular.
It’s necessary in this era of accountability for teachers to have a classroom site, and to post their pages among those of the school or district site. The name of the school or district and its logo should appear on all pages to provide evidence of an official connection and a unifying element among all teachers’ sites at the school. Unfortunately, I don’t always see this.
Today every teacher needs to be in charge of his or her own professional development, if for no other reason than district budgets require everyone to be so much more creative. Here are a few ways teachers can better take advantage of formal and informal learning, the use of a back channel, and modeling life-long learning.
Electronic gaming has recently been hailed as the great new potential for transforming education. A growing body of research and practice suggests videogames can motivate as well as teach and help users learn. Fewer scientific studies, but just as much potential, exist within the area of student game development. In part 1 of this two-part article series, we look at the foundational reasons for why game development matters in the K-12 curriculum, both inside and outside of school.