All Discussions Tagged 'future' - Classroom 2.02024-03-29T05:52:01Zhttps://www.classroom20.com/forum/topic/listForTag?tag=future&feed=yes&xn_auth=noThe Future of Educationtag:www.classroom20.com,2017-08-16:649749:Topic:11515842017-08-16T09:18:09.195ZMichael Yarboroughhttps://www.classroom20.com/profile/MichaelYarborough
<p>Do you think that Google Classroom is the Classroom of the Future? If yes, why?</p>
<p>I believe that GC helps to make learning process easier and more paperless. Education should be connected with modern technologies.</p>
<p>But maybe there are some pros and cons... What do you think?</p>
<p>Do you think that Google Classroom is the Classroom of the Future? If yes, why?</p>
<p>I believe that GC helps to make learning process easier and more paperless. Education should be connected with modern technologies.</p>
<p>But maybe there are some pros and cons... What do you think?</p> Shall we discuss those days(in classroom) about the reasons why people protest these days against their governments?tag:www.classroom20.com,2011-10-27:649749:Topic:7665152011-10-27T22:01:02.762ZAlfonso Velázquez Molinahttps://www.classroom20.com/profile/AlfonsoVelazquezMolina
<p>Shall be an important discussion if we consider that protest like the Wall Street Occupy today is just a normal reaction of the people due to exploitation and greed of just 1% of population (the wealthiest, Wall Street bankers), when the rest of people(99%) work for the safety of their kids and their families and unfortunately the wealthiest bankers keep all the money that everyone deserves for the work done in society. And those are just a few reasons about talking about protest, (and is…</p>
<p>Shall be an important discussion if we consider that protest like the Wall Street Occupy today is just a normal reaction of the people due to exploitation and greed of just 1% of population (the wealthiest, Wall Street bankers), when the rest of people(99%) work for the safety of their kids and their families and unfortunately the wealthiest bankers keep all the money that everyone deserves for the work done in society. And those are just a few reasons about talking about protest, (and is releated also with the future of our children.</p>
<p> </p>
<p>-Think about it!</p>
<p> </p> iPad for the right age?tag:www.classroom20.com,2011-10-18:649749:Topic:7631922011-10-18T16:40:01.838ZMr Stuhttps://www.classroom20.com/profile/MrStu
The iPad and tablets allow for incredible new forms of learning. They can help us increase engagement and creativity and comprehension. The touch-screen model makes programs like iBook act so real, and the interface is so intuitive that it almost seems like we're reading a real book. And this is where I keep going back to my Ed psych 101 course with questions.<br />
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Isn't there a stage in early childhood development where kids don't know the difference between abstract notions and real objects? For…
The iPad and tablets allow for incredible new forms of learning. They can help us increase engagement and creativity and comprehension. The touch-screen model makes programs like iBook act so real, and the interface is so intuitive that it almost seems like we're reading a real book. And this is where I keep going back to my Ed psych 101 course with questions.<br />
<br />
Isn't there a stage in early childhood development where kids don't know the difference between abstract notions and real objects? For example, one where they think the apple on the page is a real apple, or that if they close their eyes they really do become invisible?<br />
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Which leads me to, does learning about objects and physical phenomenon in a virtual world (iPad) translate to understanding in the real world? Is it better for a kid to learn about shapes by playing with virtual blocks or real blocks? If they learn in a virtual world, can they then do that in the real world? It seems that these types of questions will help us determine if there is such a thing as the "right" age to start kids on computers, tablets, smart phones, etc.<br />
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Of course, the bigger question is, with all of the "work" we all do on computers, using the computer's processor to enhance our own capabilities, which then produce real objects (i.e. computer-aided drafting and design, statistical analysis, etc.), is work done on a computer just as "real" as work done in the physical world?<br />
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This is a great group of educators, and I would love to hear your thought on any of these questions.<br />
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Stuart 21st Century School or Districttag:www.classroom20.com,2011-09-21:649749:Topic:7532742011-09-21T22:08:15.656ZDiana Hansenhttps://www.classroom20.com/profile/DianaHansen
Great post from Edutopia on how to become a 21st century school or district. What steps are you taking or have you taken on this journey? <a href="http://bit.ly/oaGofL">http://bit.ly/oaGofL</a><br/>
Great post from Edutopia on how to become a 21st century school or district. What steps are you taking or have you taken on this journey? <a href="http://bit.ly/oaGofL">http://bit.ly/oaGofL</a><br/> Imagining the Internet in the Year 2020tag:www.classroom20.com,2010-12-09:649749:Topic:5752812010-12-09T01:06:11.681ZLaurie Kortehttps://www.classroom20.com/profile/LaurieKorte
<p><span style="font-size: medium;">I have been reading the following:</span><a href="http://http//www.elon.edu/e-web/predictions/expertsurveys/2010survey/default.xhtml"><strong> </strong></a></p>
<p> </p>
<p><a href="http://tinyurl.com/ycsz79a" target="_blank">Imagining the Internet</a></p>
<p> </p>
<p><span style="font-size: medium;">The links on this page lead to thousands of forecasts about the networked future.<br></br><br></br>What are some of your ideas?<br></br>Better yet ~ what are some of your…</span></p>
<p><span style="font-size: medium;">I have been reading the following:</span><a href="http://http//www.elon.edu/e-web/predictions/expertsurveys/2010survey/default.xhtml"><strong> </strong></a></p>
<p> </p>
<p><a href="http://tinyurl.com/ycsz79a" target="_blank">Imagining the Internet</a></p>
<p> </p>
<p><span style="font-size: medium;">The links on this page lead to thousands of forecasts about the networked future.<br/><br/>What are some of your ideas?<br/>Better yet ~ what are some of your students ideas?<br/><br/>Looking forward to fun imaginings,<br/>~Laurie<br/><br/></span></p> 21st and 22nd Century Schools: How do we get there?tag:www.classroom20.com,2010-02-15:649749:Topic:4360242010-02-15T06:02:19.896ZBrian Mannixhttps://www.classroom20.com/profile/BrianMannix
Please join my Google Wave discussion on the topic of <a href="https://wave.google.com/wave/#restored:search:by%253Ame,restored:wave:googlewave.com!w%252BqDmBw6xdA.1">reinventing the structure, curriculum and outcomes of our current school system.</a><div><br/></div>
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Please join my Google Wave discussion on the topic of <a href="https://wave.google.com/wave/#restored:search:by%253Ame,restored:wave:googlewave.com!w%252BqDmBw6xdA.1">reinventing the structure, curriculum and outcomes of our current school system.</a><div><br/></div>
<div><br/></div> The Great Grammar Debatetag:www.classroom20.com,2009-10-26:649749:Topic:3969842009-10-26T16:02:15.057ZMark Penningtonhttps://www.classroom20.com/profile/MarkPennington
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my…
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my take on the assumptions of both positions:<br />
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Advocates of part to whole instruction believe that front-loading instruction in the discrete parts of language will best enable students to apply these parts to the whole process of writing. Following are the key components of this inductive approach.<br />
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1. <b>Memorization</b> of the key terminology and definitions of grammar to provide a common language of instruction.<br />
2. <b>Identification</b> of grammatical constructions leads to application.<br />
3. Familiarity with the <b>rules of grammar</b> leads to correct application.<br />
4. Teaching the <b>components of sentence construction</b> leads to application.<br />
5. <b>Distrust of one’s own oral language</b> as a grammatical filter .<br />
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Advocates of whole to part instruction believe that back-loading instruction in the discrete parts of language, as is determined by needs of the writing task, will best enable students to write fluently and meaningfully. Following are the key components of this deductive approach.<br />
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1. <b>Minimal memorization</b> of the key terminology and definitions of grammar and minimal practice in identification of grammatical constructions.<br />
2. <b>Connection to one’s oral language is essential</b> to inform fluent and effective writing.<br />
3. Reading and listening to exemplary literature and poetry provides the <b>models</b> that students need to mimic and revise as they develop their own writing style.<br />
4. <b>Minimal error analysis</b>.<br />
5. Teaching <b>writing as a process</b> with a focus on coherence will best enable students to apply the discreet parts such as subjects, predicates, parts of speech, phrases, clauses, sentences, and transitions to say something meaningful.<br />
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Of course, how teachers align themselves within the <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/the-great-grammar-debate/" target="_blank">Great Grammar Debate</a></b>is not necessarily an "either-or" decision. Most teachers apply bits and pieces of each approach to teaching grammar. I take a stab on how to integrate the inductive and deductive approaches in <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/how-to-integrate-grammar-and-writing-instruction/" target="_blank">How to Integrate Grammar and Writing Instruction</a></b>. Monday: Microsoft Campus Tour - Classroom of the Futuretag:www.classroom20.com,2009-10-17:649749:Topic:3932962009-10-17T15:40:50.348ZJack Olmstedhttps://www.classroom20.com/profile/JackOlmsted
<img align="left" src="http://www.donburnett.com/images/blog/GravatoBringSimplifiedAuthoringofEducati_13F4F/MicrosoftEducationLogo.png"></img> On Monday afternoon, I'll be producing video reports of a <a href="http://twitter.com/Microsoft_EDU">Microsoft</a> campus tour in Redmond, WA and the "<a href="http://www.microsoft.com/presspass/features/2001/Aug01/08-23classroom.mspx">Classroom Of The Future</a>" with <a href="http://www.twitter.com/kidreporter">Brennan LaBrie</a>, <a href="http://www.twitter.com/timeforkidsmag">TIME For Kids</a> Reporter, and <a href="http://www.classroom20.com/profile/ardithdaviscole">Ardith Davis…</a>
<img src="http://www.donburnett.com/images/blog/GravatoBringSimplifiedAuthoringofEducati_13F4F/MicrosoftEducationLogo.png" align="left"/>On Monday afternoon, I'll be producing video reports of a <a href="http://twitter.com/Microsoft_EDU">Microsoft</a> campus tour in Redmond, WA and the "<a href="http://www.microsoft.com/presspass/features/2001/Aug01/08-23classroom.mspx">Classroom Of The Future</a>" with <a href="http://www.twitter.com/kidreporter">Brennan LaBrie</a>, <a href="http://www.twitter.com/timeforkidsmag">TIME For Kids</a> Reporter, and <a href="http://www.classroom20.com/profile/ardithdaviscole">Ardith Davis Cole</a>, Teacher/Literacy Coach/Literacy Consultant/Writer/Author of Articles & Books.<br />
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Do you have any questions that you would like us to ask? Collaborative Video Projecttag:www.classroom20.com,2009-06-15:649749:Topic:3530762009-06-15T04:16:56.871ZTim Holthttps://www.classroom20.com/profile/timholt2007
Create a short video that answers the question: Where do you see education 20, 40, and 60 years from now?<br />
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Website: <a href="http://vidsnacks.ning.com/group/collaborate">http://vidsnacks.ning.com/group/collaborate</a>
Create a short video that answers the question: Where do you see education 20, 40, and 60 years from now?<br />
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Website: <a href="http://vidsnacks.ning.com/group/collaborate">http://vidsnacks.ning.com/group/collaborate</a> What direction would you take technology use at your school?tag:www.classroom20.com,2009-02-05:649749:Topic:2851592009-02-05T10:36:02.740ZAmanda Attardhttps://www.classroom20.com/profile/AmandaAttard
I've been given the task of planning the direction my primary school will take in regards to technology. There are IWBs in every classroom with a laptop attached, 3 desktops and a bank of 15 Macs (which need to be shared between 21 classes).<br />
If you had these facilities, where would you go next?
I've been given the task of planning the direction my primary school will take in regards to technology. There are IWBs in every classroom with a laptop attached, 3 desktops and a bank of 15 Macs (which need to be shared between 21 classes).<br />
If you had these facilities, where would you go next?