How Personalized Learning Is Weathering Tough Times: 'Iterate and Learn'
Making personalized learning work is hard under normal circumstances. Teachers must pay close attention to each student’s academic strengths and weaknesses and their personal interests. Students must have regular access to digital devices and WiFi, but not overuse technology. And schools must balance maintaining academic rigor with encouraging students to pursue projects fueled by their interests. Trying to do all that during a pandemic makes those challenges even more daunting. That is especially the case for schools serving students in high-poverty communities of color where the threat and impact of the coronavirus is much higher, and they are likely engaged...
Transparency, Communication Key In Education
It’s trying, if not impossible, times for educators. The concerns expressed this week — by two teachers publicly but shared by numerous in public schools – are inevitable. These folks are teaching in unprecedented times, amid a pandemic with real health concerns for all. Complicating the ongoing extreme range of individual comfort levels about the pandemic has been an unreliable internet connection system that makes teaching kids at home impossible and leads to frustrated parents who take to social media to air their beefs. Connectivity outages have occurred for at least the last two weeks in public schools. Though the problems reached the point of outright outages in late October, intermittent issues have been occurring since the start of the school year, according to teachers and parents. Teachers are frustrated at having their hands tied by a problem they say should have been addressed over the summer by school system leadership. If there were warning signs, there’s no excuse for teachers being robbed of the most critical tool they need to educate – the ability to communicate and connect with students.
How Introducing AI Across the Curriculum May Address Key Equity Concerns
“It should be fun to work with artificial intelligence tools,” says Nancye Blair Black, Project Lead for AI Explorations and Their Practical Use in School Environments. It’s a simple credo but one that belies both a deep passion for computational thinking and an urgent desire to see this project succeed in its primary objective: to cultivate a broad and diverse group of future AI users and developers. Black sees endless opportunities to introduce AI across the curriculum to students of all ages and backgrounds. As the program—a collaboration between ISTE and General Motors—wraps up its third year of professional learning opportunities and support for educators, she says, “this is really the end of the beginning of the work.” We spoke with Black recently about the work that she and her colleagues are doing, what lies ahead and why she’s so excited about the potential of artificial intelligence in the classroom.
What you need to know about school violence and bullying
Bullying in schools deprives millions of children and young people of their fundamental right to education. A recent UNESCO report revealed that more than 30% of the world's students have been victims of bullying, with devastating consequences on academic achievement, school dropout, and physical and mental health. The world is marking the first International Day against Violence and Bullying at School Including Cyberbullying, on 5 November. Here is what you need to know about school violence and bullying.
[현장 칼럼] 이론·실제의 가교자로서 역량을 갖추자
이론과 실제는 다르다고 말하는 경우가 많다. 그러나 이론과 실제는 연속 선상에 있는 하나의 몸체이다. 이론은 알지만 적용력이 없으면 이론가에 불과하고 적용력은 있지만, 이론을 모르면 숙련가에 불과하다. 양측 모두 전문가는 아니다. 이론이 깊으면 현장에 적용하는 관점이 형성된다. 또한 적용력이 높으면 이론에 대한 비판적 관점을 형성할 수 있다. 이렇게 이론과 실제는 서로 선순환적 관계에서 유지되고 발전된다. 이론이 발전하면 현장 교육 수준을 높일 수 있고 교육의 질이 높아지면 이론의 발전을 촉구한다. 이론과 실제가 만나는 장이 학회이다. 여기서는 이론과 실제가 상호소통하며 서로의 발전을 견인하도록 해야 한다. 그러나 우리나라 학회는 아쉽게도 이론은 이론대로, 실제는 실제대로 각자의 리그(league)로 간다.