Most of us have encountered students who struggle with a particular course objective or assignment. Finding innovative ways to help students break through these barriers to learning is a common challenge for all educators at any level. This problem may be exacerbated in the online classroom due to the geographically dispersed participants and asynchronous learning environment, however, it can be overcome.
These campus musts may seem like no-brainers, but they're critical for success With so many technology options available today to help support and promote an institution's campus culture, students and faculty, it's not surprising that many IT and campus leaders feel overwhelmed with what they should invest in now and what they should implement later, especially with tight budgets.
An essential part of online research is the ability to critically evaluate information. This includes the ability to read and evaluate its level of accuracy, reliability and bias. When we recently assessed 770 seventh graders in two states to study these areas, the results definitely got our attention.
For almost as long as there have been institutions dedicated to the preparation of new teachers, the endeavor has come in for criticism. Teacher education has long struggled both to professionalize and to fully integrate itself into mainstream academia.
When I work with educators, I get asked on a regular basis, "What about the universities? What are they doing to prepare educators who can facilitate technology-infused learning environments that emphasize deeper cognitive complexity and greater student agency?" Unfortunately, I don't have much to offer them.
CAEP advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.
3 Big Shifts That Our Schools Need to Make (from http://dangerouslyirrelevant.org/2013/09/3-big-shifts.html) From Low-Level Thinking to High-Level Thinking. From an overwhelming emphasis on students doing lower-level thinking tasks (factual recall, procedural regurgitation) to students more often engaging in tasks of greater cognitive complexity (creativity, critical thinking, problem solving, collaboration, effective communication).
