Most teachers are happy doing their job — helping kids understand and make sense of the world around them. But there’s a growing number of educators who are wading into entrepreneurship, frustrated at the lack of tools they need, and wanting to extend their sphere of influence. As technology becomes more widely used and accepted in the classroom, teachers are taking their ideas about how to improve learning environments, sharing them online, and creating web-based tools to benefit teachers and students.
At the same time, the fact that the multi-billion dollar ed-tech space is exploding has not gone unnoticed by investors. Programs like Imagine K12 run crash courses in ed-tech entrepreneurship, connecting fledgling companies to Silicon Valley venture capital firms (and staking out a six percent equity).
But, as most educators know, while tech entrepreneurs can sometimes hit gold, not every newly minted site or software is useful to teachers. That’s what sets educator entrepreneurs apart — they have relevant classroom experience that can’t be gained any other way than by doing the hard work of teaching.
Jack West has taught for 16 years and has been at Sequoia High School in Redwood City for most of that time. He’s a physics teacher and is naturally inclined to innovate, even if his students aren’t as enthusiastic about his non-traditional teaching style. West returned to traditional teaching for eight years until he figured out how to use his innovative techniques not only to spice things up, but to actually help his students do better. That’s what led to the launch this year ofBraincandy, a tool to help students understand the underlying concepts behind their misperceptions.
West and his co-founders wrote trick-questions on physics concepts that many kids get wrong. The answer choices are all the common misperceptions. The goal is for students to be completely sure that they’re choosing the right answer, the obvious answer, only to find out that most got it wrong. “These aren’t test questions. They are instructional questions,” explained West. “So what we’re trying to do is create a discrepancy event, a shocking event to open the door for a teachable moment.” West is going for an even distribution of wrong answers that shock students and allows him to create discussion and activity around understanding the misconceived concept.
West found that his students performed better on the Force Concepts Inventory, a test for honors physics students and first year college students on basic physics concepts when he used this technique. So far, nine other Bay Area teachers are trying Braincandy techniques on physical science, chemistry and biology students, and West is receiving help from Silicon Valley techies and business entrepreneurs to build out his site. The time is ripe for teachers to use their natural inclination to innovate to help the kids that they are failing, he said.
“If I do more of the same and just do it better — I’ve seen that trajectory, and I feel like I’ve gone as far as I can with that and I need to try something else,” West said. “Based on my experience and the luck of the draw, technology is my channel.”
Adam Bellow, another ed-tech entrepreneur, recently developed a Pinterest-like tool for teachers called eduClipper. Bellow is based in New York and has spent much of his career helping teachers use technology in the classroom more effectively.
“The biggest issue that we have as teachers is finding and sharing good stuff,” Bellow said. “You have teachers that are open to doing these things, that want to, but who don’t necessarily know where to go or don’t feel they have a time to find them.” He wants eduClipper to fill that void and for students and teachers to interact on the site, sharing the buckets of useful links, videos and infographics with one another. Students could even use the site as way to develop a digital portfolio, he said.
Bellow built the tool to serve a need he found distinctly lacking. “The reason I’m building this tool is that I’ve seen so many companies build websites that they think are cool, or that they think address a need, without consulting teachers. Teachers are usually the last people to be consulted on many of these education technology companies,” Bellow said.
The site has already drawn 25,000 users and he actually isn’t accepting more until he rolls out the next version of the site. Beyond just helping teachers, Bellow is most excited about features directed at students and meant to encourage them to create. He wants eduClipper “to have students inspire other students to make real things,” the way that the Maker Faire events have done. With a body of work to carry with them, students would be able to show achievement through more than just testing.
Digital Harbor Foundation
James Sanders, who worked as a teacher for many years, is another educator wading into entrepreneurship. For his day job, Sanders works as the Innovation Manger for KIPP, Bay Area Schools. But he’s also partnered withEsther Wojcicki, a journalism teacher at Palo Alto High, and Duncan Winter, to createClassBadges, scheduled to launch Monday. It’s a digital platform for teachers and students to collect badges for mastery of certain topics. The badges represent learning experiences both inside and outside the classroom. For example, a student could get a badge for going to a museum and completing an exercise related to the visit. Sanders sees ClassBadges as a way for students to look back at a digital record of what they learned – plus it’s fun and uses elements of gamification that students are already accustomed to.
Sanders agreed with both Bellows and West that education is at a crossroads. “Everyone agrees this is finally a time where people are opening up to the idea of change in the classroom and the power of technology,” said Sanders. “People recognize that this is a powerful tool for learning.”
Educators are taking advantage of the moment, and the flurry of investor interest in ed-tech, to leverage some of their innovations into products. Here are some other educator-initiated companies and non-profits:
They’ve partnered with non-profit organizationFamily Online Safety Institute (FOSI) to build A Platform For Good. It’s a safe digital place for teens, parents, and teachers to learn about and share information about online safety. I was discussing this with Katie yesterday and we were overwhelmed by the scary things that students and teachers alike could encounter online. It’s great to see the big tech firms understanding this too. Hopefully they know a bit more than we do, though.
It’s a host of resources that have been combined into one solid platform. From videos to blogs to tips for parents and kids, there’s more than enough information about online safety to keep you busy.
One of my favorite tools is the Teach Teachers Tech video series. It’s a series of videos (not a ton yet, but more coming soon!) that do what the name suggests. There are videos on turning your classroom into a digital textbook, digital field trips, and more. Here’s one of my favorites:
– There are polls asking for a teenager’s insight into what technology means to them, online safety, etc.
– Blog posts from teachers and security professionals helping increase awareness about online behavior
– Web tools and apps that are helpful in staying safe online
– Upcoming videos on teaching parents technology (currently a poll is there to fill out)
– Recommended tools and apps for parents to use with their children
– Volunteer opportunities
– Safety and security tips for both parents and teens
– Teach Teachers Tech videos (see above)
– Recommended tools and apps for teachers to use with their students
– Regular blog posts from teachers and security experts
By Visi R. Tilak
How would you like to take courses from Harvard and MIT anywhere in the world?
Professor Anant Agarwal from MIT in Cambridge, Massachusetts, heads an organization called edX, which he says has a vision to “Democratize education, transform lives and reinvent campus education.”
Non-profit edX makes online courses from leading universities like Harvard, MIT and Berkeley available to anyone worldwide, for free. It is funded by Harvard and MIT, who both invested $30 million in the company.
Mr. Agarwal sees particular potential in India, where many of the college-age population compete for a limited amount of places at schools. The professor, who used to head the Artificial Intelligence department at MIT, says India needs to make high quality education from world-class universities available to this large target market.
“In India, there is extreme competition for a very small number of seats at universities,” he says.
In June, edX completed its first MIT course, 6.002x Circuits and Electronics, a sophomore level course as rigorous as the MIT on-campus one, according to Mr. Agarwal, who taught it himself with a team of seven others. He says students from 160 countries were represented in the online course. India accounted for the second-largest number of enrollees, with approximately 20,000, while the most – about 60,000 – came from the U.S.
“Learners from India were diverse: students enrolled at IITs and other schools, students preparing to apply to universities. This not only speaks to diversity within the country itself, it also speaks to edX’s goal of embracing diversity as a whole,” Mr. Agarwal says.
MIT received 18,000 applications and accepted 1,600 students for on-campus education last semester. According to Mr. Agarwal, there were 155,000 registrations worldwide for edX’s first course, 23,000 online learners who completed the first problem set, 9,000 who passed the midterm, and nearly 7,200 who passed the course.
“Although the attrition rate may seem high at first glance, if you look at the number in absolute terms, it is as many students as might take the course in 40 years at MIT,” says Mr. Agarwal.
He believes that edX provides access to quality higher education for anyone who has Internet and can master the work. It is not based on a learner’s ability to pay a top university, and it is not reserved for the small percentage that can be accepted due to on-campus space and resource limitations.
In India, Mr. Agarwal says, the dilemma of how to educate everyone who has the talent and intellect but not the resources is even more pronounced. “The university infrastructure in India simply cannot accommodate the talent.”
The next natural progression would be partnerships with educational institutions in India, Mr. Agarwal says, adding that discussions are underway with some IITs in the country.
He says that some of the biggest employers of IT talent in India, including Infosys 500209.BY -2.77% and Wipro, have expressed an interest in hiring students with credentials from edX, though discussions are at a very early stage.
“I was one of the fortunate students who was able to enter the funnel in the traditional way, both in India and in the United States. As edX casts its net across the world, I would like to see other students in India reap the benefits of high quality education,” says the professor, who was born in Mangalore and is a graduate of IIT Madras.
“Perhaps edX will help educate the next Jonas Salk? Or Narayan Murthy? Or Azim Premji? The opportunities are endless,” he adds.
Visi R. Tilak is freelance writer with bylines in publications such as the Boston Globe, Indian Express, India Today and Tehelka. She can be reached via email firstname.lastname@example.org, her website www.visitilak.com or on Twitter @vtilak.
The amount of technology flooding into classrooms may vary widely, but there’s no denying that it’s a red-hot trend in education. A new study further bolsters this idea as it’s found that digital devices are saving students time, are widely accepted, and are actually making students more likely to do their homework.
All these factoids and more are presented in the study by CourseSmart and Wakefield Researchwhich focused on more than 500 currently enrolled college students. It found that nearly all of the students (98%) that own a device have used it in school. 90% of these students say it saves them time, too. Here’s the rundown of what the study found according to a recent MarketWatch article (also check out the handy infographic below for even more details):
“The survey underscores the undeniable influence technology has on today’s college experience. As technology continues to evolve and digital devices become integral to the evolution of higher education, it’s encouraging to see the positive impact on learning outcomes as students utilize advanced devices and digital course materials to streamline and improve their learning environment,” said Sean Devine, CEO of CourseSmart.
Reading their responses, below, is a crash course in how to be a “connected educator.” By our count, together they’ve recommended more than 100 people, organizations, sites and other resources you can learn from right now, as well as shared insights on how to learn from them.
So read what they have to say, follow the links to their work both within and outside The Learning Network, and, when you’re done, tell us how you’d answer those two questions yourself. Like the connected educators we are, we’ll then share some of our favorite responses on Twitter, via@NYTimesLearning.
Update | Aug. 2: We accidentally left two people off our list, below. Pam Moran and Ira Socol have now been added (making this, technically, “Tips From 35 Educators We Admire”).
1. Having participated in Twitter educator chats like #engchat and #sschat, I’m constantly impressed (and amused) by participants’ creative lesson ideas that leverage Internet culture to make curricular objectives more engaging and fun. Two such ideas that stand out: An activity that teaches code-switching by translating “LOLcats” English into Standard English, and a lesson that usesspam e-mails to teach persuasive writing.
2. Professor Hung-Hsi Wu has written extensively on how the Common Core can transform the way that students learn mathematical thinking. (According to him, it isn’t just a new name for the same old way to memorize some formulas.) When “Common Core” is said so frequently that it can sometimes feel like little more than a buzz word, Wu’s thoughtful and thorough articles on math instruction reform in the United States are inspiring — even for non-mathy folks.
1. Tumblr, as a whole, has been invaluable to me as an educator. The platform really lends itself to visual communication, and I believe language educators in the digital age can really benefit from bringing infographics and similar multimodal texts into their teaching.
2. I get so many ideas from ReadWriteThink.
1. Fourth-grade teacher Kathleen Morris said in her presentation at I.S.T.E. 2012, “Students are never too young to get started with blogging and global collaboration.” A great reminder that children of all ages should be given opportunities to learn about the world.
2. The Library of Congress — an amazing resource for finding high-quality primary sources to infuse classroom learning with the “real stuff” of history.
1. In discussing the current trend of gamification in education and its pros and cons, Paul Oh made the astute point that the best teachers have always made learning into a game, a pursuit and rewarded levels of mastery, so technology is merely mirroring and riffing on an age-old best practice.
2. I’ve recently become quite taken by Annie Murphy Paul, a science writer who writes about “the science of smart” for publications such as Time, Psychology Today and Mind Shift, and is coming out with a book called “Brilliant” in 2014. She provides insightful takes on the latest neuroscience or education trends and research and communicates them in a way that I can easily peruse on Facebook, Twitter and her blog.
1. I learned about an incredible lesson of having students create “What if?” projects that examine what would have happened in history if one event had been changed. Thanks to Carla Federman and Diana Laufenberg for their great ideas and willingness to share examples.
2. John Norton at Middleweb shares great resources for all grade levels and is one of the nicest and most helpful people in the education part of the social media world.
1. I find myself bobbing somewhere in the vast sea of media and pop culture every day, not sure which way it is to shore or where to drop anchor, but there’s at least one person writing about pop culture, reminding us about the culture part — and reminding us that it’s our culture. I make a point to read everything Roxane Gay writes, including, most recently, her thoughts on“Three Coming Out Stories,” Daniel Tosh’s rape joke, and one of my favorites, her ideas on what it means to be strong, by way of “The Hunger Games.”
2. Open Culture is a great site to add to your RSS or Twitter feed — the site mines the Internet for uniquely delicious pieces of our cultural past and present, offering up everything from a video of Monet at work in Giverny, toStephen Fry reading Shakespeare’s Sonnet 130 on a new iPad app, to a flash mob celebrating Beethoven’s “Ode to Joy.”
1. One of the most important things I learned was the power of video games as learning engines after I lost all my hair learning to learn to play them as an “old man.” I learned both of things from my then 6-year-old son, Sam (now 17). He and other young people are crucial to my learning network and are often my teachers; culture changes so quickly today that it is impossible for us old people to be experts all by ourselves.
2. Our society is a highly unequal, evidence-denying mess. It is pointless to reform schools without also reforming society, so I think everyone’s learning network should include both good people on learning and good people on society. Lately, I have learned a lot from Christopher Hayes and his important book, “Twilight of the Elites: America After Meritocracy.”
1. I have learned that professional development doesn’t have to take place between four walls. I can talk to first-year composition teachers about what they expect my high schoolers to know when they arrive at college, or to other high school teachers about the books that get their students excited about reading. My Twitter P.L.N. lets me connect with experts like Carol Jago andDonalyn Miller, and I can also share ideas with fabulous teachers like Paul Hankins and Jen Ansbach.
2. #engchat is a weekly Twitter chat that brings together a network of English teachers. Hosted by a different person each week, topics have included reading workshop in secondary classrooms, digital writing workshop, creating cross-curricular projects, the Common Core Standards and performance pedagogy. Hosts have included Kelly Gallagher, Donalyn Miller, Paul Hankins, Carol Jago and many authors. Each week I learn something new, and I always expand my P.L.N.
1. All the technology, software, tools and other “innovations” out there don’t go very far unless they’re implemented with dedication by hard-working, passionate teachers in supportive environments.
1. My network has been a fantastic support in my career development. Those in my network have supported my work and helped answer my questions. One of my favorite things has been finding others researching similar topics and then collaborating with them on a mutual research question. One specific example was when my P.L.N. spread the word that I was looking for graphic designers to help me create infographics based on my research. Ed Cabellonsaw this and connected me with a graphic designer who created an infographic about my paper examining the links between Facebook use and student engagement.
1. The Latinteach Listserv has been invaluable to me in these early years of my education as a Latin teacher. I’ve been teaching English for a long while now, and have plenty of friends and colleagues to rely on for advice, but as Latin teachers are not exactly thick on the ground, I’ve had to go virtual in order to find advice.
2. Good ol’ PBS Teachers has rescued, inspired and educated me more times than I can count.
1. I leaned heavily on the sage advice of master teacher, Luann Lee, when I was applying for National Board Certification, even though I was in Pennsylvania and she was in Oregon. Without her encouragement, advice and guidance, I do not think I would have successfully achieved that goal.
2. #sschat has been an integral part of my professional learning, and I would highly recommend locating a Twitter chat that relates to your professional learning. Sharing and reflecting with a wide range of professionals is a fantastic. One of my faves in the world of social studies is Meredith Stewart.
1. Where would I even be without my P.L.N.? I asked myself that question recently when I realized how it has dramatically changed me. I now have experts around the world that I can turn to in times of need and friends that can support and inspire me daily.
2. Honestly, you can’t recommend just one person to follow on Twitter — there’s just too many great people and organizations to follow! Here’s a list of educational-focused organizations that share great resources, and follow this list of Edutopia bloggers if you want daily inspiration and fantastic education-focused resources.
1. My P.L.N. helped me to realize that I did not need to reinvent the wheel, but learn how to use technology, including social media, to help me improve my wheel and what works best for my student’s needs.
2. Pinterest. As silly as it sounds, Pinterest is full of great ideas from educators around the globe. Teachers are known for “begging, borrowing and stealing,” and Pinterest is a great place to start, especially for new teachers or those stuck in a rut who need fresh ideas.
1. One thing I’ve learned from the authors of novels that I’ve taught, including Laila Lalami (“Hope and Other Dangerous Pursuits”), Sarah McCoy (“The Time It Snowed in Puerto Rico”) and Brando Skyhorse (“The Madonnas of Echo Park”) is that they really do want to hear high school students’ reactions to and questions about their books. They will usually write the students back whether by snail mail or e-mail.
2. All educators should be familiar with Toondoo.com, a Web site that allows students to create comic strips. I usually assign students different scenes from a particular book, print the scenes out and have the kids try to put them in chronological order, among other things.
1. In a conference session, Eric Sheninger made a simple, yet insightful, declaration: When we put the interests of our students first, then the answers to our most vexing questions about education become clear. Politicians, school administrators, teachers and parents should hold this truth to be self-evident.
2. It’s been humbling and exhilarating to learn that a well-developed P.L.N. is far more astute than any of us, and my P.L.N. helps shape everything I say, write and create. One of the most valuable members of my network isShannon Miller, who has a peerless ability to connect members of her vast network for their mutual benefit.
1. After following @colonelb on Twitter two years ago, I invited Dave Britten, Michigan superintendent, to Skype into my Virginia district’s Leadership Gathering to share why and how his staff had implemented a Bring Your Own Device for learning model. He helped our principals consider why and how to implement B.Y.O.D., and last winter I observed the results of our connected community work: a teenager kicked back on a sofa in a high school library “e-reading” on her own personal device.
2. Mike Thornton, elementary teacher, facilitates children in his class to teach educators around the world, communicating as a connected community through Twitter, Skype, and Webinar sessions. He teaches using all the principles of a choice-based classroom: a space where children help set up class; rearrange learning spaces as needed; and construct and share their own learning resources as they learn together and individually.
1. My Twitter P.L.N. has given me insight into the local: why BART is running late, for instance; the national: what digital composing looks like in schools around the country; and the global: following Andy Carvin’s tweets and retweets from the Middle East. And those are just a small slice.
2. If I had to pick just one follow, I would say Bud Hunt is the person. Bud has been at the epicenter of my own infatuation with social media and is someone who is as likely to tweet about operating systems as about poetry or his daughter’s first day of kindergarten.
1. This 2008 article by Nicholas Carr from The Atlantic, “Is Google Making Us Stupid?” motivated me to restructure my classroom around longer reading assignments, sustained topical discussions and in-class writing assignments. Carr’s recent book, “The Shallows: What the Internet Is Doing to Our Brains,” is also required reading for anyone interested in technology and its impact on education.
2. The Khan Academy, and flipped classrooms in general, are both something that should be included in every course of study.
1. Stacy Brown, friend and fellow teacher, convinced me to enter Twitter. I was skeptical. Shaelynn Farnsworth through social media, guided me through student blogging. Angela Maiers challenged my understanding of digital footprint and reinforced the importance of students understanding and owning their digital footprint. I share, “Just as you are what you eat, you are what you tweet!” Twitter denies the confines of time, place and space. I am challenged, supported, questioned and answered.
2. There are too many people to name just one. I have found the chats to be helpful in my Twitter journey whether I am lurking or contributing. Twitter is meaningful and powerful professional development filled with passionate educators sharing and continuing their learning. A few of my favorite hashtags: #sschat #edchat #engchat #iaedfuture #choose2matter #ntchat
1. Had a great conversation with one of our mentors, Harold Levy, former chancellor of N.Y.C. Schools, where he made the point that every country with a stellar educational system started with two things: a long-term (20 year) perspective with regards to education transformation, and a focus on empowering educators with tools, resources, support and respect.
2. I’ve been tremendously impressed by the ongoing transformation of theNew York Public Library, particularly by their recent push to innovate and discover the future of the library; also a huge fan of the incredible number of free classes they offer!
1. I learned that expert opinions are not only found in books. My P.L.N. is filled with experts in the field that teach me something valuable daily.
2. Kelly Tenkely and Shelly Terrell are two of the hardest-working people in education, and they are also among the most supportive. They helped me when I was just starting my P.L.N., and I know they have done the same for many more. A P.L.N. is not complete without these two amazing educators.
1. At a recent event, I heard 2009 California Teacher of the Year (and educational rap enthusiast) Alex Kajitani talk about how educators need to feel more comfortable talking about race and other difficult subjects in the classroom. While we adults might live in a P.C. world, students grapple with these issues every day, and it’s important to guide and facilitate meaningful discussions – not run and hide – when tricky topics arise.
1. One specific idea that I plan on trying out in September is engaging students in seat-selection activities that set a positive collaborative tone for the class. Thank you to Sandy Merz for sharing this great tip.
2. Carol Jago on Twitter. She shares great recommendations for books, teaching tips and wider perspective on literacy instruction.
1. My first year as a high school English teacher, I had a colleague who encouraged me to consider daily dilemmas and stressors through a simple lens: “Is this the hill you want to die on?” I owe my propensity to pick my battles (with students, colleagues, administrators and my inner demons) to this mantra.
2. The newest addition to my Google Reader is the NCLE SmartBrief. Twice a week, NCLE compiles an education brief: news stories, resources, blog posts I would otherwise have missed and fresh teaching ideas (like using e-mail spam to teach persuasive writing). For further resources from the NCLE, visitliteracyinlearningexchange.org
1. As a T.E.F.L. teacher in Europe, I appreciate Scott Thornbury’s blog called An A-Z of ELT. Scott is a professor at the New School and held in high regard. His forum is followed by thousands, and they enrich the forum with their input.
2. I rely on too many people and pages to mention here, but I will give a shout-out to Macmillan Education apps, a company whose books are consistent with my style of guided discovery methods.
1. When I began to use Twitter to connect with educators, the combination of reducing ideas down to a telegraphic 140 characters and the worldwide reach made for too much conflict — more heat than light. A few early followers, who agreed or disagreed — @endaguinan, @paulawhite, @csratliff, @lasic — helped me learn to engage effectively, reminding me that the rules of human engagement don’t really change just because the technology does.
2. Melissa Techman, whom I met in my work with school librarians, was an educator ready for radical change but in need of a shove off the edge of the “its always been this way” cliff. Since then her elementary school library has been transformed – without high costs — into a “Learning Commons” at the conceptual center of the school — a self-directed, interactive, “maker space” breaking all of the boundaries, and she has been transformed into the one who pushes others.
1. I learned from Heidi Hayes Jacobs’s book, “Active Literacy Across the Curriculum,” the idea that English teachers should take cues from foreign language teachers when it comes to teaching vocabulary in a more “active way.” A quote from the book: “Think of how absurd it would be if Mr. Mendez said: ‘Watch me. Listen to me speak Spanish, but don’t say anything out loud.’”
2. One resource I couldn’t live without is OneLook.com. OneLook helps word nerds like myself look up a word in a bunch of dictionaries at the same time. And I can always manage to learn something new about words when I visitSusan Ebbers’s Vocabulogic blog.
1. I learned how social media can bring about social change. The revolution in Egypt, delay of the SOPA/PIPA anti-piracy legislation, Susan Komen Foundation reversing their stance on Planned Parenthood, national attention of the Trayvon Martin case, and spreading of the opposition to high-stakes testing all used this powerful tool to connect us to one another in order to literally change the world.
2. Everyone should add Peter DeWitt to their P.L.N. Peter is a regular blogger at Education Week’s Finding Common Ground, a smart and thoughtful school leader who participates in and promotes social media, and an advocate for social and emotional learning in the schools.
1. Ruth Cohenson once tweeted during an #edchat, “The power we have through networking is humbling, frightening and exciting. Use it well.” I keep that in mind as I share resources, ideas and links. I want to make sure my P.L.N. is enriched by my resources. I also hope they will be inspired to question, explore and implement some ideas along their continuous journey as life-long learners.
2. Just following the #edchat Twitter stream will highlight great educators to follow and is filled daily with so many great resources. There is also a wiki page of all the transcripts full of thousands of resources, tips and ideas.
1. This year, one of the teacher assignments at the school where I teach was to join or create a “P.L.N.” At first I was unsure about the idea — just what was a personal learning network? The more I learned about the idea, the more freeing the concept became. A personal learning network can be anything and because of technological advancements include anyone!
2. A resource that every teacher should have in his or her personal learning network is BetterLesson. This wonderful resource was started by teachers from Atlanta and Boston and has grown to include lessons from teachers all over the country. Teachers can also share lesson plans for feedback and gain multiple perspectives on their subject matter. It is a vital part of my P.L.N.!
1. I’ve learned that social media is more powerful and educational than anyone can imagine. Using it as a way to connect with other teachers is invaluable! My P.L.N. has given me multiple ways for students to use social media to expand their thinking and comprehension in a dynamic way, i.e. blogging,backchanneling, virtual bookshelves, etc.
2. Twitter hashtag #4thchat has given me some fabulous ideas to use in the classroom; I would encourage anyone to follow the Twitter hashtag aligned with their grade level/content area, i.e. #3rdchat, #5thchat, #mschat and#daily5. Also, Pinterest is a favorite of mine to find creative new ideas for the classroom and teaching. Educators from all over the world are pinning and sharing some amazing things!
1. Our insightful staff developer, Gravity Goldberg, has changed my teaching life for the better. She thinks alongside teachers, guiding our P.L.N. to create learning spaces where students are comfortable making choices about their work, making mistakes and learning by doing.
2. Hmmmm… Twitter? I was hesitant — maybe even resistant to the idea, until my now favorite tweep, Chris Iasiello, energized our district by his example, sharing its potential for colleagues to learn from one another (@richkuder,@fuller0727, @stephenraimo, @patjlee, @loriebz). And, for the first time this fall, new teachers will have a Twitter handle as part of their mentorship.
1. One specific thing I have learned: no matter how much professional development teachers get, there will be no change unless it is followed up by coaching. Teachers need support.
2. One person or organization you’d recommend: Google Education is the most helpful site of all on the web.
1. Working on the Visual Thesaurus and Vocabulary.com, I’m glad to sit across from an old hand at the education game, our curriculum developer Georgia Scurletis. For instance, when I was ruminating on the origins of the adjective meta, Georgia helpfully pointed out that educators have been “going meta”(that is, “metacognitive”) for quite a long time. I’d also like to thank my son Blake, who has just turned 6, for encouraging me to think more seriously about questions of language acquisition, like how we learn language in chunks.
2. For my writing about the history of words and phrases, I would be completely lost without the online Oxford English Dictionary. The cost for an individual subscription might be prohibitive, but if you’re affiliated with a university — or even if you have a membership in a public library — you may very well have free access without even realizing it. Its recent incorporation of a historical thesaurus makes it even more valuable: how else would I learn that early 17th-century terms for a contemptible person include wormling and shag-rag?
Inspired? Now answer the same two questions yourself, and post your responses below. We’ll share our favorites from @NYTimesLearning on Twitter.
Take another look at the reporting and analysis in these stories from our expert team of reporters. For more compilations, visit our complete collection of memorable Education Week stories from the past year.
Amid the furor over a tabloid’s phone hacking, the company’s Wireless Generation subsidiary seeks to distance itself from the fallout while facing questions about New York contracts. (August 9, 2011)
Using educational technology in new and different ways to improve student learning is often at odds with standardized testing and other traditional measures of achievement. (June 15, 2011)
As e-learning moves into the K-12 mainstream, it is attracting a growing number of critics, who say it suffers from a lack of accountability and insufficient evidence of effectiveness. (November 23, 2011)
Experts say getting students to help support school policies to prevent cyberbullying is crucial for those measures to be effective. (February 4, 2011)
The “flip model” of schooling calls for students to watch lectures online for homework and use class time for discussions, problem-solving, and labs. (September 27, 2011)
In the wake of the iPad 2 release, teachers are still determining best practices for the different versions of the tablet computing device. (June 15, 2011)
The 1-to-1 laptop program in Mooresville, N.C., is producing results and helping other districts develop a strategy to link technology to achievement. (October 17, 2011)
The widespread pledge by states to adopt common standards could allow virtual education to truly break down state boundaries for teachers and students, experts say.(January 7, 2011)
Hundreds of teachers in the school system are now using digital devices to provide content to students through e-textbooks.(February 4, 2011)
A service called Bookshare makes traditional books quickly accessible for students with certain disabilities. (November 1, 2011)
Race to Nowhere shows the desperate situations in several geographically spread areas, and the efforts of parents and others to organize to improve conditions. This film points to the importance in educating the whole child, in involving parents and the community, rather than focusing only on test scores. In pursuit of A’s, American students are driven to suicide, cheating, and drugs. Parents are expected to raise high-achieving children who excel at everything; academics, sports and the arts-plus community service. Students feel pushed to the brink, educators worry they aren’t learning anything substantive, and college professors and business leaders are concerned that incoming employees lack the skills needed to succeed. This film tackles the tragic side of our often achievement-obsessed culture and offers solutions.
Hawai’i local showing: The film was shown in high schools around Oahu and at the Honolulu Art Academy.
For a CNN news story on Race to Nowhere click here for video clip
Waiting for Superman, by Academy Award winning director David Guggenheim, presents the dismal and shocking facts about our outmoded education system. The film’s impact on the visibility of the education crisis, and animation of facts into a form that the public can digest, are important and helpful. However, the effect of the engaging stories of several students competing for entry to charter schools is, unfortunately, misleading though poignant.
Hawai’i local showing: This film was shown to teachers in Honolulu with representatives from the HI DOE, HSTA, Castle Foundation, and Kamehameha Schools hosting. Discussions run hot about mischaracterizations, assumptions, and focus on the minority of students angling for charter admission– rather than the majority who will and must be served via traditional public schools. The animated statistics intro (a very useful part of the film) was shown at the Education Town Hall this spring attended by Governor Abercrombie and Maya Soetero-Ng.
For my review on “Waiting for Superman” click here to open pdf
A Community Concern, a film giving visibility to the power of organizing as a way to improve urban public schools, provides hope to community organizations across the country. A Community Concern is a documentary about people who refuse to accept the system’s failures, and are working for change. Their spirit, passion and commitment shows that when organizers, parents, youth and educators work together, they are successful. It brings together stories of people facing different challenges, but share similar goals.
Hawai’i local showing: A Community Concern was shown as an introduction to Education Talk Story meetings at churches on Oahu as a part of a community awareness campaign by FACE, Education Task Force (Faith Action for Community Equity).
For a preview, visit the website and click the video.