NC Gets Waiver on NCLB
New Pathways to Prosperity
Wake Schools Discriminate
Online School Can't Open
Feds Like NC Race to Top
Rowan-Salisbury ESOL Camp
Deporting Youth to Stop
SCOTUS on Arizona Law
Lawmakers Divided on NCLB
Study on ELLs with Disabilities
Minority Babies Now Majority
Leaders Pen Letter
Asians Surpass Hispanics
Peurto Rico to be Bilingual
Shakespeare in Iraq
China Schools Stifle Creativity
English Schools in India
WSU Students Teach EFL
Deported Youth in Mexico
for the ESL Classroom
Creative Use of Crowdsourcing
Book Apps and ELLs
Classroom Do's and
Getty Museum Curriculum
From the Desk of Mr. Foteah
Weekly Lesson Plans
Colorin Colorado FB Group
Library of Lesson Plans
Organizations and Programs
Web Resources for Teachers
Pew Hispanic Center Reports
Center for Immigration Studies
Language and Technology
Now You See It
Dictionary of Cultural Literacy
New Ways in Teaching Reading
Is This World (Of Education)
Access...Flipping the Classroom...Badges...Paperslide Videos...Gaming...
Crowdsourcing....Textbooks as Dinosaurs. This is what the
world of education is coming to. And for some of those interviewed
or featured in the current Globe issue, like Harvard
University President Larry Summers, change can't come fast
enough. He joins others like Cathy Davidson, David Parry,
Salman Kahn, Lodge McCammon, and Bill Gates in calling for
a systemic, sometimes radical, re-vamping of outdated pedagogical
practices which are not preparing students for the 21st century.
learning and thinking styles of today's digital native students
differ sharply from those of their 20th century predecessors.
Many forward-thinking educators consider it a moral imperative
to develop and implement strategies for interactive, collaborative
learning driven by new technologies. Education must be more
about how to process, evaluate, and use information and less
about imparting it.
supposed to be preparing students not for our life, but for
their life. We're not. It is a tragedy."
Cathy Davidson teaches
at Duke University, where she co-directs the Ph.D. Lab in Digital
Knowledge and holds two distinguished chairs (Ruth F. DeVarney
Professor of English and the John Hope Franklin Humanities Institute
Professor of Interdisciplinary Studies). She served as Dukes
first Vice Provost for Interdisciplinary Studies and helped
to create the Program in Information Science + Information Studies
and the Center for Cognitive Neuroscience. She is a cofounder
of the global learning network HASTAC, which administers the
annual $2 million HASTAC/MacArthur Foundation Digital Media
and Learning Competitions, and she was recently appointed by
President Obama to the National Council on the Humanities.
Author or more than a dozen books, her latest book, Now You
See It: How the Brain Science of Attention Will Transform the
Way We Live, Work, and Learn was named a "top 10 science
book" of the year by Publisher's Weekly and has
been the occasion for over sixty invited lectures and book events
in the U.S. and internationally. A frequent speaker and consultant
on institutional change at universities, corporations, and non-profits
around the world, she writes for Harvard Business Review,
Wall Street Journal, The Chronicle of Higher Education, The
Washington Post, Times Higher Ed, and many other publications
in the US. and abroad.
think that economic justification is not the primary reason
we ought to pursue open scholarship. In short I think this is
a moral issue."
Dr. David Parry is an assistant professor of Emergent
Media and Communications who studies how the transformation
from an analog to a digital archive changes knowledge production
and dissemination. Primarily, he is concerned with how a digital
literacy and digital public develops around a networked archive
that differs from, although is still informed by, prior analog
receiving a PhD in English from the University at Albany-SUNY
in 2007, he joined the UT Dallas faculty, where he has taught
classes in philosophy, literature, and new media. Currently
he teaches courses on writing in the digital era, and the digital
archive. His presentations and published writing include works
on digital games, web technologies, digital literacy, and the
emerging networked archive.
Parry writes for several online resources including his own
and has been featured in The Chronicle of Higher Education
for his work on microblogging as a pedagogical practice. He
was a keynote speaker at the NC State University Computers and
Writing Conference 2012.
ups the value of every single activity, of every single homework
assignment if that has been published to the web for everyone
to see, for a global audience."
Dr. Lodge McCammon is a Specialist
in Curriculum and Contemporary Media at the Friday Institute
for Educational Innovation on North Carolina State University's
Centennial Campus. His work in education began in 2003 at Wakefield
High School in Raleigh, NC, where he taught Civics and AP Economics.
He finished a Ph.D. from NC State University in 2008, where
his work at The Friday Institute continues to bring innovative
practices to students, teachers and schools.
He developed a teaching and professional development process
called FIZZ which encourages and models best practices in implementing
user-generated video and online publishing in the classroom
to enhance standards-based lessons. He is also a studio composer
who writes standards-based songs, with supporting materials,
about advanced curriculum for K-12 classrooms. More information,
user-generated videos, and songs can be found at www.iamlodge.com.
free world-class education for anyone anywhere
Khan Academy is a non-profit educational organization created
in 2006 by Indo-Bangladeshi American educator Salman Khan, a
graduate of MIT and Harvard Business School. It supplies a free
online collection of more than 3,000 micro lectures via video
tutorials stored on YouTube teaching mathematics, history, healthcare
and medicine, finance, physics, chemistry, biology, astronomy,
economics, cosmology, organic chemistry, American civics, art
history, macroeconomics, microeconomics, and computer science.
The academy's YouTube
channel has over 150 million total views and more than 320,00
subscribers. All videos are available through Khan Academy's
own website, which also contains many other features such as
progress tracking, practice exercises, and a variety of tools
for teachers in public schools.
success of his low-tech, conversational tutorials - Khan's face
never appears, and viewers see only his unadorned step-by-step
doodles and diagrams on an electronic blackboard - suggests
an educational transformation that de-emphasizes lecture-based
classroom interactions. Bill Gates endorsed the learning resource,
calling it "unbelievable" and noted that he used it
with his kids. Goldman Sachs' Victor Hu describes Khan Academy
as "part of a looming tech-education iceberg" and
Time Magazine named Sal Khan as one of the hundred most
influential people on the planet in 2012.
Read USA Today article about Khan Academy
The Fad of the Hour or a Major Educational Shift?
two articles below explain how MOOCS may revolutionize the traditional
paradigm of instructional delivery:
for Masses Knocks Down Campus Walls
to the brave new world of Massive Open Online Courses - known
as MOOCs - a tool for democratizing higher education. While
the vast potential of free online courses has excited theoretical
interest for decades, in the past few months hundreds of thousands
of motivated students around the world who lack access to
elite universities have been embracing them as a path toward
sophisticated skills and high-paying jobs, without paying
tuition or collecting a college degree. And in what some see
as a threat to traditional institutions, several of these
courses now come with an informal credential (though that,
in most cases, will not be free).
and M.I.T. Team Up to Offer Free Online Courses
what is shaping up as an academic Battle of the Titans - one
that offers vast new learning opportunities for students around
the world - Harvard and the Massachusetts Institute of Technology
announced in May a new nonprofit partnership, known as edX,
to offer free online courses from both universities.
Textbooks Going the Way of the Dinosaur?
and supported by a new pedagogy for the 21st century, there
appears to be an inexorable global march toward digital learning
instruments, leaving physical textbooks behind.
This article looks at hardcopy textbooks as antiquated technology.
It includes observations and opinions from Socrates, Nicholas
Negroponte, Bill Gates, David Parry, and Victor Hu.
Bill Gates: "In five years the best education will come
from the web."
Gates thinks the idea of young adults having to go to brick
and mortar schools in order to get an education is going to
go away relatively soon.
. . .
technology gets into schools, things start to go wrong."
Peachey is a freelance learning technology consultant, writer,
and teacher trainer, based in the UK. He has been involved in
ELT since 1992 and has worked for a range of companies including
the British Council. He now specializes in the use of web based
technologies for language learning and teacher training and
maintains a learning
technology blog for English language teachers.
a recent blog post he laments that technology can sometimes
be wasted on English language teaching and that in many classrooms
expensive equipment is of little value.
Obstacles faced by teachers include schools' lukewarm commitment
broadband connectivity in classrooms and teacher training and
the defensiveness and hostility of many "IT gatekeepers"
who rarely have pedagogical training.
Read blog post
predecessor as Harvard president famously compared the difficulty
of reforming a curriculum with the difficulty of moving a cemetery."
Harvard University President Larry Summers describes the paradox
of American higher education
thusly: "The expectations of leading universities do much
to define what secondary schools teach, and much to establish
a template for what it means to be an educated man or woman.
College campuses are seen as the source for the newest thinking
and for the generation of new ideas, as society's cutting edge."
However, he maintains, undergraduate education changes remarkably
little over time. Conceding that some inertia may be appropriate,
he speculates on how (and if) the educational system should
be drastically altered to reflect the structure of society and
what we now understand about how people learn. He concludes:
"Here is a bet and a hope that the next quarter century
will see more change in higher education than the last three