Four of my current and former students helped me write an article about the importance of student voice at EdTech conferences. In their portions they went even further and called for student input into lesson plans, app designs, and professional decision-making. Click the image below to read their words. Thanks for sharing! Click this images to read the article.
Showing posts from November, 2014
- Other Apps
I love to ski. It is part of my identity. I don't remember learning how to ski. My parents taught me themselves when I was 3 years old. For me, skiing is as natural as walking or breathing. Want to see how much I love it? This is a cliff in Steamboat, Colorado. Our students are like that with smartphones, iPads, and laptops. They have always lived in a world of YouTube, apps, tweets, and snapchats. They thrive on the relationships they build partly through tech integration. But many of them go to schools run by adults who are intimidated by the complexity of these tools. I tried snowboarding when I was about 15. I'd already been skiing for 12 years. I thought I'd be a quick study. I wasn't. It was hard. I fell a lot. It hurt. Many long time teachers have become comfortable with more traditional methods. They're good solid methods. They're used by good solid teachers. The thing is, these teachers are still skiing while their students live to sno
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My good friend Tammy Neil , a math and tech integration teacher from Florida, challenged a few of us in the Breakfast Club , a daily educator chat on Twitter (see #BFC530 ) and active group on Voxer , recently with a great question: "So what?" The context of the discussion surrounded the power of social media and how our students use it. Alex from Target has gained nearly a million Twitter followers merely because a teenage girl shopping one day snapped a picture of a cute guy working the Target register and posted it. Tammy asked us, "So what?" What will this young man do with his now widely heard voice? Will he use it for personal gain, or will he use it to do something important? To make a difference? This prompted me to think about my own history classes and what it is like to be a student in one of those classes. Why should they learn about history? So what? How will students' time spent in my class make a difference? I have been working ha