Dear Esteemed Space Enthusiasts and Cosmo-Nuts, Tomorrow night marks the premiere of Cosmos: A Spacetime Odyssey, hosted by astrophysicist Neil deGrasse Tyson. As you know, this new series re-envisions Carl Sagan's groundbreaking 1980 series Cosmos: A Personal Voyage. Here at the National Academies, the Cosmos premiere fills our starstruck hearts with pride because:
Keeping Looking Up, Your Friends at NAP |
Showing posts with label Communications Recommedation. Show all posts
Showing posts with label Communications Recommedation. Show all posts
Saturday, March 8, 2014
National Academies Press (Update: COSMOS A SPACETIME ODYSSEY PREMIERE)
Monday, January 27, 2014
Governor Snyder Declares February 2014 Cooperative Education and Internship Month (Update: Michigan Career Educator & Employer Alliance)
Barbara,
The Michigan Career Educator & Employer Alliance (MCEEA) www.mceea.org is pleased to announce that Governor Rick Snyder has declared February 2014 as Cooperative Education and Internship Month.
Please use this wonderful opportunity to promote cooperative education and internships on your campus, at your workplace, and with colleagues who may not be familiar with the benefits of cooperative education and internships.
Here are some ways to promote Cooperative Education and Internship Month at your institution:
- Share the Governor's Proclamation with your students, employers, faculty, administrators and staff
- Utilize communication methods (including email, website, and social media) to promote Cooperative Education and Internship Month
- Host a lunch for your cooperative education and internship students
- Host an employer recognition event
Take care and as always, please let me know if you have any questions.
Brian J. Partie, Jr.
President, Michigan Career Educator and Employer Alliance (MCEEA)
Associate Director, Career Services, Oakland University
Monday, January 6, 2014
Chrysler Foundation Grants for 2014 FIRST Robotics Programs (Update: Ellen AWESOME Green!)
The Chrysler Foundation Energizes 2014 FIRST Robotics Season with Nearly a Quarter-Million Dollars in Grants
Submitted by Tommy Cornelis on January 3, 2014
Grants will help students to ready robots for run at FIRST Robotics Championship
AUBURN HILLS, Mich., Jan. 2, 2014 /PRNewswire/ -- The Chrysler Foundation today announced grants totaling $229,000 to support FIRST (For Inspiration and Recognition of Science and Technology) Robotics teams and organizations in Arizona, Illinois, Indiana, Michigan and Ontario, Canada. The grants will enable more than 1,000 middle and high school students to discover the rewards of science and technology as they compete in the annual international robotics competition.
VIDEO: FIRST Robotics: Killer Bees, Bionic Barons, More Martians and The Chrysler Foundation (2013): http://youtu.be/IppTdkRcoXs.
The Chrysler Foundations' funding announcement coincides with the official start of the 2014 FIRST Robotics' design and build season on Jan. 4. During this phase, teams have the opportunity to meet at local FIRST kickoff events to compare notes, get ideas, make friends, find mentoring teams, learn the design challenge, pick up the official parts kit, and get geared up for the exciting competition season. Last year, FIRST teams were tasked with building robots that were capable of competing in a high-tech version of disc golf.
"The FIRST program provides students with invaluable real world engineering experience," said Mark Chernoby, Senior Vice President, Engineering and Vice President - Product Committee Coordinator — Chrysler Group LLC. "We hope that by engaging students at an early age, we can provide the spark that inspires them to be future innovators and problem-solvers."
Each of the following 41 high schools will receive a $5,000 grant from The Chrysler Foundation:
Arizona
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Kingman High School (Kingman)
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Illinois
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Belvidere, Belvidere North and North Boone High Schools
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Indiana
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Northwestern High School (Kokomo)
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Western High School (Russiaville)
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Michigan
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Ann Arbor Huron High School
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Birmingham Seaholm and Birmingham Groves High Schools
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Bishop Foley Catholic High School (Madison Heights)
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Bloomfield Hills High School
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Capac Community Schools
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Cardinal Mooney Catholic (Marine City)
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Center Line High School
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Chelsea High School
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Dundee High School
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Genesee Robotics Area Youth Team (Fenton)
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Golightly Vocational Academy (Detroit)
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Goodrich High School
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Grand Blanc High School
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Hartland High School
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Lake Orion High School
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Linden High School
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Macomb Academy of Arts and Sciences (Armada)
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Notre Dame Preparatory (Auburn Hills)
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Oakland Tech Northeast (Pontiac)
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OSM Tech Academy at Clarkston High School
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Oxford Community Schools
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Pontiac High School
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Rochester Adams and Stoney Creek High Schools (Rochester Hills)
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Romeo Community Schools (Washington)
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Skyline High School (Ann Arbor)
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Southeastern High School of Technology (Detroit)
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Henry Ford II, Stevenson and Utica High Schools (Sterling Heights)
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Walled Lake Schools
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Warren Consolidated Schools
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Waterford Kettering High School
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Ontario, Canada
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Assumption College School
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Harrow District High School
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Holy Names Catholic High School
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Maranatha Christian Academy
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Sandwich Secondary School
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Vincent Massey Secondary School
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Walkerville Collegiate Institute
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Ultimately, teams sponsored by The Chrysler Foundation that qualify for the FIRST Championship (April 23-26) in St. Louis, MO will receive a share of a $15,000 booster fund that will support the teams during the championship.
"The Chrysler Foundation and Chrysler Group are proud to help students discover the rewards and excitement of education and careers in science, engineering, and technology," said Jody Trapasso, Senior Vice President - External Affairs, Chrysler Group LLC and President - The Chrysler Foundation. "We are equally proud of our employees who generously mentor students and serve as competition coordinators."
The Chrysler Foundation also announced a $7,500 grant to FIRST in Michigan to support district and statewide robotics competitions, and grants of $750 each to support FIRST Tech Challenge teams in Fenton and Linden, Mich.
SOURCE Chrysler Group LLC
Thursday, January 2, 2014
DOW Sustainability Education Center (Update: STEM Manufacturing Workforce Collaboration)
Dow Science and Sustainability Education Center in collaboration with SVSU aims to prepare competitive STEM workforce
Jeff Schrier | Mlive.com Andrew Liveris, president, chairman and CEO of Dow Chemical Co., makes a point while speaking at the Saginaw Valley State University Economic Summit 2013, Oct. 25, 2013 at SVSU's Curtiss Hall.
By Heather Jordan | heather_jordan@mlive.com
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on January 02, 2014 at 7:15 AM, updated January 02, 2014 at 7:19 AM
Follow on Twitter
on January 02, 2014 at 7:15 AM, updated January 02, 2014 at 7:19 AM
MIDLAND, MI — Manufacturing in America is at a turning point, and the recently announced Dow Science and Sustainability Education Center in collaboration with Saginaw Valley State University is what the Dow Chemical Co. says it needs to prepare a competitive workforce in a science, technology, engineering and math world.
Dow Chairman, President and CEO Andrew Liveris announced the new centerduring Saginaw Valley State University’s 50th Anniversary Economic Summit on Oct. 25. He said he hopes the STEM center inspires students to make science their life's work.
“Today’s manufacturing is fast becoming unrecognizable to the generation that I represent,” Liveris told the crowd. “...Today, making things cannot be separated from the work of inventing them and improving them and (being) creative with them and developing a next generation of them.”
He said students at all levels must be re-skilled, creating workers the economy needs.
The Dow Science and Sustainability Education Center will include a research center and a mobile science lab.
View full sizeJeff Martin
Dow and SVSU officials continue to meet to discuss the details of the program, a portion of which is expected to begin in the spring, said Jeff Martin, community relations leader for Dow. The program is expected to be fully implemented by 2015.
According to a prepared statement from Martin, the program will provide “an educational experience for students and teachers that provides exposure to modern methods of research, analysis and inspiration for students to study science at the college level.
“The Education Center goes beyond undergraduate research and includes a broad educational outreach, focusing not just on college students, but also on high school students and teachers, through a summer internship program.”
Why is Dow choosing to make this investment now?
“Manufacturing in America is at a turning point, and to be able to sustain a manufacturing renaissance, we need to prepare a workforce with advance skills in STEM fields that can compete globally," Martin said. "There is a historically strong connection between Saginaw Valley State University and Dow, and we see great value in having the education center located in the region, offering Dow the ability to be directly involved in engaging students, teachers and the community in the fields of STEM.”
J.J. Boehm, director of media and community relations for SVSU, said the university looks forward to this continued partnership with the Midland-based chemical company.
“SVSU is very grateful for this generous commitment from Dow. STEM education is vitally important to our region, our state and our nation, and through these types of collaborative relationships, we can make our region a leader in these fields," Boehm said in an email. "We look forward to working with Dow to finalize plans to nurture interest in and understanding of the STEM fields among our region's primary, high school and college students.”
According to Martin, the program will prepare students for STEM careers in a variety of ways, including by preparing future teachers to approach science in the classroom, supporting the ongoing education of teachers and providing them with the tools they need to provide the best science education, creating opportunities for research and data collection, and inspiring students' interest in STEM fields.
“Dow recognizes that advances in STEM education will drive the economic strength of America and are critical to the nations’ prosperity and security in a global economy," Martin said.
"Success in improving STEM education, changing youths' perception of these careers and increasing the number of students choosing STEM majors are imperative for the continued prosperity of the U.S. and our manufacturing sector. In addition to the potential impact STEM can have on the U.S. economy, the Great Lakes Bay Region will offer many of these STEM opportunities as the region continues to be a manufacturing hub.”
The broader community will be engaged in the program via the mobile science lab, through which schools and residents will have opportunities to participate in scientific studies of the Saginaw Bay Watershed, Martin said.
— Heather Jordan covers business for MLive/The Saginaw News/The Bay City Times. She can be reached at 989-450-2652 or hjordan@mlive.com. For more business news, follow her on Twitter and Facebook.
Wednesday, December 11, 2013
EAA (Update)
State reform district could add schools as early as January
It also faces enrollment, board challenges
By Chastity Pratt Dawsey Detroit Free Press Education Writer
State Superintendent Mike Flanagan announced Tuesday that more failing schools will be placed into Michigan’s reform district in 2014, possibly as early as January.
Labels:
Communications Recommedation,
Education,
Research
WHOOSH! (Update: Getting to the Heart of the Conundrum)
Q. & A. With Freeman Hrabowski
By DAVID FIRESTONE
Published: December 10, 2013
Freeman Hrabowski has probably done more to encourage interest in science and math among minority and low-income students than any other educator. As president of the University of Maryland, Baltimore County, Dr. Hrabowski has turned his campus into one of the top sources of African-American postgraduate degrees in science and engineering, and he has helped develop several pioneering scholarship programs to get disadvantaged students interested in the subject and to become teachers in those fields. In 2011, he led a National Academy of Sciences study on increasing minority participation in science and technology, which recommended a series of ways to improve early childhood preparation, stimulate interest among high school students, and make college more affordable. He recently discussed some of those ideas with David Firestone of The New York Times editorial board.
The vast majority of high school graduates say they’re not interested in a career involving math or science. Why is that?
We in America tend to have an attitude that says math and science are not for most people. That comes from how we have prepared teachers. We have a way of looking at kids when they don’t seem excited about the work, or when they seem bored, or it’s taking too long to solve a problem, and the look says this: I’ll help you this year, but this is not really for you. You see math teachers going in with an attitude that says just that. We send that message whether we know it or not. Mothers tell their daughters and we tell kids in a million different ways, you’re not really a math-science person.
So it’s no surprise that students often don’t do well in the course work, which means they won’t be interested in the discipline. They’re not given a strong foundation — even going back to prekindergarten, when you have to develop thinking skills and language skills. There aren’t enough opportunities for kids to develop their curiosity. Too many parents aren’t reading to their children, which really does affect math performance. As a mathematician, one of the points I make is, if you give me a young person who can read well, I can teach her to solve word problems. But they’re not getting those strong reading and math skills through middle school, and then they can’t solve word problems.
How much of this do you think has to do with the way these courses are taught?
So much of it comes down to giving students hands-on experiences in math and science. When teachers can do that, they can make those abstract concepts come to life, so they can see the connection to what happens in real life. Without that, it’s very difficult for the child to get excited about it. And the stronger the math background of the teacher, the greater the probability that she’ll be able to use those kinds of different approaches to reach a variety of students in her classroom. Because people learn in different ways.
And yet the country still isn’t training enough science and math teachers.
We need much better prepared teachers in elementary and middle school. At those levels, typically, teachers don’t have a major in math and science in our country. The president is talking about the importance of funding for teacher training, and we’ve got agencies like the National Science Foundation who are working on it, too. We need elected officials at every level working on ways to give incentives to people to want to become science and math teachers.
One of the things we’re doing is called the Sherman Scholars Program[which gives college scholarships to promising students who agree to teach science, technology, engineering and math courses in Baltimore-area public schools]. We look for students who are very good in math and science and give them the funding and support to prepare to work in challenging schools, and particularly in middle schools. That’s really unusual to have math majors who are going to work with seventh-grade kids.
You’ve also talked a lot about the importance of role models in science and engineering, particularly for minority kids and for girls, who often don’t see themselves reflected in these professions.
Well, here’s a shocking statistic: the percentage of women majoring in computer science in America has gone down by 50 percent in the last decade. Only 18 percent of computer science majors are women, at a time when we need more people in these tech areas than ever. At U.M.B.C., we have a Center for Women in Technology, and those students serve as ambassadors, building community among women.
We need to do that at every level. We need to have kids working together in groups to support each other. You’ve heard of the same idea in Posse groups, the idea of building community at not just the college level, but in high school and middle school. It’s commonplace in athletic teams, but in math and science, we tend to make people feel like they have to compete against each other, and not help each other so much. Because if there’s a curve, they don’t trust each other enough to think they’ll get enough information from the other person, so they don’t give it out.
Even our highest achieving kids who come to U.M.B.C. will say, I don’t want to work in a group, because I don’t need anybody. We don’t teach students that you do need people in problem solving, not just in math and science but across the board. We can be more effective in problem solving when we learn to collaborate, ask good questions, explain with clarity, use the technology, and build that community in an effort to become even more proficient in the work.
It turns out that even a two-year college degree helps people more than many people expected.
That’s exactly right. I don’t think most people realize that almost half the students in higher ed start in community colleges. People of a certain age don’t really know how American, in the best sense of that word, community colleges are. And I’m speaking as the president of a research university. Community colleges often have very close ties with the corporate sector, and they have worked with companies to determine the skills that students need for certain programs.
One of the advantages of Maryland is, we do have elected officials who are investing in education at the state and local levels. People are really working to encourage communication and collaboration among governmental agencies, companies, K-12 schools, community colleges and universities at all those levels. You really need that if educators are going to understand what children need to know.
So many kids, particularly in low-income areas, are never even told what engineering is. How do you expose more minority kids to the potential of those fields?
That’s why engineering companies working with universities, and two-year institutions working with school systems, need to have professionals going into communities to talk about it. Our Maryland Business Roundtable for Education is doing exactly that. Its goal is to get companies working with universities and K-12 schools to expose kids to the possibilities, by having engineers and professionals of all types, particularly those in tech areas, going into the schools, from urban to suburban to rural areas, and having professionals tell their story. There’s nothing more powerful than hearing an engineer talk about being the first in their family to go to college. Or talking about not doing well at first and then having to really get knocked down and having to get back up.
Tuesday, December 3, 2013
MEAP Test Replaced by SMARTER BALANCED ASSESSMENT Exam (Update)
State education officials: Stick with MEAP replacement exam for now
Contracts are in place; test is to debut in 2014-15
By Lori Higgins Detroit Free Press Education Writer
Michigan Department of Education officials say the state should for now stick with the decision the department made several years ago to introduce the Smarter Balanced Assessment as the state’s new exam — given that contracts already are in place and the new exam is expected to debut during the 2014-15 school year.See Full Report Here:
http://www.michigan.gov/documents/mde/Common_Core_Assessment_Option_Report_441322_7.pdf
Monday, December 2, 2013
The BIG M Manufacturing Conference (Update; WEBCAST: LIVE Today! 9:30AM)
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Saturday, November 30, 2013
OMG! (Duh!)
WHY TECHNOLOGY IS INEVITABLE IN THE VISION OF A 21ST CENTURY SCHOOL
When we compare our current education system with the traditional one, we hardly find few changes in it. But in the near future, the situation will never be the same. 21st Century education system will be experiencing tremendous changes in it.
Students, parents, educators, administrators, principals, policy makers, education leaders and everyone who is involved in the education system have recognized the need of switching our old education system to the new upgraded version (21st Century Education). We live in a world which changes rapidly with time to time. In such a fast paced world, our traditional educational methods won’t be effective anymore. For example, students spend so much of their free time on mobile devices such as smartphones, laptops and tablets playing games, using different apps, listening to music, etc. If they’re confined to their seats the whole day listening to the long lectures of educators, they won’t be able to concentrate much, they’ll count time and wait for the bell to ring. This is just a basic example why our old education system fails to engage students in their learning. It’s not the failure of teachers, students or parents; it’s a failure of the education system which is still being continued even if it is out-of-date. Let’s have a look at these statistics:
Take US education as an example, which is in deep trouble:
Student test scores are dismal and dropout rates are astronomical.
In K-12 education, out of 30 developed nations around the world, US ranking is 25 for Math and 21 for Science.
1.2 Million High-Schoolers drop out every year.
What reforms US Schools made to overcome this unrest?
An infographic about how tech (especially Apple Technologies) is helping US Education to grow again. Look at the following improvements that have happened due to introducing technology into education.
Through multimedia learning, including digital platforms: Student interest and retention increases by 25%.
In 2001, Maine passed an initiative to provide free laptops to every 7th grader in the state. By the year 2010, interestingly there is a significant increase in 8th Graders passing Math exams from 50% to 91%.
An Inner-City high school in Euclid, Ohio gave one classroom 24 iPads and tested the students: Results showed are 6% improvement in reading and 8% improvement in writing.
It is now a known fact that technology can enhance the learning when used effectively. In fact, you’re reading this guide means you’re using a technological device to acquire knowledge. Using technology inclassroom and teaching with technology in classroom are two different statements. There is nothingpowerful than the technology in the hands of an efficient teacher who is able to adopt latest practices of teaching. There is no doubt that technology is essential but I’d like to focus on its importance in the vision of 21stcentury education. Let’s learn about the vision and the role of technology in 21st Century Education.
21st Century Education:
The main aim of 21st Century Schools is to help students become independent learners.
21st Century Education is an approach of training students for their future professions right from their early schooling days. As we know, many of the top jobs in 2012 such as Social media strategist, User experience specialist, Telework manager, Elder care coordinator, Sustainability manager, etc., hadn’t existed in 2002. Similarly, many of the jobs students will have in the near future don’t even exist yet. They’re about to use technologies that haven’t been invented yet.
21st Century Education has realized its responsibility to develop students with not just good grades but also with good technical, collaborative, innovative, creative, leadership, problem solving, etc., skills to become good employers, entrepreneurs, leaders, innovators, etc., in nearby future.
It’s not about teaching something to help them learn, it’s about developing them to utilize what they’ve learnt in schooling throughout the life.
In addition to the above mentioned goals, 21st Century Schools also include a creative curriculum to develop students to have a set of 21st Century Skills. Let’s learn about how technology enables educators to help students have 21stcentury skills.
21st Century Skills and the Role of Technology:
Creativity, Cultural Awareness, Problem solving, Innovation, Civic engagement, Communication, Productivity, Collaboration, Accountability, Exploration, Initiative, Responsibility, Leadership, Critical thinking, etc.,are the set of 21stcentury skills that our new education system helps students to acquire.
Creativity:
Neuroscience research has proved that all the children are born with innate creative powers and as they grow up some of them keep their creativity active while others unconsciously keep it dormant. Technology enables educators to help students improve their creativity. Social Networks such as Facebook, Twitter, etc., help students to think creatively to write artistic expressions. They also improve students’ social as well as communication skills.
There are thousands of apps and games available on web that improve student creativity. For example,Spy tool is an awesome app to improve creativity in kids. It has several existing functioning tools like disguise kit, identification kit, fingerprint scanner, voice changer, and night vision goggles.
Communication & Collaboration:
Collaboration in education is an approach that involves a group of students learning together or working together to solve a problem, complete a task, or create a product. Technology helps students and educators collaborate globally. It provides them with platforms where they can collaborate from anywhere and anytime, also beyond the classroom. Social Networks, Blogs, Wikis, etc., are great tools to collaborate with students, parents and educators. In addition to the above tools, Skype, Google+ Hangouts, etc., offer video conferencing to make collaborations much effective.
Critical thinking & Problem Solving:
Critical thinking is defined as the thinking employed to form meaningful, unbiased decisions or judgments based on the use of interpretation, analysis, evaluation, inferences, and explanations of information as it relates to the evidence applied to a specific discipline. Critical thinking differs from student to student as they have different interpretations. Problem solving is the ability to find solutions to problems, overcome challenges, complete difficult tasks through techniques, etc. Both critical thinking and problem solving are similar as their design is to approach and tackle different challenges. Technology makes it easy for educators to improve these kinds of skills in students.
For example, Mystery Skype is an educational game, invented by teachers and played by two classrooms on Skype. The aim of the game is to guess the location of the other classroom by asking each other questions. It's suitable for all age groups and can be used to teach subjects like Geography, History, Languages, Mathematics and Science. There is no doubt that this kind of tool increases critical thinking, problem solving and collaborative skills.
Teaching students how to code is a great way to inculcate 21st century skills in them.
In addition to the above mentioned tools, there are numerous technological approaches to enhance every skill. Every tech tool has its own importance in developing all the 21st century skills. We hope this information helped you to know the importance of technology in the vision of 21stcentury education. I have few questions for you:
What according to you is “A 21st Century School”?
Do you agree that technology is essential in the vision of “21st Century Education”? Please feel free to comment your answer with explanation.
The comment box awaits you.
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