Teaching for the 21st Century We offer technology integration workshops each summer in Boston, and we travel to schools around the country and abroad. Our 'T21' program provides cohorts of teachers the opportunity to develop their technology integration skills over a one year period.
"This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. "
"I wanted to build an organization focused on supporting educators to teach effectively about sustainability. I wanted to equip people with quality curriculum that supports inquiry, engagement and action. "
"Texting students files and photos with Remind Attach provides new opportunities to share and write poetry. Here are some ideas that you can implement in your classroom during Poetry Month and beyond!"
"Researchers at the Organization for Economic Cooperation and Development (OECD) launched the Innovative Learning Environments project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.
Their book, The Nature of Learning: Using Research to Inspire Practice and the accompanying practitioner’s guide, lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”"
"What the bureau really found is that many STEM graduates don’t all wind up in the very most STEMmy of positions. The bureau counted computer workers, mathematicians and statisticians, engineers, and life, physical, and social scientists as STEM positions."