Approximate Reading Time: < 1 minuteWhen I was studying Ed Tech there was a lot of emphasis on formative and summative evaluation. I never heard any of my professors talk about others. When I was working on the first chapter or my upcoming book, I realized there … Continue reading
Approximate Reading Time: < 1 minuteWhen I was working on my PhD I had a hard time figuring out the difference between an ID model and an ID theory. No-one in my supervisory committee was able to give me an answer that made sense to … Continue reading
Approximate Reading Time: < 1 minuteWhat are your favorite education myths? A few weeks ago I blogged about Dale’s mythical “Cone of Experience”. These sorts of things seem to hang on quite tenaciously, and sometimes even gets perpetuated by experts in the field. The learning styles … Continue reading
Approximate Reading Time: < 1 minuteWhat Schools Must Learn From LA’s iPad Debacle | WIRED. Just catching up: this is from a few months back. We dealt with this back in the early 90s when our oldest was in school. It’s sad, but not surprising … Continue reading
Approximate Reading Time: < 1 minuteWho would have guessed? Turns out, flashcards aren’t just for kids. The Secret to an Active Memory | ExamTime. This article promotes an app through goconqr* for creating flashcards, but there are other ways as well. Using a plugin called flippity, … Continue reading
Approximate Reading Time: < 1 minuteJust catching up: this is from earlier this year. Worth a read. Failure Is Essential to Learning | Edutopia. How do you make failure students’ friend? Set a high standard and don’t be afraid to tell students that they haven’t … Continue reading
Approximate Reading Time: < 1 minute My most popular academia.edu paper is this one: The Clark-Kozma Debate in the 21st Century. It ends up being my most popular paper almost every week. Go figure. I wonder if that means the debate still rages, or if it … Continue reading
Approximate Reading Time: < 1 minuteThere are many ways to use games in the classroom. Games can be used as: Content – The content of the game directly addresses some curricular need. Example – In this case the game is being used as an example of or an artifact … Continue reading