It’s unlikely that you experience a dearth of options when you go online to search for tools and resources to supplement your curriculum, instruction, and assessment materials. Instead, you quite likely experience the opposite—there are so many options to choose from that it soon becomes overwhelming and difficult to parse which are worthwhile and which are better left behind. How do you know if a tool is high quality and truly germane to your purposes? The next time you go online in search of learning materials for your classroom, ask yourself these questions before making a decision about a shiny new offering: Continue reading “8 Questions Teachers Should Ask When Evaluating EdTech”
It doesn’t matter how old or young you are. There is a certain indescribable sense of overwhelming excitement when you’re about to mix up the routine in some way.
As summer break approaches, students all over the country are fighting a constant battle with this excitement. For most of them, the next several weeks hold endless opportunity for all sorts of fun and hijinks. Continue reading “End of Year Survival Guide”
As technology grows, so do the options for gathering and sharing information. Because while finding cat gifs or funny memes on the internet is fun, there are also scholarly dissertations on a variety of subjects, public domain novels and classics, and up-to-date scientific information.
This, in combination with advances in personal computing in both applications and general hardware, means that there are a host of new tools and methods that can be used to improve student learning outcomes. But what ways work? Members from the Forbes Technology Council offer their thoughts.
Originally found on: https://www.forbes.com/sites/forbestechcouncil/2017/03/21/five-ways-tech-entrepreneurs-are-like-teachers/#13018ca85d43
What words come to mind when you think about teachers? Imaginative; innovative; risk taker; lifelong learner? Now think about a technology entrepreneur. Might some of the same descriptions apply? Like entrepreneurs, great teachers dream up engaging activities to hook their students, adopt new and untested approaches in their classrooms every day, and constantly strive to learn more about their disciplines.
No responsible investor would invest in a health-care-technology product that wasn’t thoroughly researched by top medical scientists. No one would invest in energy technology whose potential was unsupported by the studies and practices of relevant experts. Yet when it comes to education technology, the logical connection between evidence of effectiveness and the wisdom of investment decisions is often ignored.
If you’re asked to describe camouflage, your first thought may be of an animal blending into its surroundings. Something that is otherwise hard to spot without sudden movement. Assessment writers assume the arduous task of camouflaging the correct answer, or key, into a set of incorrect choices, or distractors. On formative or summative assessments, a poorly camouflaged answer choice is an outlier. Your students will spot these and gravitate toward them like the school bus at the last bell.
Computer-based assessments have given teachers, educators, and administrators powerful tools for enhancing the testing process, all while allowing for efficient scoring of high volumes.
However, those benefits are rendered useless if the actual content isn’t successful. The key to this is crafting assessment questions that zero in on the most important element: Does it test the student’s mastery of the topic?