New Tool to allow creation of videos and animations in Google Drive

In a post published a few months ago, we talked about WeVideo and how teachers  use it to create videos and short animations in Google Drive. Today, we are introducing you to PowToon Edu, another equally powerful tool to use to create engaging videos and animated presentations.

Pontoon Edu allows you to animate difficult topics and engage your students using a wide variety of tools. You can easily drag and drop characters and props into your slides and assign it an animation, choose from different pre-designed templates and style libraries.Videos and animated presentations you create through PowToon Edu can be exported in various ways. You can share them on YouTube or Facebook, download them to your computer. You can also export them as MP4 file to embed in your classroom blog or website.

Watch the video below to learn more about PowToon Edu

The Problem With Math Problems: We’re Solving Them Wrong

Originally posted in the NYTimes
Credit Illustration by Jessica Lahey

The following question, from a mother concerned about her daughter’s math education, landed in my email box recently:

My husband and I talked to our daughter’s pre-calculus teacher about her poor grades. He said that many students hit a wall at this point in math, moving from memorization — apply this theorem to this problem — to more abstract how-can-I-solve-this-problem thinking. I accepted that because that’s what is happening for her. What I thought later was that why can’t we find a way to help these many students get over that wall, instead of using it as a tool to weed out less developed brains? I really feel I have no way to have an impact on this teacher’s blind spot since it is shared by all math teachers and so many other teachers: If you don’t understand, it’s your fault.

As I’m not a math teacher, I asked three experts on mathematics instruction to weigh in. They told me that this question perfectly illustrates what’s wrong with math education and why we need to change it. Much of what we teach kids during their first decade of math education relies on students’ blind compliance and memorization of rules and facts. We reward correct answers, but we do not not encourage students to think independently about what these rules and facts might mean in the bigger mathematical picture.

Tracy Zager, a math-education specialist and the author of the forthcoming book “Becoming the Math Teacher You Wish You’d Had,” explained in an email why this kind of math education fails students: “It was never a sensible idea to try to have students memorize first and understand later; this approach to mathematics instruction is structurally flawed. I really feel for these parents and this kid, but the frustration they face is inevitable. If we teach kids math without understanding, we build on a house of cards.”

That house of cards will be fragile, and liable to collapse, when students move from elementary mathematics to complex problem-solving, said Steven Strogatz, an author and a professor of applied mathematics at Cornell University.

“If you follow the rules, you can do pretty much everything that’s expected of you without ever having to think imaginatively,” Mr. Strogatz said in an email. “This is not the way math should be taught, even at an elementary level. There really ought to be problem solving and imaginative thinking all the way through while kids master the basics. If you’ve never been asked to struggle with open-ended, non-cookbook problems, your command of math will always be shaky and shallow.”

Mr. Strogatz suggested, however, that this math teacher isn’t wholly to blame for her students’ frustration. “This teacher may have been brought up in a culture in which skill at problem solving is seen as a matter of talent; either you have it or you don’t,” he said. “Everyone can be taught techniques and strategies for better problem solving, and can be taught to feel pleasure in the struggles that make us smarter. With practice, all of us can get much better at it.”

While avoiding the kind of frustration this mother describes in her letter will require a larger shift in mathematics education, there are some things this parent can do now to help her daughter.

Mr. Strogatz suggested playing with age-appropriate puzzles. “Kids love puzzles, and wrestling with good ones can help them fall in love with math and get stronger at it,” he said.

After playing around on a couple of recommended websites, I fell in love with with Steve Miller’s Math Riddles. Mr. Miller, a mathematics professor at Williams College, has amassed a wonderful collection of puzzles, ranging from easy to very challenging, and even I, an admitted math phobic, had a lot of fun playing on the site.

For teachers and parents looking to improve their own problem-solving abilities, Mr. Strogatz recommended George Polya’s book “How to Solve It.” While it’s not exactly light reading, it introduces new ways to approach problems, and is a classic in the field.

Purchase two copies of Carol Dweck’s Mindset, one for you and one for your child’s teacher. Ms. Dweck’s book is already required reading in many school districts because it articulates the difference between a fixed mindset (either you have it or you don’t) and a growth mindset (everyone can be taught to feel pleasure in the struggles that make us smarter). A growth mindset is a powerful thing and is an essential first step toward more effective teaching and learning (and parenting).

If you are frustrated by your child’s math homework and want to improve your capacity to help, read Christopher Danielson’s “Common Core Math for Parents for Dummies,” which will be published this month. Mr. Danielson’s book can help parents reorient their thinking about mathematics so that they can begin to help their children more effectively.

And check out Mr. Strogatz’s New York Times series, on the “Elements of Math.” It begins with a preschooler’s understanding of numeracy and progresses all the way through to an examination of infinity. Tellingly, the most advanced topic discussed in the series was inspired by a 6-year-old’s question.

Above all, Mr. Strogatz concluded: “It’s crucial to help our students realize that it’s fine to get stuck – after all, the life of a professional mathematician (or any other creative person) is about being stuck nearly all the time! It’s how you get past being stuck that matters. And that’s one of the most valuable lessons that math has to offer.”

Creating Classrooms We Need: 8 Ways Into Inquiry Learning

 

via MindShift

If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?

“Our whole reason for showing up for school has changed, but infrastructure has stayed behind,” said Diana Laufenberg, who taught history at the progressive public school Science Leadership Academyfor many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at SXSWEdu last week.

1.   BE FLEXIBLE.
The less educators try to control what kids learn, the more students’ voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. “That’s a scary proposition for teachers,” Laufenberg said. “‘What do you mean I’m going to have 60 kids doing 60 different projects,’ teachers might say. But that’s exactly the way for kids to do interesting, high-end work that they’re invested in.”

Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented — with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she’d ever seen: a well-produced, polished video about Americans’ dependence on pharmaceutical drugs that was dense with facts backed up by students’ research. “And I almost killed this project,” she said. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.”

2.   FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.
Teachers always come up to Laufenberg wanting to learn more about her progressive pedagogy — and they invariably ask, “But when do you just tell them things? Don’t you have to just tell them sometimes?”

Laufenberg’s answer: Get them curious enough in the subject to do research on their own.
“Kids don’t come to class just burning to know about the War of 1812,” she said. “And you just saying they have to know the facts is not good enough. But here’s your chance to bring them along as a person and get them to learn about it.”

For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words “greedy” and “ignorant” — a trend she saw echoed throughout many of her classes during her years teaching at SLA. “I got a clear vision of where my students were,” she said.

She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.

“Rather than saying, ‘We’re going to study immigration,’ I took them through a process where they become interested in it themselves,” she said.

3.  DESIGN ARCHITECTURE FOR PARTICIPATION.
“There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,” Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.

Example: Laufenberg asked her students to watch President Obama’s State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.

Though some goofed around a bit with comments (“Our school is so cool, we’re tweeting the State of the Union”), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school’s Facebook page.)

Laufenberg was not surprised with the high quality of responses she saw from her students. “Does Obama have the power to reform and adjust how the other branches work?” one student tweeted. “He’s not touching on Iran issue… not a good sign,” another posted. “High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,” wrote yet another.

“I could have them face off against any pundit the next day,” she said. “They understood it. None of it went over their head — they were making meaning of it. They were offering their own opinions, participating in the conversation.”

Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.

4. TEACHERS TEACH KIDS, NOT SUBJECTS.
As most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students’ disposition can help students achieve more. “You can’t ask kids to take risks if they don’t trust that you care about them,” Laufenberg said.

5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.
During the weeks and months that led up to the election, Laufenberg’s students got into the neighborhoods and brought back stories from voters at the polls. Though they didn’t always feel comfortable asking strangers questions, they went ahead with their assignments anyway. “If none of it is ever real to them, if it’s only in books, it lacks interest,” she said. “They want to do real stuff, but we are perpetually underestimating what kids can do.”

6. EMBRACE FAILURE.
Laufenberg made a point of defining the difference between “blameworthy” and “praiseworthy” failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.

“No one talks about cancer research as blameworthy failure,” she said. “We don’t expect a five-year-old to be able to shoot free-throws immediately. It’s a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines — they’re human beings in the process of becoming.”

In the engineering industry, for example, there are “failure festivals” and “failure reports” during which engineers discuss the processes they’ve tried that didn’t work. “We need to have kids do that with their own learning,” she said. “Be self-aware enough to do something with that information.”

7. DON’T BE BORING.
“I always told my kids, if I got boring, they should let me know, and if they got boring, I’d let them know,” Laufenberg said. But here’s the twist: kids may actually choose boring because it’s easier, it’s known, it’s quantifiable. “They know what they need to do to get a good score,” she said. When it’s not boring, when the answer is not predictable, that’s when kids are actually challenged more.

8. FOSTER JOY.
For a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.

“It’s incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,” she said.

Above all, what she wants to instill in her students is a sense of self-sufficiency.

“If by the end of the year, they still need me, I haven’t done my job,” she said. “I’m not coming with them to college. They have to be self-driven, independent thinkers.”

Watch Laufenberg’s fascinating TED Talk “How to Learn? From Mistakes.”

What GREAT Principals do differently

November 13, 2014 School improvement efforts rely heavily on quality leadership. Educational leaders are tasked with establishing a collective vision for school improvement and initiating change to spur innovation, ensure student learning, and increase achievement. On July 13th I had the pleasure of hearing Dr. James Strong, from the College of William and Mary, deliver a keynote address at the…

15 Words you never knew came from literature!

January 3, 2015 Here is an interesting visual to take you into a short etymological journey to discover the origins of some commonly used words in the contemporary discourse. Surprisingly enough, all of these terms originated in the realm of literature. The visual below traces the literary origins of 15 words. For each of these terms it provides the year and the literary work where it was first…
December 29, 2014 Educational technology is a dynamic field of research and study. This dynamism stems mainly from the constant flow of new educational web technologies and the emergence of novel Ed Tech concepts that provide theoretical underpinnings for these technologies. The challenge for teachers is not only in keeping up with this fast moving trend but also with understanding the basic foundational…
December 26, 2014 Below is an interesting visual I cam across through a tweet from We Are Teachers. The visual maps out some really intriguing facts about students today. These facts are based on different studies and surveys conducted mainly on US students. I went through this resource and devised this brief synopsis: Minority students attending US schools will make up a majority of all students…
December 17, 2014 Procrastination is one of the social evils that has always accompanied us since the dawn of time.Some people crave procrastination and think they can do better when they delay tasks that require immediate attention. Others procrastinate because they lack motivation or interest to keep them focused and on task, some procrastinate because they think they have a  ‘skill deficit’…
December 16, 2014 Below is a visual released a few days ago by Google in which it featured some of the most popular games, movies, music, news and books of 2014. In the education section, Duolingo topped the list. This is  a great web tool and mobile app for learning a new language. It  provides a plethora of translation activities  through which learners get to practice their new…

December, 2014 Here is a new visual from ISTE on the concept of digital citizenship. The visual outlines some of the features characterizing ‘good’ digital citizens based on attributes of good citizens. The elements of digital citizenship, according to ISTE, “ are not so different from the basic tenets of traditional citizenship: Be kind, respectful and responsible, and just do the right thing”….
December 13, 2014 There is no secret recipe to enhance one’s productivity. It all boils down to how much dedication and will power you have and are willing to invest in your work. But sometimes people do have the will power to be productive and achieve more  but they just can’t put it down  to action. The distractions in their lives are too many to let them work as they want. This is where…
December 11, 2014 It is amazing how much technology can do for students to enhance their learning and personal development. I wish we had these tech affordances when we were students, things could have been much easier. Technology, however, is only effective when it is leveraged in the right way and to the right purposes. The first step in the effective use of technology is to have access to the…
December 10, 2014 Here is another interesting work from one of our favourite blog authors : Dr Jackie Gerstein. Of course you know her I have shared several of her beautiful visual in the past. Today, and as I was wading through my Twitter feeds I came across another of Jackie’s infographics on growth mindset. In this visual, Jackie features a number of ideas and tips that educators should adhere…
December 9, 2014 Here is a good visual that features some of the things successful teachers do differently. This infgraphic is based on an article written by Julie DeNeen which I would refer you to for more details on each of the 25 ideas included below. Read the list and see the ones that resonate with you and also identify the ones missing in your teaching pedagogy. Here is a quick round-up…
December, 2014 A few days ago I curated a set of useful web tools that teachers can use to create infographics to use in class. All of the tools I included in that collection are very easy and simple to use. Today, somebody emailed me this beautiful infographic that I want you to have a look at. This is an infgraphic on how to create an engaging infographic. It features some interesting tips that…
December 4, 2014 Here is another wonderful visual from Mia MacMeekin featuring a number of tips and ideas on how to facilitate online discussions.In fact, most of these tips are also valid for discussions taking place in a physical setting such as classroom. The section on prompts to stimulate conversation is what I like the most in this visual. You can use these prompts with students to help them…
December1, 2014 Today as I was curating  a list of tools to use for creating infograhics in class, I came across this interesting visual created by  Anethicalisland.  The visual provides a succinct overview of what infographics are, reasons to use them in class, and some of the benefits behind using them in instruction. For instance, using infographics for learning is supported by…
November 27, 2014 Internet of Things (IoT) is a relatively new concept that is making such a buzz online. I have come across it in several instances but never really inquired deeply about its meaning. However, today I read a really interesting article by Jacob Morgan entitled ” A Simple Explanation of ‘The Internet of Things’. In this article, Jacob defined IoT as “the concept of basically connecting…
November 26, 2014 Getting students engaged in learning is the ultimate goal of every teacher yet it is usually the most daunting and arduous one to achieve. Living in a digitally focused age where tech devices are dominating students lives, attention and focus become a rare currency. Students’ minds are wired to multitask and use only fragmented bursts of attention. As teachers, we have to compete…
November 23, 2014 One of the biggest affordances of technology is towards the enhancement of the concept of personalized learning. Internet and more particularly web 2.0 technologies and mobile apps have provided learners with unprecedented opportunities to learn whenever, wherever, and however they want. At its core, personalized learning is all about tailoring the available resources in order…
November 18, 2014 Creativity block, similar to writer’s block, is a mental state that makes you feel incapacitated and unable to generate new ideas to move the process of whatever you are working on ahead. I believe we have all experimented creative blocks at some point in our work but the good thing is that there are several good ways we can use to overcome this block. The visual below from Gonzalo…
November 13, 2014 The age-old debate on the division of the brain into sections each one responsible for a certain set of skills and tasks overshadows much of the theories and pedagogy in education. Based on the developments in cognitive science and brain anatomy, pedagogues become able to theorize new conceptions of how kids acquire, learn and process information internally. Some of the ramifications…
November 13, 2014 School improvement efforts rely heavily on quality leadership. Educational leaders are tasked with establishing a collective vision for school improvement and initiating change to spur innovation, ensure student learning, and increase achievement. On July 13th I had the pleasure of hearing Dr. James Strong, from the College of William and Mary, deliver a keynote address at the…
November 13, 2014 For those out there who debase Humanities and Arts, evidence on the importance of subjects pertaining to these disciplines on the overall intellectual, mental and emotional wellbeing of learners is amply proliferating. Today we are taking a close look at the benefits of music education on students. According to University of Florida, music learning is a highly engaging learning…

Why music? The many benefits of music education.

November 13, 2014 For those out there who debase Humanities and Arts, evidence on the importance of subjects pertaining to these disciplines on the overall intellectual, mental and emotional wellbeing of learners is amply proliferating. Today we are taking a close look at the benefits of music education on students. According to University of Florida, music learning is a highly engaging learning…

Texting Acronyms you NEED to know!!

Acronyms are a natural fit for social media networks. These platforms are based on short and snappy communication, so it makes sense for people to rely on abbreviations, especially for common phrases.

But understanding shorthand isn’t just important for the messages you send. There are social media acronyms that you’ll find in business meetings, in marketing or sales reports, and from your IT team. To be the best at your job, you’ll need to know all of the most common abbreviations.

This list of acronyms can help you stay fresh with the latest lingo, online and off.

Network-Specific Acronyms

To start, it’s probably most helpful to review some of the common acronyms that are tied to specific social media networks. They’re generally intuitive, but you should be sure they’re locked in your brain.

1. FB: Facebook.
2. G+: Google+.
3. IG: Instagram.
4. LI: LinkedIn.
5. YT: YouTube.

There are also a few regularly used acronyms that describe features on those networks. If you’re on Twitter in particular, these are a must-know for improving your communications among team members and with your online audience.

6. DM: A “Direct Message” is a one-on-one message sent on Twitter that is only visible to the two individuals exchanging them.
7. MT: Sometimes when you’re resharing a Tweet, you’ll alter the text. That makes it a “Modified Tweet.” That may mean shortening it to fit within the character limit or removing the poster’s handle if they have a private account.
8. PM: “Private message” is the more general term for any one-on-one communication that’s not visible to the public. It includes DMs.
9. RT: A “Retweet” is when you publish somebody else’s Tweet, in its entirety, to your own feed.social network specific list of acronyms

For Business

Business experts have always had a unique set of terminology. Many of the general terms that would come up in marketing meetings are equally useful in a social media context.

10. B2B: This “business to business” label refers to companies that are selling to other companies.
11. B2C: On the other hand, “business to consumer” designates a company that is selling to individuals.
12. CMGR: This is the abbreviation for “community manager.”
13. CMS: A “content management system” is the tool you use for editing, scheduling and publishing any written material for the web.
14. CPC: The “cost per click” is the dollar amount an advertiser pays for every person who clicks on an ad.
15. CPM: “Cost per thousand” measures an ad’s impressions rather than its clicks (as in CPC).
16. CR: The “conversion rate” is a simple equation: the number of people who take an action divided by the number who could have.
17. CTA: A “call to action” is a statement that asks the reader to do something. This is usually a specific action related to building the company’s social presence or to getting involved in a marketing push.
18. CTR: The “clickthrough rate” is a particular type of conversion rate where the action in question is clicking on a link.
19. KPI: A “key performance indicator” is a metric your team or business uses to measure success in achieving goals. For social media, this could be a measurement of engagement, conversions, shares or clicks, depending on your purpose in being on those networks.
20. PPC: “Pay per click” is a metric for advertising costs that’s the same as CPC.
21. PV: This stands for “page views.”
22. ROI: “Return on investment” measures the money you make in relation to the money you spent to make it. It’s a way of assessing the success of certain promotional or advertising efforts.
23. UGC: The term “user generated content” encompasses any written or visual material that the individuals using a platform create, from comments or blog posts, to photos or video clips.list of business acronyms for social media

The Technical Terms

These may not come up frequently in your regular water-cooler chats, but it’s useful for anybody working in social to understand some of the most relevant technical abbreviations. These cover a range of acronyms related to online business that could come up in a chat with the IT team or when dealing with a customer support ticket. In either case, you don’t want to be nodding along without knowing what’s being discussed.

24. API: An “application programming interface” is a set of rules for how pieces of software interact. Your social media management tools use the APIs of Facebook, Twitter and the other networks to post and schedule.
25. ESP: Your “email service provider” is the software used for sending emails. This can be an outside service used for email blasts to your audience or for powering your internal team communications.
26. HTML: You see these letters all the time, and they stand for “hyper text markup language.” It’s the coding language used to build all webpages.
27. ISP: Just as the ESP is the business supplying your email needs, your “Internet service provider” is the company powering your Internet service.
28. RSS: A “really simple syndication” is a feed of all posted content from a source, usually a blog.
29. SaaS: This is an abbreviation for “software as a service,” which is a subset of companies that are in the business of providing software programs.
30. SEM: “Search engine marketing” is how businesses leverage search engines for marketing purposes.
31. SEO: “Search engine optimization” is a form of SEM. It refers to the choices you make in your written content that are designed to make sure that your creations appear high in the rankings of the correct search terms.
32. TOS: “Terms of service.” Just about any online service, including social networks, has a Terms of Service that you must agree to in order to use it. Marketers will want to keep an eye out for any limitations on business activity and details about ownership, both of your content and your data.
33. UI: The “user interface” is the display that a person uses to control a tool.
34. UX: The “user experience” is a person’s response and reaction to taking actions within a tool.list of technical acronyms for social media

Just for Fun

Many of these acronyms crossed over into social media from texting or from online shorthand used in forums. Some of them have been bandied around the Internet for years, but others are more modern inventions. You’ll most likely find these in the public posts made and shared by your followers, or in their comments on your social content. Some of them also get turned into popular hashtags that individuals and brands alike can take advantage of.

35. AFAIK: Stands for “as far as I know.”
36. AMA: Stands for “ask me anything.” Often used to signal an open Q&A opportunity on a social channel.
37. BAE: This abbreviation means “before anyone else,” and is one of the more recent creations. Typically it refers to a person’s significant other, but could be a very close friend as well.
38. BFF: A throwback to childhood in the 80’s and 90’s, this still stands for “best friends forever.”
39. BRB: “Be right back.” This comes up most often in the context of real-time messaging or chat services.
40. BTW: Stands for “by the way.”
41. FBO: Stands for “Facebook official.” This most often refers to making a public announcement of a life development, such as a new job or new relationship, on Facebook to your entire social audience.
42. FF: The “follow Friday” trend began as a Twitter hashtag for recommending people who merit attention on social. These days, most users don’t make this a weekly update, but save it for giving a signal boost to especially interesting or important social profiles.
43. FOMO: Stands for “fear of missing out.”
44. FTW: This acronym of “for the win” initiated in the gaming world, but has become a cry of victory or success for all.
45. FYI: “For your information.” Another classic that’s still in frequent rotation.
46. GTG: “Got to go” can end a conversation.
47. ICYMI: “In case you missed it” most frequently is used when sharing content that is not current. That could be a news item from a few days prior or an evergreen blog post that you want to return to circulation.
48. IDC: Stands for “I don’t care.”
49. IDK: Stands for “I don’t know.”
50. ILY: Stands for “I love you.”
51. IMHO: This acronym means “in my humble opinion.”
52. IMO: A slightly different take, this means simply “in my opinion.”
53. IRL: This acronym means “in real life,” and is meant to distinguish between people’s online and offline lives.
54. JK: This phrase is “just kidding,” and can be helpful in conveying a light-hearted tone when there’s a possibility for a statement to be misconstrued.
55. LMAO: Stands for “laughing my a** off.” Not always the right phrase for a business context, but makes it just as necessary to know this acronym when you see it.
56. LMK: Stands for “let me know.”
57. LOL: A well-used phrase from the beginning of online chat culture, this means “laughing out loud.”
58. NBD: Stands for “no big deal.”
59. NM: Stands for “not much.”
60. NVM: Stands for “never mind.”
61. NSFW: The label “not safe for work” usually designates material that is violent, sexual or otherwise inappropriate for a professional setting.
62. OH: Stands for “overheard.” Generally used as context for quotes.
63. OMG: Stands for “oh my god” or “oh my gosh.”
64. OMW: Stands for “on my way.”
65. PODT: Commonly used as a hashtag on image-centric networks, this stands for “photo of the day.”
66. PPL: This is shorthand for “people.”
67. QOTD: Another frequent hashtag, this one means “quote of the day.”
68. ROFL: A close relative of LOL and LMAO, this acronym is “rolling on the floor laughing.”
69. SMH: This stands for “shaking my head” and is most frequently used to express shock or dismay.
70. TBH: Stands for “to be honest.”
71. TBT: If you’re sharing an old photo, you’ll most likely want to use the hashtag for “throwback Thursday.” Just make sure you post on the right day of the week!
72. TIL: Stands for “today I learned.”
73. TL;DR: This unusual acronym means “too long; didn’t read.”
74. WTF: Another salty shorthand, this stands for “what the f***.”
75. YOLO: The phrase originated in a song by rapper Drake, but the acronym of “you only live once” has also caught on in social communication.

Obama, free community college may not work

Graduates from a community college.

In his SOTU, President Obama proposed making community college tuition free for two years

Michael Horn: We need a better strategy for skills training before going down the track of subsidizing students

“Michael B. Horn is co-founder of the Clayton Christensen Institute for Disruptive Innovation and executive director of its education program. He is author of “Blended: Using Disruptive Innovation to Improve Schools” and “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns.” The opinions expressed in this commentary are solely those of the author.”

(CNN)In his State of the Union address, President Obama proposed making community college tuition free for two years to boost college graduation rates and lift more people into the middle class.

Unfortunately, his plan doesn’t make the grade. The proposal would not only pile up more debt by further subsidizing runaway college costs, it would also perilously undercut the emergence of more innovative educational programs designed to help students succeed in the workforce.

Offering only a lukewarm pathway to the job market, community colleges are incapable of fulfilling the President’s lofty ambitions. Although there are some high-performing community colleges and stellar stories of success for certain students, the overall picture of success at two-year community colleges is dismal.

According to the Community College Research Center at Teachers College, Columbia University, only 22% of students graduate within three years, and 28% graduate within four. More telling, 80% of students say they want a bachelor’s degree or higher, and yet only 20% of these students transfer to a four-year institution within five years.

Even for those who earn a community college degree, it often isn’t as useful as other options. Thanks to credential inflation, pursuing a professional certification — which more clearly indicates a person’s skills than a degree — often pays off better than an associate’s degree, according to Census Bureau data.

The conversation around making community college free also masks a larger problem, which is that community colleges are already heavily subsidized and far less affordable than commonly believed.

At $3,300, community college tuition is well under the $5,730 currently available in Pell Grant aid to low-income students. But the expenditure per student at a community college — the true cost of the education — is far higher, about four times more at $13,000 per student. That means that more than 60% of the cost of community college isn’t paid for through tuition, but through various forms of government aid at the federal, state and local levels.

As a result, even if the President’s plan passed, it wouldn’t help the large number of already-overcrowded community colleges that have waiting lists numbering in the thousands. Tuition is only a small part of the funding needed to educate additional students.

What’s more, because of the limited productivity gains possible in the community college model, those costs will continue to rise, which means that tuition will, too. The proposal’s $60 billion price over 10 years is likely to grow with only a questionable return on the investment.

Opinion: Two years of free community college makes sense

The larger question the proposal misses is not how to allow students to afford college, but how to make college affordable. There’s a huge distinction. The focus should be to make postsecondary education less costly and of better quality, such that the question of how to afford it becomes manageable. The President’s proposal merely charges education, in the form of debt for future generations of taxpayers, rather than changes it.

Instead we need to encourage students to seek innovative offerings that are lower cost and improve the quality and accessibility of higher education.

Such options are emerging. Patten University offers a new online, competency-based program that charges undergraduate tuition of $350 per month, or $1,316 per term. Tuition includes access to as many courses as one can complete and all the ebooks and course materials needed, and Patten receives no government funding. Another online, competency-based program, Southern New Hampshire’s College for America, charges annual tuition of $2,500.

Rather than supporting innovative options like Patten and Southern New Hampshire, the President’s plan would nudge students toward a community college sector that is incapable of repositioning its model around student success and fuel rising college costs.

5 ways community colleges are fixing higher education

If enacted, the President’s proposal would be unlikely to achieve its ultimate aims and would exacerbate a larger problem lurking behind college financing. Although the plan amounts to little more than political posturing given the current congressional makeup, it will negatively influence the political conversation around higher education in the years ahead.

By supporting free community college, President Obama is merely kicking the can down the road for future generations to confront. We need a better strategy for skills training overall before we go further down the track of subsidizing students to attend community college only to emerge with little to show for it.

 

Taking Control of Technology Before Technology Takes Over Your Family

Taking Control of Technology Before Technology Takes Over Your Family

  

Now that we’ve posted our first few articles in our Technology 101 for Parents Series, I’ve been noticing many of the comments from parents frustrated by the constant struggle technology seems to present in their families.   Here are some of the most common things I’ve heard parents say over the last few weeks:

 “I can’t get my kids to stop playing on their DS/Wii/Playstation/iPad/Phone”

“Anytime I tell them to turn it off, it turns into a major battle”

“It feels like technology is taking over our lives”  

While I absolutely sympathize and I understand how managing technology and our kids can feel overwhelming for parents, we really do have the ability to take control of technology before technology takes over our families.

Step 1
Well, I think there is an obvious starting place for this conversation – it’s us parents.  Before we can even begin to help our children to make wise choices when it comes to technology use, we have to ask ourselves exactly what behaviors are we modeling? If we aren’t exercising discipline and we’re constantly on our devices, we can’t expect anything different from our children.

“What you do speaks so loudly that I cannot hear what you say.” ~Ralph Waldo Emerson

Step 2

We need some basic rules and boundaries that we’ve actually discussed with our kids and that we are sure they understand.  So, here are some “house tech rules” that should help tame the technology monster that has taken over your household. (there’s a super cute printable at the end of the post. Hang it over your family computer or on the fridge to serve as reminder for your kids and for you)

1. Technology is a Privilege Not a Right

As parents we ARE obligated to provide some basics to our children. These are their rights as our children and include things like food, shelter, clothes, a K-12 education and our love.  Nowhere in the parent agreement does it state we MUST provide them with a TV, an  iPhone, an iPad, a Computer, two different gaming systems with games for each and endless hours utilizing these various technologies. Those are NOT rights.

I have told my children for several years now, “your expectation for technology time should be zero, anything you get above that should be considered a privilege.” Then I make a cute little “zero” with my hands together kind of like the little hand hearts young people like to make these days. This helps them to understand that having technology available and being given the opportunity to use it is not an automatic, they have to hold up their end of being part of our family or else technology is the first thing to go. It also helps them to be appreciative of technology time when they have it.

2. All Technology Must Be Parent Approved

Whether it’s watching a certain television show, downloading a new app, using our family computer (which sits in our open living room by the way so we can always monitor them on it) or purchasing a new video game, they MUST ask our permission.  If they do not, and this includes at other people’s houses, and we find out then it results in a TOTAL loss of all technology. Each family has to determine for themselves the length of the time-out from tech based on the offense, but this is a zero tolerance policy and we as parents should NEVER make an exception.

If you are unsure about whether or not something is appropriate for your child – A simple visit to Common Sense Media should provide you with all the info you need.

3. We Value People More Than Technology

How often has your child completely ignored a request you’ve made b/c they are zombified by the TV or else maybe you’ve heard your children using unkind words when they are playing a video game with a friend or sibling.  Our children need to be taught to value their relationships and that those relationships should always be put first.

If my child fails to respond to me, because they are too absorbed in technology,  then the technology gets turned off for the rest of the day and sometimes the rest of the week.

When it comes to how we treat people when technology is involved, whether it’s smack talk gone too far when playing video games or for older kids it could be using texting or social media to be cruel to another child, I once again will remove the technology at that moment.  However, we will talk about why they made the choices they did and how to be better next time. If the behavior becomes repetitive, then we “take a break” for a determined amount of time until they can prove they are deserving of another opportunity.

4. Devices Don’t Come to the Dinner Table

Period. End of Story. The End. This is the best chance we have as parents to connect with our children and find out what is going on in their lives. If everyone is too busy with tech, then we lose out on this important family time.

5. There is No Tech Behind Closed Doors

There is plenty of evidence to support  that when children have TV’s, computers and other technology in their bedrooms it is not a great idea. However, this is really a family by family choice.  Whatever you choose though, there is NEVER a reason that a child (toddler to teen) needs to have technology of any kind behind a closed door. It simply invites trouble and while most of us want to trust our kids, why provide temptation that isn’t absolutely necessary.

6. Chores and Homework Come Before TV and Video Games

This goes back to technology being a privilege and not a right.  Our kids need to be able to put their responsibilities to their family first and also to adopt the work before play principle. This is also a step in teaching our children about priorities and how to put first things first.

7. Turn it Off is NOT a Negotiation

I do not demand my children turn off the TV or quit a game they are playing on our iPad without some warning, this is only fair. I will give at least a five minute notice before I am expecting them to turn it off.  However, after the grace period is up, I’ve made it clear that they should not beg for more time, whine and complain, or even worse, have some sort of tantrum.   In the event this occurs, no more technology privileges for a set period of time.  When they get tech time back, I remind them why they lost it and that they will have the same consequence doubled if it happens again.

8. We Break It We Help Pay to Replace It

Let’s face it, most technology is expensive. It is okay to talk with our kids about the investment  made in a purchase and the importance of caring for our possessions properly.  For our littles, we need to show them the right and wrong way to handle these different devices and for all our kids there should be an established safe place to put things when they are done using them.  If our kids are careless, then they absolutely need to, at a minimum, share the burden of paying for a replacement. For older kids this money can come out of an allowance or savings or they can do extra chores to earn the money to help replace the broken item.  Younger children may not be able to monetarily help, but it may mean an item just isn’t replaced or else if it is, they no longer can use it.

9. We Use Technology Appropriately or We Lose It

Using tech in a way that could potentially harm any human being, including oneself is inappropriate. This means you’re going to need to have age appropriate conversations with your child about the dangers that exist online. There needs to be a clear understanding about the language & photos that are acceptable vs. unacceptable to be placed online. Do not assume your child “knows better”, be blunt & state the obvious. We also need to coach them on appropriate social etiquette and how to be respectful online.  Children, and many adults,  feel a false sense of anonymity when they are interacting with others online and may act in ways or say things that they never would in other situations.

We can have good kids, but that doesn’t mean they will ALWAYS make good decisions.   Children do not have fully developed decision making capabilities or the ability to think through their decisions to the long-term consequences even in their teens.  That is why they are ours until they are at least 18.  If they do not demonstrate the maturity necessary to handle different aspects of technology appropriately, then they don’t deserve to have the technology. Both for their safety and the safety of others. Don’t be afraid to be the bad guy, you know your child better than anyone and it is your job to be their parent, not their friends.

“If we do not teach our children, society will.
And they-and we-will live with the results.”

– Stephen Covey

Below you will find a link for this Family Technology Rules Printable.  We will also be publishing another post in the Technology 101 for Parents Series soon geared towards older children and establishing a family technology contract. You won’t want to miss it, so be sure to sign up for our weekly email newsletter: http://eepurl.com/WXOv5

Taking Control of Technology Before Technology Takes Over Your Family

Why Preschool Shouldn’t Be Like School

 Illustration by Alex Eben Meyer. Click image to expand.

Illustration by Alex Eben Meyer

Ours is an age of pedagogy. Anxious parents instruct their children more and more, at younger and younger ages, until they’re reading books to babies in the womb. They pressure teachers to make kindergartens and nurseries more like schools. So does the law—the 2001 No Child Left Behind Act explicitly urged more direct instruction in federally funded preschools.

There are skeptics, of course, including some parents, many preschool teachers, and even a few policy-makers. Shouldn’t very young children be allowed to explore, inquire, play, and discover, they ask? Perhaps direct instruction can help children learn specific facts and skills, but what about curiosity and creativity—abilities that are even more important for learning in the long run? Two forthcoming studies in the journal Cognitionone from a lab at MIT and one from my lab at UC-Berkeley—suggest that the doubters are on to something. While learning from a teacher may help children get to a specific answer more quickly, it also makes them less likely to discover new information about a problem and to create a new and unexpected solution.

What do we already know about how teaching affects learning? Not as much as we would like, unfortunately, because it is a very difficult thing to study. You might try to compare different kinds of schools. But the children and the teachers at a Marin County preschool that encourages exploration will be very different from the children and teachers in a direct instruction program in South Side Chicago. And almost any new program with enthusiastic teachers will have good effects, at least to begin with, regardless of content. So comparisons are difficult. Besides, how do you measure learning, anyway? Almost by definition, directed teaching will make children do better on standardized tests, which the government uses to evaluate school performance. Curiosity and creativity are harder to measure.

Developmental scientists like me explore the basic science of learning by designing controlled experiments. We might start by saying: Suppose we gave a group of 4-year-olds exactly the same problems and only varied on whether we taught them directly or encouraged them to figure it out for themselves? Would they learn different things and develop different solutions? The two new studies in Cognition are the first to systematically show that they would.

In the first study, MIT professor Laura Schulz, her graduate student Elizabeth Bonawitz, and their colleagues looked at how 4-year-olds learned about a new toy with four tubes. Each tube could do something interesting: If you pulled on one tube it squeaked, if you looked inside another tube you found a hidden mirror, and so on. For one group of children, the experimenter said: “I just found this toy!” As she brought out the toy, she pulled the first tube, as if by accident, and it squeaked. She acted surprised (“Huh! Did you see that? Let me try to do that!”) and pulled the tube again to make it squeak a second time. With the other children, the experimenter acted more like a teacher. She said, “I’m going to show you how my toy works. Watch this!” and deliberately made the tube squeak. Then she left both groups of children alone to play with the toy.

All of the children pulled the first tube to make it squeak. The question was whether they would also learn about the other things the toy could do. The children from the first group played with the toy longer and discovered more of its “hidden” features than those in the second group. In other words, direct instruction made the children less curious and less likely to discover new information.

Does direct teaching also make children less likely to draw new conclusions—or, put another way, does it make them less creative? To answer this question, Daphna Buchsbaum, Tom Griffiths, Patrick Shafto, and I gave another group of 4-year-old children a new toy.* This time, though, we demonstrated sequences of three actions on the toy, some of which caused the toy to play music, some of which did not. For example, Daphna might start by squishing the toy, then pressing a pad on its top, then pulling a ring on its side, at which point the toy would play music. Then she might try a different series of three actions, and it would play music again. Not every sequence she demonstrated worked, however: Only the ones that ended with the same two actions made the music play. After showing the children five successful sequences interspersed with four unsuccessful ones, she gave them the toy and told them to “make it go.”

Daphna ran through the same nine sequences with all the children, but with one group, she acted as if she were clueless about the toy. (“Wow, look at this toy. I wonder how it works? Let’s try this,” she said.) With the other group, she acted like a teacher. (“Here’s how my toy works.”) When she acted clueless, many of the children figured out the most intelligent way of getting the toy to play music (performing just the two key actions, something Daphna had not demonstrated). But when Daphna acted like a teacher, the children imitated her exactly, rather than discovering the more intelligent and more novel two-action solution.

As so often happens in science, two studies from different labs, using different techniques, have simultaneously produced strikingly similar results. They provide scientific support for the intuitions many teachers have had all along: Direct instruction really can limit young children’s learning. Teaching is a very effective way to get children to learn something specific—this tube squeaks, say, or a squish then a press then a pull causes the music to play. But it also makes children less likely to discover unexpected information and to draw unexpected conclusions.

Why might children behave this way? Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental. It’s this kind of learning, in fact, that allows kids to learn from teachers in the first place. Patrick Shafto, a machine-learning specialist at the University of Louisville and a co-author of both these studies; Noah Goodman at Stanford; and their colleagues have explored how we could design computers that learn about the world as effectively as young children do. It’s this work that inspired these experiments.

These experts in machine learning argue that learning from teachers first requires you to learn about teachers. For example, if you know how teachers work, you tend to assume that they are trying to be informative. When the teacher in the tube-toy experiment doesn’t go looking for hidden features inside the tubes, the learner unconsciously thinks: “She’s a teacher. If there were something interesting in there, she would have showed it to me.” These assumptions lead children to narrow in, and to consider just the specific information a teacher provides. Without a teacher present, children look for a much wider range of information and consider a greater range of options.

Knowing what to expect from a teacher is a really good thing, of course: It lets you get the right answers more quickly than you would otherwise. Indeed, these studies show that 4-year-olds understand how teaching works and can learn from teachers. But there is an intrinsic trade-off between that kind of learning and the more wide-ranging learning that is so natural for young children. Knowing this, it’s more important than ever to give children’s remarkable, spontaneous learning abilities free rein. That means a rich, stable, and safe world, with affectionate and supportive grown-ups, and lots of opportunities for exploration and play. Not school for babies.