This week, Adobe released a report on the results of a global study, Gen Z in the classroom; creating the future. Data were collected from over 2000 students, aged 11 – 18 and over 1000 or their educators. Participants came from US, UK, Germany and Australia.
The late-2016 survey asked wide-ranging questions on perceptions of the GenZ creativity, differences between this and older generations, the challenges, how GenZs learn best, and preparedness for life after school.
Insights show that students and educators believe:
technology and creativity are defining characteristics of GenZ
students are excited about but feel unprepared for their future in the real world
there should be more focus on hands-on creativity, the optimum means of learning. The curriculum needs to catch up
being creative will play an integral role in the workplace
increased access to digital tools will be an advantage in the future workplace
As I prepare for another afternoon of district-provided professional development activities, I always make sure that I bring plenty of work to do (papers to grade, lesson planning, etc.)…the sad fact is that the majority of PDs I attend are repetitive, simplistic, or downright boring. I bring other work to do so that I don’t get irritated when I feel that my time is being so carelessly wasted.
“One-size-fits-all” professional learning does not work, and we have known that for many years through experience, anecdotal evidence and research. This was a hot topic in the nineties and early two thousands! In 1999, NCREL (North Central Regional Educational Laboratory) produced a toolkit Professional Development: learning from the best; in 2002, Dennis Sparks published Designing powerful professional development for teachers and principals for the National Staff Development Council, which produced a set of standards for meaningful professional learning.
What have we learnt? How many colleagues have been “talked at”, in our beginning-of-the-year professional development sessions?
…help readers design, revise and evaluate high-quality professional learning by clarifying the elements of learning design that significantly increase participants’ learning outcomes and their use of those learning outcomes in classroom practice.
This report provides an excellent basis for developing robust and meaningful learning experiences.
Education HQ caught my attention today with Lesson idea: get students cracking with codes. The Caesar cypher, Morse code and the Enigma Machine are explained as reasons to start discussing and playing with codes (not necessarily coding).
An ABC Splash email reminded me of the wonderful classroom resources available to both primary and secondary teachers.
“It makes no sense that the word processors are still designed for the printed page” – this is the title of an amusing piece from the Motherboard blog ,complete with links to 1960s and 1970s video clips promoting the paper explosion.
The author takes us through a short history of word processing since the 1970s, and asks “for all they’ve gained, what have modern word processors lost?” He suggests the loss of simplicity.
“Since I started writing as a career, I’ve always preferred my writing tools to have a certain style – I want them as little like Microsoft Word as possible” – Ernie Smith.
Although the online world is capturing our attention with multi-modal texts, are we ready to forsake the printed word? I’m not so sure. However, I do wonder about the percentage of the features of word processing (I’m talking about Word, of course) I use – not many!
We have seen it all too often – school leaders seeing a new technology application, thinking it fulfils an immediate need, and purchasing without investigating how this product integrates and overlaps with existing applications. I find it difficult to comprehend why one would not start with a needs analysis.
Edsurge, an organisation committed to connecting educators with emerging technology trends, products, events and the entrepreneurs who build new applications, has good advice on choosing, vetting and purchasing Edtech products in this post and downloadable sixty-eight page guide, The Edtech Selection Playbook.
The message is clear: start with a needs analysis; ensure that research studies are reliable, valid, without bias and not merely marketing-promoted hype.
Today, Minecraft Education announced that the full version Education Edition is now available for purchase in eleven languages and fifty countries. For more information see the Minecraft: Education Edition website.
According to the marketing information, “this full version includes the Classroom Mode companion app, allowing educators to manage world settings, communicate with students, give items, and teleport students in the Minecraft world. It displays a map view of the Minecraft world, a list of all the students in the world, a set of world management settings and a chat window.”
I am always amazed that my colleagues have not shared my excitement about Voicethread as a potential tool for communication and collaboration. What is Voicethread? Upload a stimulus image, slideshow, document or video clip, post a provocative question, then have students respond, either in text or verbally.
Here’s a short introduction to creating a Voicethread:
I am delighted to learn that Macquarie University, Sydney, Australia is embracing Voicethread, integrating it into the learning management system, iLearn, as a tool for collaboration and asynchronous chat.
This great little infographic from Visually, has just landed in my mail, via the Global Digital Citizens’ Organisation blog. How useful for teaching idiomatic language! What a wonderful idea for learning contextual terminology in other subjects – have your students create their own periodic table.