Mimi Ito and Justin Reich are releasing a new report "From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies."
The recently released Worldwide Educating for the Future Index urges governments to reevaluate their education systems and provides a blueprint for change.
How might we create the ideal conditions for professional learning and promote conversations about deeper learning and systemic change?
Before citing research or editorials as a rationale to ban technology, we need to question the underlying assumptions that the authors make about student learning.
Teachers play an essential role in leading changes in teaching and learning in schools.
When reading articles that reference empirical research, we need to examine how the author makes assumptions before considering the study as "proof."
Preparing students for the challenges of the decades ahead requires understanding how computers are changing societies and labor markets.
As educators, we need to be critical consumers of educational research before assuming that findings present the "truth."
In the first five days, weeks, and months of the school year, educators have the opportunity to create a school and classroom culture that values students' cultural identities and empowers students as global citizens.
To best serve students, we need to focus definitions of learning on process instead of performance.