(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.
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The key is not the technology itself, not project work itself, but the combination of project work with digital media and (1) a curriculum focused on deep understanding, (2) a pedagogy that combines direct instruction and mentoring to promote stud
New Materials
Rather than viewing leadership practice as a product of a leader's knowledge and skill, the distributed perspective defines it as the interactions between people and their situation” (Spillane, 2005).
The two widest U.S. studies (Becker, 2000c; Wenglinsky, 1998) on this topic were conducted in the 1990s. Both showed sharp disparities by race and SES in how new technologies were deployed for education.
Technology is just a tool. Teaching is the most important educational resource (Cohen, Fuhrman & Mosher, 2007).
"Educational change depends on what teachers do and think-- it's as simple and as complex as that" (Fullan, 2007)
Sergiovanni (2001) states that leaders must concentrate on people first, build them up, increase their commitment, link them to purposes, and help them to be self-managing.
There needs to be a reculturing and teachers need to design curriculum focused on deep understanding (Fullan, 2007).
New Teaching Approaches
Meaning cannot be taught; it must be fashioned by the learner via artful design and effective coaching by the teacher” (Wiggins & McTighe, 2005).
Knowledge is information on tap; skills are routine performances on tap; understanding is the ability to think and act flexibly with what one knows (Wiske, 2005).
From this standpoint the fundamental task of education is to enculturate youth into this knowledge-creating civilization and to help them find a place in it (Scardamelia & Beuriter, 2006).
“Teaching should be highly customized” and “teachers are viewed as facilitating student construction of knowledge” (Wenglinsky, 2005).
New beliefs
Today the digital divide resides in differential ability to use new media to critically evaluate information, analyze, and interpret data, attack complex problems, test innovative solutions, manage multifaceted projects, collaborate with others in
“Core tasks with authentic challenges embody our educational aims: The goal of schooling is fluent and effective performance in the world, not mere verbal or physical response to narrow prompts” (Wiggins & McTighe, 2005).
The preparation and continuing professional development of educators is a major element that is required for school transformation and appropriate use of technology resources (Schrum & Strudler, 2011).
Teachers are designers and teachers need to work with a clear insight into larger purposes (Wiggins & McTighe, 2005).
“What is taking shape today as a result of the “get wired” and the “raise test scores” movements, is not education addressing the needs of the 21st century. It is 20th century, industrial age education supercharged by high-stakes testing and high-
Supporting Change
“It takes more than handing a child a netbook or iPad to transform education. Such transformation requires clear goals about what digital media in schools can achieve; the appropriate curricula, pedagogy, and assessment to reach these goals; and
For widespread change to occur, teachers need to incorporate the opportunities of the emerging technological infrastructure into their overall curricular thinking (Darling-Hammond & Bransford, 2005).
Reform cannot happen unless each and every teacher is learning every day (Fullan, 2007)
A primary goal of education should be the development and deepening of student understanding (Wiggins & McTighe, 1998).
