(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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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)
New beliefs
Supporting Change
Today the digital divide resides in differential ability to use new media...in essence, to carry out the kinds of expert thinking and complex communication that are at the heart of the new economy (Warschauer & Matuchniak, 2010).
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).
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).
Studies show sharp disparities by race and SES in how new technologies were deployed for education (Becker, 2000; Wenglinsky, 1998)
New Materials
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).
There needs to be a reculturing and teachers need to design curriculum focused on deep understanding (Fullan, 2007).
"Educational change depends on what teachers do and think-- it's as simple and as complex as that" (Fullan, 2007)
The key is not the technology itself but...(1) a curriculum focused on deep understanding, (2) a pedagogy that combines direct instruction and mentoring...and (3) classroom assessments that are both performative and formative (Warschauer, 2011).
“Teaching should be highly customized” and “teachers are viewed as facilitating student construction of knowledge” (Wenglinsky, 2005).
Education is not addressing the needs of the 21st century. It is 20th century, industrial age education supercharged by high-stakes testing and high-tech tools for doing 1920’s types of child-centered education” (Scardamalia, 2001).
“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).
Teachers are designers and teachers need to work with a clear insight into larger purposes (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).
A primary goal of education should be the development and deepening of student understanding (Wiggins & McTighe, 1998).
Transformation requires clear goals about what digital media in schools can achieve; the appropriate curricula, pedagogy, and assessment to reach these goals; and the right social and technical infrastructure to support the endeavor (Warschauer, 2
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.
Technology is just a tool. Teaching is the most important educational resource (Cohen, Fuhrman & Mosher, 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).
