(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 technology itself but...(1)a curriculum focused on deep understanding (2)a pedagogy [that] promotes student-centered learning,(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).
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).
Meaning cannot be taught; it must be fashioned by the learner via artful design and effective coaching by the teacher” (Wiggins & McTighe, 2005).
Supporting Change
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).
There needs to be a reculturing and teachers need to design curriculum focused on deep understanding (Fullan, 2007).
Teachers are designers and teachers need to work with a clear insight into larger purposes (Wiggins & McTighe, 2005).
Studies show sharp disparities by race and SES in how technologies were deployed for education (Becker, 2000; Wenglinsky, 1998).
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).
Technology is just a tool. Teaching is the most important educational resource (Cohen, Fuhrman & Mosher, 2007).
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
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).
Reform cannot happen unless each and every teacher is learning every day (Fullan, 2007).
“Meaning cannot be taught; it must be fashioned by the learner via artful design and effective coaching by the teacher” (Wiggins & McTighe, 2005).
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).
A primary goal of education should be the development and deepening of student understanding (Wiggins & McTighe, 1998)
“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).
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 & Bereiter, 2006).
"Educational change depends on what teachers do and think-- it's as simple and as complex as that" (Fullan, 2007).
New Teaching Approach
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.
New Beliefs
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).
