Apps and other digital tools should minimize complexity while prioritizing the authentic connections that are central to learning.
Distance learning will inevitably result in the increased use of digital technology this fall, but this doesn’t mean that teachers need to download countless apps to reach students. Instead, this unprecedented challenge requires that we be more mindful of what tools we use and how we incorporate them into our teaching.
Striving to understand the origins of the concept of race and the effects of implicit biases are good initial steps.
Although we may not feel adequately trained to become antiracist educators, for me, remaining silent isn’t an option. I believe that, as Dr Ibram X. Kendi says, we are all “either racist or antiracist; there’s no such thing as ‘not racist.
Providing students with clear directions and easy-to-navigate content is especially important during distance learning.
Have you ever revisited something you wrote, only to discover that it omitted important information or assumed the reader just knew what you meant? This spring, not being in the physical classroom with my students highlighted that challenge for me.
Many teachers find it difficult to gauge how well students understand a lesson in an online classroom. A technique common among award-winning online instructors should help.
In the early 1900s, scientists were baffled by a horse that could seemingly perform arithmetic. Using his hoof, Clever Hans would tap out answers to simple math problems, and could even tell time and keep track of the days in a calendar.
Games not only provide fun distractions from the stressors of the pandemic but also can be useful tools for online learning.
The COVID-19 pandemic forced students and teachers to change their routines drastically and quickly as they shifted to online learning. They could no longer sit in a circle and read a book, jump up to the front of the classroom to recite a poem or work with a partner to share dialogue in a language class.