Jeff Johnson's Library tagged school →  View Popular

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Education critics often call for longer school days and years. But there is little research to support such demands and several reasons why little will change.

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Description: A discussion of information fluency, teaching, and learning in the 21st century.

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what is school? what should school be? why the factory model?

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At Empire High School in Vail, Ariz., students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers’ science lectures.

Down the road, at Cienega High School, students who own laptops can register for “digital sections” of several English, history and science classes. And throughout the district, a Beyond Textbooks initiative encourages teachers to create — and share — lessons that incorporate their own PowerPoint presentations, along with videos and research materials they find by sifting through reliable Internet sites.

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Storytelling is the original teaching tool. Long before there was formal schooling grandparents and parents there were stories. These stories provided children in the community with the knowledge base they needed to survive as an adult. With the introduction of the printing press and the the development of formal schools the role of storytelling in education was diminished. Yet, we still know how a powerful story can capture out attention, fire our imagination, and make clear a difficult idea or concept

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Signs of a Significant Disruption in the Traditional Textbook Model

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Presentation to the Board of Trustees of the Westerly School of Long Beach re: the need for technology in our school. Inspired by Karl Fisch's "Did You ...

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Teens write a lot, but they do not think of their emails, instant and text messages as writing. This disconnect matters because teens believe good writing is an essential skill for success and that more writing instruction at school would help them.

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Acceptable Use Policies developed as a result of legislation that attempted to govern how schools allowed students to use the Internet. While legislation usually did not directly call for their formation, it was sort of the implementation of choice for most schools around the country. The policy is basically a signed agreement documenting what's acceptable in using the Internet at school (although as Karl Fisch stated, it is really an unacceptable use policy as most of them are just a list of things that kids cannot do). Parents and students had to sign the AUP before they were granted any Internet privileges at school. In that way, it was sort of like a contract between the school and the student's family.

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The focus of school administrators is graduation rates. As I understand it, Georgia has set its goal for all schools at graduating 100 percent of students by 2014. Fail to meet that goal and state funding will be cut. This puts a lot of pressure on teachers and principals to get students to pass state exams. My small-town high school, Fitzgerald High, wouldn’t survive without state funding.

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SCHOOL CHOICE is a controversial public education reform -- but not as controversial as it should be. Support for choice remains strong in the face of mounting evidence that long-standing controversies are being decided in favor of the critics of choice. Our study of the choice program in the Boulder Valley School District adds to the growing body of research documenting serious flaws in the theory, procedures, and outcomes of school choice.

Advocates of school choice contend that competition gives parents a voice and the power to vote with their feet. Schools that consistently perform poorly will lose "clients" and be forced to go "out of business," resulting in overall improvement in both achievement and parental satisfaction. Advocates of choice also contend that school choice can better accommodate a diversity of student interests and needs than the "one-size-fits-all" approach they ascribe to traditional public schools. Finally, they contend that school choice can reduce inequities. School choice is really nothing new, according to them, for parents have long chosen schools by choosing their place of residence.

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If you could design your own school, what would it look like? This is not a question many educators actually get to answer, but it is this very question that we have been asking ourselves at The Episcopal Academy (Pennsylvania) for the last seven years — as we have planned, built, and now moved into our new 123-acre, nine-building campus. This tremendous opportunity to build an entire school is both the chance of a lifetime and an incredible challenge. How do you build a campus that not only meets the needs of today's students, but which will hold up over time, allowing for enough adaptability to grow and change in a climate where five-year strategic plans seem long-term? Even more challenging: how do you plan the technology for a campus like this?

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I greatly enjoyed Clive Thompson’s recent Wired article on netbooks. For years laptop manufacturers have been giving us more and more powerful computers: bigger hard drives, more memory, faster processing chips, etc. What netbooks have shown, however, is that many laptop users actually need less, not more. When 95% of...

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