7 Characteristics of a Digitally Competent Teacher

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7 Characteristics of a Digitally Competent Teacher

  1. You can integrate digital skills into everyday life: digital skills are transferable.
  2. You have a balanced attitude: you are a teacher not a techie.
  3. You are open to using and trying new stuff: find digital tools and explore how they work.
  4. You are a digital communicator: you can use email and social media with ease.
  5. You know how to do a digital assessment: you’re a sound judge of the quality of information, apps and tools
  6. You understand and respect privacy: you treat personal data with the respect it deserves
  7. You are a digital citizen: you know how to behave online appropriately and you’ll pass it on to your pupils

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You think you know what teachers do. Right? Wrong.




You went to school so you think you know what teachers do, right? You are wrong. Here’s a piece explaining all of this from Sarah Blaine, a mom, former teacher and full-time practicing attorney in New Jersey who writes at her parentingthecore blog, where this first appeared.
By Sarah Blaine
We all know what teachers do, right? After all, we were all students. Each one of us, each product of public education, we each sat through class after class for thirteen years. We encountered dozens of teachers. We had our kindergarten teachers and our first grade teachers and our fifth grade teachers and our gym teachers and our art teachers and our music teachers. We had our science teachers and our social studies teachers and our English teachers and our math teachers. If we were lucky, we might even have had our Latin teachers or our Spanish teachers or our physics teachers or our psychology teachers. Heck, I even had a seventh grade “Communications Skills” teacher. We had our guidance counselors and our principals and some of us had our special education teachers and our study hall monitors.
So we know teachers. We get teachers. We know what happens in classrooms, and we know what teachers do. We know which teachers are effective, we know which teachers left lasting impressions, we know which teachers changed our lives, and we know which teachers sucked.
We know. We know which teachers changed lives for the better. We know which teachers changed lives for the worse.
Teaching as a profession has no mystery. It has no mystique. It has no respect.
We were students, and therefore we know teachers. We denigrate teachers. We criticize teachers. We can do better than teachers. After all: We do. They teach.
We are wrong.
We need to honor teachers. We need to respect teachers. We need to listen to teachers. We need to stop reducing teachers to arbitrary measurements of student growth on so-called objective exams.
Most of all, we need to stop thinking that we know anything about teaching merely by virtue of having once been students.
We don’t know.
I spent a little over a year earning a master of arts in teaching degree. Then I spent two years teaching English Language Arts in a rural public high school. And I learned that my 13 years as a public school student, my 4 years as a college student at a highly selective college, and even a great deal of my year as a masters degree student in the education school of a flagship public university hadn’t taught me how to manage a classroom, how to reach students, how to inspire a love of learning, how to teach. Eighteen years as a student (and a year of preschool before that), and I didn’t know shit about teaching. Only years of practicing my skills and honing my skills would have rendered me a true professional. An expert. Someone who knows about the business of inspiring children. Of reaching students. Of making a difference. Of teaching.
I didn’t stay. I copped out. I left. I went home to suburban New Jersey, and a year later I enrolled in law school.
I passed the bar. I began to practice law at a prestigious large law firm. Three years as a law student had no more prepared me for the practice of law than 18 years of experience as a student had previously prepared me to teach. But even in my first year as a practicing attorney, I earned five times what a first year teacher made in the district where I’d taught.
I worked hard in my first year of practicing law. But I didn’t work five times harder than I’d worked in my first year of teaching. In fact, I didn’t work any harder. Maybe I worked a little less.
But I continued to practice. I continued to learn. Nine years after my law school graduation, I think I have some idea of how to litigate a case. But I am not a perfect lawyer. There is still more I could learn, more I could do, better legal instincts I could develop over time. I could hone my strategic sense. I could do better, be better. Learn more law. Learn more procedure. But law is a practice, law is a profession. Lawyers are expected to evolve over the course of their careers. Lawyers are given more responsibility as they earn it.
New teachers take on full responsibility the day they set foot in their first classrooms.
The people I encounter out in the world now respect me as a lawyer, as a professional, in part because the vast majority of them have absolutely no idea what I really do.
All of you former students who are not teachers and not lawyers, you have no more idea of what it is to teach than you do of what it is to practice law.
All of you former students: you did not design curricula, plan lessons, attend faculty meetings, assess papers, design rubrics, create exams, prepare report cards, and monitor attendance. You did not tutor students, review rough drafts, and create study questions. You did not assign homework. You did not write daily lesson objectives on the white board. You did not write poems of the week on the white board. You did not write homework on the white board. You did not learn to write legibly on the white board while simultaneously making sure that none of your students threw a chair out a window.
You did not design lessons that succeeded. You did not design lessons that failed.
You did not learn to keep your students quiet during lock down drills.
You did not learn that your 15 year old students were pregnant from their answers to vocabulary quizzes. You did not learn how to teach functionally illiterate high school students to appreciate Shakespeare. You did not design lessons to teach students close reading skills by starting with the lyrics to pop songs. You did not miserably fail your honors level students at least in part because you had no books to give them. You did not struggle to teach your students how to develop a thesis for their essays, and bask in the joy of having taught a successful lesson, of having gotten through to them, even for five minutes. You did not struggle with trying to make SAT-level vocabulary relevant to students who did not have a single college in their county. You did not laugh — because you so desperately wanted to cry — when you read some of the absurdities on their final exams. You did not struggle to reach students who proudly announced that they only came to school so that their mom’s food stamps didn’t get reduced.
You did not spend all of New Years’ Day crying five years after you’d left the classroom because you reviewed the New York Times’ graphic of soldiers killed in Iraq and Afghanistan and learned that one of your very favorite students had been killed in Iraq two years before. And you didn’t know. Because you copped out and left. So you cried, helplessly, and the next day you returned to the practice of law.
You did not. And you don’t know. You observed. Maybe you learned. But you didn’t teach.
The problem with teaching as a profession is that every single adult citizen of this country thinks that they know what teachers do. And they don’t. So they prescribe solutions, and they develop public policy, and they editorialize, and they politicize. And they don’t listen to those who do know. Those who could teach. The teachers.
Copyright  The Washington Post ©   February 22, 2014 
The Answer Sheet   By Valerie Strauss

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The Top 75 New York Times Best-Selling Education Books of 2013

The Top 75 New York Times Best-Selling Education Books of 2013 ©

By DEBORAH HOFMANN
December 18, 2013 published by The New York Times ©

In lieu of a lesson on this last Wednesday before the holiday break, we asked Deborah Hofmann, the senior editor of the New York Times Best Sellers List, to create a special list for us of the top 75 best-selling education titles of 2013, and to explain how she defined and ranked books for this new category.

We hope it starts conversations, introduces you to new ideas and authors, and provides inspiration for teaching and learning well into 2014.

The Learning Network
Teaching and Learning with The New York Times

Reading List | The Top 75 New York Times Best-Selling Education Books of 2013


By Deborah Hofmann

Welcome to the debut of the New York Times Best-Seller List of Education titles.

This collection of eclectic and far-ranging titles is intended to get people talking and thinking about the many ways we discuss education, how we present sometimes arcane subjects, and how we think about teaching and learning at all ages and in many contexts.

The list was compiled by looking at every adult nonfiction title that was reported each week to the New York Times Best-Seller Lists though Dec. 7, in both print and electronic formats. This includes titles that were released in earlier years, but continue to enjoy sales; for this first experiment, we wanted to cast a wide net to see what turned up naturally.

I classified a title as “Education” after I examined multiple standard sources, including its industry identifiers, reviews and interviews, to create a sort of card catalog of titles that — to this editor’s sensibilities — spoke to an enduring appetite for books that try to teach the reader, or tell us how we learn or why we learn — or, sometimes, why we do not. There were no vetting experts or outside education consultants. Had that been the case, we might still be debating.

Although some titles are familiar for having made the traditional best-seller list that is published weekly in the Book Review, many of the titles are books that were reported, but perhaps often in quantities too low in any given weeks to qualify for the traditional rankings. Cumulatively over the months and in this subgroup, however, they emerge in clearer relief. They are ranked below by their relative reported sales, the same way we rank all books on the best-seller lists.

Please note that I chose not to consider for inclusion any titles that are actively tracked toward ranking among the Childrens’ Best-Sellers List categories, so you will not find classroom evergreens or coming-of-age narratives here.

One might argue that some of these titles are simply too narrow, too literal, or, in some cases, spoofery or farce. But isn’t argument what makes for lively hand-raising and calling out of turn?


1. America the Beautiful, by Ben C. Carson with Candy Carson
2. Thinking, Fast and Slow, by Daniel Kahneman
3. How to Read Literature Like a Professor, by Thomas C. Foster
4. How Children Succeed, by Paul Tough
5. The Last Lecture, by Randy Pausch

6. The Signal and the Noise, by Nate Silver
7. Pathways to the Common Core, by Lucy Calkins, Mary Ehrenworth and Christopher Lehman
8. Far from the Tree, by Andrew Solomon
9. The End of Your Life Book Club, by Will Schwalbe
10. The Smartest Kids in the World, by Amanda Ripley

11. Reign of Error, by Diane Ravitch
12. How Music Works, by David Byrne
13. Charlotte Mason’s Original Homeschooling Series, by Charlotte Mason
14. The Autistic Brain, by Temple Grandin and Richard Panek
15. Naked Statistics: Stripping the Dread from the Data, by Charles Wheelan

16. One World Schoolhouse, by Salman Khan
17. The Theoretical Minimum: What You Need to Know to Start Doing Physics, by Leonard Susskind and George Hrabovsky
18. F in Exams, Richard Benson
19. Letters to a Young Scientist, by Edward O. Wilson
20. On Writing, by Stephen King

21. NurtureShock, by Po Bronson and Ashley Merryman
22. De-Textbook, by Cracked.com
23. F for Effort, by Richard Benson
24. The Whole-Brain Child, by Daniel J Siegel and Tina Payne Bryson
25. Walk in Their Shoes: Can One Person Change the World?, by Jim Ziolkowski with James S. Hirsch

26. Teach Like a PIRATE, by Dave Burgess
27. What You’re Really Meant to Do, by Robert Steven Kaplan
28. Make Good Art, by Neil Gaiman
29. The Education of a Lifetime, by Robert Khayat
30. The Naked Roommate, by Harlan Cohen

31. Sticks and Stones, by Emily Bazelon
32. Intuition Pumps and Other Tools for Thinking, by Daniel C. Dennett
33. College (Un)Bound, by Jeffrey Selingo
34. Confessions of a Scholarship Winner, by Kristina Ellis
35. How to Create a Mind, by Ray Kurzweil. (Penguin)

36. Pandora’s Lunchbox, by Melanie Warner
37. Look Me in the Eye: My Life with Asperger’s, by John Elder Robison
38. This Is Water, by David Foster Wallace
39. Heretics and Heroes, by Thomas Cahill
40. Instant Vocabulary, by Ida L. Ehrlich

41. Onion Book of Known Knowledge, by The Onion
42. Disney U, by Doug Lipp
43. Smithsonian Book of Presidential Trivia, by Smithsonian Institution and Amy Pastan
44. Grammar Girl’s Quick and Dirty Tips for Better Writing, by Mignon Fogarty
45. Things Come Apart, by Todd McLellan

46. Real Talk for Real Teachers, by Rafe Esquith
47. The School Revolution, by Ron Paul
48. What Great Teachers Do Differently, by Todd Whitaker
49. Why Teach? by Mark Edmundson
50. The Shallows: What the Internet Is Doing to Our Brains, by Nicholas Carr

51.Shouting Won’t Help, by Katherine Bouton
52. Teach Your Children Well, by Madeline Levine
53. Big Book of How, by Editors of Time Magazine for Kids
54. Teacher Man, by Frank McCourt
55. Is College Worth It? by William J. Bennett with David Wilezol

56. Here Is Where: Discovering America’s Great Forgotten History, by Andrew Carroll
57. Art As Therapy, by Alain De Botton and John Armstrong
58. A History of Western Music, by J. Peter Burkholder, Donald Jay Grout and Claude V. Palisca
59. My Bookstore, by Ronald Rice
60. Hello! My Name Is Public School, and I Have an Image Problem, by Leslie Milder and Jane Braddock

61. Thinking in Numbers, by David Tammet
62. Who Owns the Learning? by Alan November
63. Good Luck, Graduate, by Gregory Lang
64. First Class, by Alison Stewart
65. A Year Up, by Gerald Chertavian

66. Three Cups of Tea, by Greg Mortenson and David Oliver Relin
67. History’s Greatest Hits, by Joseph Cummins
68. Strings Attached, by Joanne Lipman and Melanie Kupchynsky
69. Hope Against Hope, by Sarah Carr
70. Learning by Doing, by Richard DuFour, Rebecca DuFour, Robert Eaker and Thomas Many

71. Teaching Mathematics for Social Justice, by David Stinson and Anita Wager
72. Information Dashboard Design, by Stephen Few
73. Fire in the Ashes, by Jonathan Kozol
74. What Your Third Grader Needs to Know, by Hirsch, E. D., Jr.
75. All Roads Lead to Austen, by Amy Elizabeth Smith

Sales of both print books and e-books are reported confidentially to The New York Times; retailers were not asked specifically about Education titles. The sales venues for print books include independent book retailers; national, regional and local chains; online and multimedia entertainment retailers; supermarkets, university, gift and discount department stores; and newsstands. E-book rankings reflect sales from leading online vendors of e-books in a variety of popular e-reader formats.

Original URL:
http://learning.blogs.nytimes.com/2013/12/18/reading-list-the-top-75-new-york-times-best-selling-education-books-of-2013/?_r=1

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The Western World and 21st Century Indulgences

The Western World and 21st Century Indulgences

“God Bless America” is the new United States mantra and economic planning model which needs total change and real introspection at each and every level from politics to economics, to war machines and education and to science and creativity. 

Oh I forgot, you have to believe in their "god", the god that certain leaders have decided is the official god of the U.S.A. Of course they are a country where church and state must always be separated but I digress.


Indulgences were sold by the Catholic church in the late Middle ages (1400 A.D. - 1500 A.D.) to persons seeking to ensure forgiveness for their earthly transgressions. Wealthy individuals of their time clamoured to have an indulgence granted before they passed on to the beyond.

Today those same types of "indulgences" are being “bought” by the world's wealthy not for safe passage to Heaven but as a means to finding ways to shelter their profligate share of the world's real wealth.

The “1-Percenters” of the 21st Century are creating their own charities and foundations most of which are named after the "donor" (their own names) so they can see how truly important they are to the world and their own money centric world. Charities of this type have increased by 25+ percent since the turn of the century.

These helping the world tax dodges are most prevalent in America where tax laws have been re-written to ensure the succession of family wealth through such shelters as capital gains laws andf other special tax provisions not afforded those struggling to make ends meet on a minimum wage of $7.25 an hour in the U.S. (35 hours * 40 hours * 52 weeks = $15,080 before any taxes are paid). The 1% individuals often pay less tax than the minimum wage individuals pay.

How long can the United States and the western world continue to abuse the majority of their citizens as the wealthy become even wealthier? Will there be "0.001-Percenters'?

American leaders extoll the virtues of “democracy” but the American people need to know that the countries in the world today best at weathering the capitalist hurricane caused by the finance industry are in fact “socialist” countries.

These “socialist” countries are feared as they must be seen as parasites because of their social and economic success, These world ending socialist countries successes have forced terrible diatribes on them by the Republican Party and in particular from the fascist wing of the Republican Party, the “Tea Party” would have Americans believe.

Those scorned “socialist” countries: Canada; Norway; Sweden; Australia and Germany are attacked by capitalists at every opportunity. Five years after the world finance storms  ( caused by over zealous American capitalists) laid waste to all but the elite wealthy, have done better than the rest of the world. It has been difficult but no one lost houses because of individual greed, no one leaves hospital with a $5, $500 or $50,000 hospital bill.

The truth is that our “socialism” is not the communist “ism” that many American politicians would have others believe it is. It is a kinder, caring and thoughtful system that still has many flaws but these “socialist” countries have the most stable economics and social systems of the 21st century.

Peter Buffet the authored a New York Times opinion piece on July 27, 2013

The Charitable-Industrial Complex - NYTimes http://nyti.ms/13PHgpr

Peter Buffet: “I’m really not calling for an end to capitalism; I’m calling for humanism.”

The United States, the land that took in the world’s refugees during the late 19th and 20th century has become a fortress country where the compassion and growth that lead to the greatest economic and social growth the world has seen is in danger of disappearing.

The country that cared about and for others must now learn to care for all the people that make their economy work. The time for finger pointing is over and moving on to the new United States must begin.

I fully support “God Bless America” but not in the selfish and self-righteous way that many people of the United States use this term and the inference it now represents based on the last thirty years of "me first" politics and economics.

OH CANADA: Thomas Hobbes is alive and well and living in Stephen Harper's Body

Cohn: How Canada let Caterpillar strip a plant clean


U.S. heavy equipment maker Caterpillar Inc. announced Friday it was closing its Electro-Motive Canada plant in London, Ont., a month after it locked out about 450 workers.

By Martin Regg Cohn Queen's Park Columnist
This article was first published in TheStar on February 5, 2012

Ask yourself this: Why did Caterpillar buy a plant only to destroy it?

The labour dispute at a London locomotive factory was nasty, brutish and short — a depressingly Hobbesian scenario in which brute strength prevailed over civilized rules of conduct.

There were no strikebreakers wielding clubs at Electro-Motive Canada, because there was no strike to break — the union was locked out on New Year’s Day. There were no replacement workers to bust the union, because the union was merely invited to slit its own wrists — by halving most wages from $34 to $16.50 an hour.

The U.S.-based owner, multinational giant Caterpillar Inc., didn’t so much humiliate 460 skilled workers as ignore them. It started and ended this negotiation with a carefully choreographed plan to pack up, shut down and leave town.

Clever multinationals — and this is one cunning Caterpillar — don’t spend hundreds of millions of dollars to buy a factory only to shutter it. So what was the plan?

Never mind Caterpillar’s cold-hearted tactics. Its clear-eyed strategy exposes our own blindness.

The big bad Americans saw past our myopia — beyond the cash value of the plant’s physical property to size up and seize the company’s intellectual property: the innovation, trade secrets, manufacturing processes and R&D residing in London.

It won’t just relocate the heavy equipment on the factory floor, but harvest the technological know-how subsidized with government incentives and writeoffs. This wasn’t bullying, it was highway robbery — with our politicians watching from the sidelines.

Caterpillar kicked those workers in the teeth, but we should be kicking ourselves for letting it acquire the legal right to do it as it pleased when purchasing the old locomotive plant. There has been much hand-wringing that foreign investment safeguards weren’t triggered, failing to ensure a net benefit to Canada with explicit job guarantees after the takeover.

But lost jobs aren’t our only loss. Be it Nortel or RIM, we need to value the technology and patents in play when foreigners start kicking the tires. The buyers are just as likely to be scavengers as investors. And if their primary goal is to spirit away our intellectual property, they will treat the ancillary human resources as an expendable asset to be stripped away, bargained down or locked out.

The $4.5 billion auction of Nortel patents last year made a mockery of the more modest valuations that the bankrupt company had put on its own treasure trove of intellectual property, nurtured by our tax dollars. Canadians always sell themselves short.

So the first lesson of the London massacre: Ottawa must be vigilant about vetting foreign investment and retaining jobs, but also mindful of valuing — and anchoring — our homegrown intellectual property. Why underwrite our companies if we willingly sell off our embedded brainpower to foreign bidders who leave Canada cash-rich, patent poor and jobless?

If RIM is one day placed in the shop window, are we ready for a fire sale of its technology? What if Bombardier — which also builds locomotives — ever goes on the auction block, patents aplenty?

Another lesson: When it comes to the economy, empathy isn’t enough. Premier Dalton McGuinty adopted a reflexively tepid tone from the start, expressing the vain hope that both sides would come to their senses. Belatedly last week, he ratcheted up the rhetoric by exhorting the plant’s owners to play fair.

But he never picked up the phone to the employer. Nor did he reach out to Prime Minister Stephen Harper to forge a non-partisan common front. When a company treats its workers like dirt, a premier should leave no stone unturned.

McGuinty and Harper must conduct a post-mortem. More Caterpillars are coming, and they will metamorphose into a plague on our intellectual property if we don’t start using our heads. I’ve argued before that globalization can bring benefits, but only if we’re smart enough to play defence as well as offence.

It’s too late to save the jobs in London. Caterpillar has closed a plant and cashiered its workers, but it has opened our eyes: it’s not just the jobs on the factory floor that are lost, but the technology that buttresses them.

A locomotive factory is gone. Now the tech train is leaving the station — with a free pass from our politicians.

Martin Regg Cohn’s provincial affairs column appears Tuesday, Thursday and Sunday in TheStar
(http://www.thestar.com)


mcohn@thestar.ca

twitter.com/reggcohn

This article was first published in TheStar on February 5, 2012 (Toronto, Ontario Canada)

(http://www.thestar.com/news/article/1126357--cohn-how-canada-let-caterpillar-strip-a-plant-clean?bn=1)

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