Most people can rattle off the degrees that pay the most amount of money. Some of the degrees are the favorites you will see below. What is surprising is what sits at number 5. If you think Green Acres (that is your hint), you will get it. The list is dominated by math and science majors. I guess its true that the quarterback gets the girl in high school but smart girls look for those that are good at the courses described above. Of course, girls are getting better at the STEM programs and are slowly earning the degrees for themselves. What is most interesting is the number of people earning college degrees. This number is going up significantly making degrees and finishing schools more important than ever. The article is below.
The 5 highest paying degrees of 2015
Erika Rawes, The Cheat Sheet 12:02 p.m. EST January 31, 2015
(Photo: Thinkstock)
More and more people are earning college degrees. As of 2011, close to one out of every three people over 25 held a bachelor's degree, according to a U.S. Census Bureau release. "As recently as 1998, fewer than one-quarter of people this age had this level of education."
Because more of us are college-educated, this makes it so that "just any" degree will not necessarily suffice for some people anymore. People are starting to see that if they're going to invest all of that hard-earned money, not to mention time and energy, into obtaining a degree, it should be into one that will likely lead to ample job opportunities and higher earnings power.
The Census Bureau reports that a bachelor's degree holder typically earns $2.4 million over his or her lifetime. Some degrees, like those in education, typically result in lower lifetime earnings than this benchmark. Other degrees, however, generally allow graduates to earn more than this lifetime benchmark.
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Using Census data, coupled with an employer survey analysis by the National Association of Colleges and Employers(NACE), we've made a list of college majors that will likely lead to the highest earnings for 2015 grads. 1. Engineering
2015 projected average starting salary: $62,998 Average lifetime earnings of $3.4 million
You may be tired of hearing about how engineering is one of the "best college majors" or "most profitable college majors." But the reason you see engineering on so many of these lists is because the data lead right to it. On average, engineering majors earn $3.5 million over the course of their lifetime, which is more than any other college major. This year is expected to be no different, as NACE estimates the average salary of 2015 engineering grads at just under $63,000.
When it comes to specific disciplines within the engineering field, petroleum engineers are expected to have the highest starting salaries in 2015. NACE estimates that the average grad could pull in a cool $80,000.
2. Computer science
2015 projected average starting salary: $61,287 Average lifetime earnings of $3.1 million
Those who earn computer science degrees are also raking in the dough. And, this year's grads can expect large starting salaries. Over the course of a lifetime, computer grads who work in management occupations earn the most — a whopping $3.7 million. Those computer science majors with a specific discipline or specialty also tend to earn higher wages.
The key to helping your child with technology is to expose them to as much as possible. Yes, I came out with it. Education is a lifelong process and knowing technology is nothing different. The more you know, the more you will find out you need to keep your eye out for the next big thing. Most parents cannot afford everything. These days, between schools, the library and phones with apps, you can stay on top of just about anything. Its funny, many say I-pads will come and go in the next few years. I really do not like using them. Beyond portability, I would rather use a laptop any day. But that's me. One thing that will not change is your digital footprint. What your child does today can affect you. I saw where even McDonalds is checking what you leave out there on the internet. McDonalds? I suppose you better not be seen eating a Whopper. Here is the article and some smart suggestions by Mitch Champagne. Comment on what you think.
This post originally appeared on A Platform For Good.
Many educators speak about preparing students for their future; for now, I would be content with the present.
As a teacher, it is my responsibility to prepare my students for their future. It is not enough to claim that I will equip my students with 21st Century skills as I am already 14 years late for that. Instead, I do my best to help them develop skills such as flexibility, adaptability, and creativity, and to learn that mistakes aren’t bad but rather an opportunity to grow and learn.
Along with these competencies, I need to help my students develop proficiency with today’s modes of communication, including how to effectively use technology. While there are still some who bother to have the debate about whether technology helps students to learn better, I believe this is now a futile debate. Our students need these skills as technology is simply today’s pen.
As a fellow parent and father of three, I believe there are many ways that parents can help to set their child(ren) up for success with technology, and to put them on the right path toward the effective and appropriate use of it as well. Expose Them to Multiple Platforms
While some students are quite proficient using an iPad, they may struggle when using a PC. Furthermore, as many school boards are mainly deploying Windows based PCs, nearly all of their students find it challenging to work with a Mac Operating System. As technology will no doubt continue to evolve, it is best if students are exposed to multiple platforms, including: Windows, Mac, IOS, Android, and Linux. Being comfortable using any and all operating systems that they encounter will only benefit them as they will be more able to adapt to a diverse range of technologies in the future. Limit and Maximize Screen Time
A wealth of research has been conducted and much has been written on the effects of screen time on kids. If you haven’t already, educate yourself and your children on the topic. A good place to start is with Ways to Manage (and Improve) Your Child’s Screen Time by Dr. Elizabeth Milovidov.
In addition to limiting passive screen time, you should focus on maximizing active screen time. There are many fantastic educational apps and websites to choose from that allow your children to create something novel rather than just watching something that someone else created.
One of the best things our children can spend their time on is learning to code. Websites such as code.org, codeacademy.com are great places for children as young as 5 to start understanding the basics of coding. While these websites are geared toward beginners, more experienced students would benefit from working through the modules as a primer. More advanced skills can be developed by working through the activities of the Khan Academy Computer Programming site and Google’s Blockly site. Model Responsible Use of Tech
A great deal of research has been done on the importance of creating a literacy-rich home environment, whichhis goes far beyond having readily available books for your children to read. Research supports that families can encourage language and literacy development by creating a home environment where there is lots of reading, writing, talking, and listening. Children look to their parents as models for all behaviors and when children see their families reading often, and engaging in conversation with them, it serves as a natural motivation to engage in those same behaviors.
This same thing can and should happen with regards to the use of technology in the home; children will also pick up on habits and practices of their parents in this domain. For instance, if children see their parents using their cell phone at the dinner table, they will naturally think this is acceptable and will do so themselves. Conversely, if children see their parents use technology in appropriate and responsible ways, they will likely develop those habits as well. Decide what is appropriate and responsible in your home and model those practices. Digital Footprint
As a student in elementary and high school, I made all kinds of mistakes. Some of those errors in judgment were quite public. But thankfully, those mistakes were not immortalized on YouTube or Twitter; they have decayed like memories in the minds of the people who were present.
Today, our children need to understand that the stakes are higher when they do or say things using social media and on websites. Even applications such as CyberDust andSnapChat that tout the ability to erase your words, pictures, and videos instantly are not immune to the other user taking a screenshot.
Having an open and ongoing dialogue about digital footprints is a great way to help your child make informed decisions as they navigate the constantly evolving digital landscape.
While some classrooms, schools and districts require their students to check their technology at the door, I would much rather take the approach that educators should try and teach students to use these devices appropriately and effectively, to learn to be responsible and reap the benefits of what technology has to offer today’s citizens. In our constantly evolving digital landscape, the responsibility for this goal should not rest on the shoulders of the education system alone, but be a collaborative effort with the home. Cover image courtesy of Flickr.
Are You A Whole Teacher? A Self-Assessment To Understand- Using a rubric to grade or assess yourself is nothing new. But I do like the graphic organizer used by Teach Thought which challenges your assumptions about yourself and provides a quick tool for you to print and keep you focused as you plan, collaborate and teach.
Are You A Whole Teacher? A Self-Assessment To Understand
by TeachThought Staff
Whole Child Learning is a thing; Whole Teaching should be a thing too, no?
Here at TeachThought, Jackie Gerstein’s usergeneratededucation is at the top of our reading list, in large part for her thinking about the human side of formal education. Much of our content–that is, the content here at TeachThought, and that on her site–overlaps because of our shared perspective on teaching and learning: self-directed learning, the role of play in learning, the idea of citizenship, student-centered learning (and student-centered teaching), and more.
(The fact that we have to push ourselves to think of the “human side” could be part of our problem; teaching and learning are among the most human of processes–a natural response to our environment and curiosity.)
We’ve also long been interested in the work of Costa and Kallick with the Habits of Mind (See What Are The Habits Of Mind? and 16 Strategies For Integrating The Habits Of Mind) as wonderful supplements to an academic curriculum. More and more, they’re richness has us wondering if they’re not more important than the “content” itself.
These ideas have pushed us to consider what it is that students really need to know in a modern world, which we’re going to have spend some time this year thinking about. And it is in that whole Habits of Mind/new knowledge demands context comes Jackie’s “Twelve 21st Century Skills & Attributes: Educator Self-Assessment.” Jackie has framed this concept (modern teaching) through 12 characteristics, and again through teacher self-assessment questions for each characteristic.
The end result is a shift from academia to people to can supplement standards-based teaching and learning, or replace it altogether if we want to get all progressive and avant garde about it.
You can read more here–in fact, follow her on twitter, and add her blog to your favorite RSS reader. Are You A Whole Teacher? A Self-Assessment To Understand Oral & Written Communication
1. Do you provide learners with opportunities to speak and write using their own unique and genuine voices?
2. Do you help learners create focus, energy, passion around the oral and written communication they want to make? Critical Thinking & Problem-Solving
3. Do you promote and reinforce doing things that haven’t been done before, where you and your learners have to rethink or think anew?
4. Do you ask learners to generate and ask their own unique essential questions? Collaboration Across Networks
5. Do you facilitate global communication and collaboration with your learners?
6. Do you give learners opportunities to collaborate face-to-face and virtually?
7. Do you assist your learners in developing their own personal learning networks? Curiosity & Imagination
8. Do you promote, encourage, and reinforce inquisitiveness?
9. Do you encourage your learners to add their own “personal touches” to their learning experiences? Initiative & Entrepreneurialism
10. Do you assist in learners becoming involved in meaningful work?
11. Do you provide opportunities for learners to take risks? Take their own initiative to do things? Agility & Adaptability
12. Do you accept change as normal and natural? And assist your learners in doing the same?
13. Are you and your learners flexible?
14. Do you and your learners use a variety of tools to solve new problems? Hope & Optimism
15. Do you model, teach, reinforce positive self talk? A ‘Can Do’ attitude?
16. Do you assist learners in enhancing their personal agency thinking?
17. Do you expose learners to stories that portray how others have succeeded or overcome adversity? Self-Regulation For more on self-regulation and the others, click the Teach Thought link below. I rely on them for cutting edge information and thought provoking information. .
The
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April 18, 2015 from
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Power points were so 1990's. For many teachers, they still encompass a large part of their teaching. You can archive and edit them and upload them to the internet. In the article below Mary Jo Madda said there is a right way and a wrong way to use them with your students and the wrong way can actually hurt the learning process. Madda explains below in writing and with a video.
Don’t fret, we’ve all been there: You’re up late the night before Thursday and you have to teach a lesson at 8 AM the next day. So, what do you do? Throw some text on a PowerPoint and get ready to talk through your points. Couldn’t hurt, right? You might not always read straight off of the slides--they’ll just help keep your lecture on track, and if you lose your place, the text is right there for you.
Unfortunately, whether you’re discussing Columbus with 4th graders or quantum physics with college freshmen, you may be hurting your students’ learning more than helping them.
Let’s explore what instructional design doesn’t typically work with students, or anyone’s learning for that matter, when you teach with PowerPoint--as well as how you can avoid it. It all begins with a little concept called “cognitive load.”
Too Much for the Student to Process
Imagine your student’s brain as a container. When you start tossing rocks into the container, it gets heavier and heavier--and more difficult for the student to carry or sort through. Essentially, that’s cognitive load. Cognitive load describes the capacity of our brain’s working memory (or WM) to hold and process new pieces of information. We’ve all got a limited amount of working memory, so when we have to handle information in more than one way, our load gets heavier, and progressively more challenging to manage.
In a classroom, a student’s cognitive load is greatly affected by the “extraneous” nature of information--in other words, the manner by which information is presented to them (Sweller, 2010). Every teacher instinctively knows there are better--and worse--ways to present information. The reason for these, research shows, is that when you lighten the load, it’s easier for students’ brains to take information in and transform it into memory.
Teaching with text-based PowerPoint slides while also reading them aloud, unfortunately, amounts to throwing too many rocks into the student container--and causing students to regress.
The Redundancy Effect
Simultaneous auditory (spoken) and visual presentation of text, such as via PowerPoint slides is an all-too common occurrence in classrooms nowadays. Think about it: how many times have you walked into a classroom or lecture hall and heard a teacher reading out the text on slides displayed on the front board?
A study in Australia in the late 1990s (the 1999 Kalyuga study) compared the learning achievement of a group of college students who watched an educator’s presentation involving a visual text element and an audio text element (meaning there were words on a screen while the teacher also talked) with those who only listened to a lecture, minus the pesky PowerPoint slides. The researchers concluded that utilizing visual stimuli involving words while a separate auditory presentation is delivered increases the cognitive, load rather than lessening it.
Here’s why: it’s called the the redundancy effect. Verbal redundancy “arises from the concurrent presentation of text and verbatim speech,” increasing the risk of overloading working memory capacity--and so may have a negative effect on learning.
Consider, for instance, a science lesson on food chains. A teacher may start by lecturing on the difference between herbivores and carnivores. Up comes a slide with definitions of each term. The teacher starts reading directly from the slide. The duplicated pieces of information--spoken and written--don’t positively reinforce one another; instead, the two effectively flood students’ abilities to handle the information.
Researchers including John Sweller and Kimberly Leslie contend that it would be easier for students to learn the differences between herbivores and carnivores by closing their eyes and only listening to the teacher. But students who close their eyes during a lecture are likely to to called out for “failing to paying attention.”
How to Lighten the Load
So, then, what do you do? How do you ensure that your kids learn from your lectures rather than wind up with brains that feel like oversoaked sponges? (And keep in mind, entrepreneurs--this could apply to your pitches, as well.) Richard Mayer, a brain scientist at UC Santa Barbara and author of the book “Multimedia Learning” offers the following prescription: Eliminate textual elements from presentations and instead talk through points, sharing images or graphs with students. This video illustrates exactly what he means:
This approach, he suggests, is particularly appropriate for those subjects where geometric graphs and visual imagery are crucial for understanding key concepts, like food chains, the water cycle or calculating surface area.
Other studies, such as a separate Australian investigation by Leslie et al. (2012), suggest that mixing visual cues with auditory explanations (in math and science classrooms, in particular) are essential and effective. In the Leslie study, a group of 4th grade students who knew nothing about magnetism and light learned significantly more when presented with both images and a teacher’s explanation than a separate group which received only auditory explanation.
Are you a science teacher? Throw up a picture of a lion’s tooth and a zebra’s tooth onto the screen while explaining the differences between carnivores and herbivores. Teach social studies? Surround the number “1776” with painted images of the founding fathers signing the Declaration of Independence, rather than including straight facts on your presentation.
And if you find it difficult to eliminate words entirely from your PowerPoint presentations, especially when you want students to get those key vocabulary words down, here are some additional hints:
Limit yourself to one word per slide. If you’re defining words, try putting up the vocabulary word and an associated set of images--then challenge students to deduce the definition.
Honor the “personalization principle,” which essentially says that engaging learners by delivering content in a conversational tone will increase learning. For example, Richard Mayer suggests using lots of “I’s” and “you’s” in your text, as students typically relate better to more informal language.
Have a favorite theory-backed practice that works for your students? Leave your comments below--I’m all ears. And eyes.
But the more important issue is are you doing it to doing it or is it transforming your practice? Is it helping students connect with relevant content and taking them to places that engage them and make them think? In the article below, there are 13 ideas on doing just that. How many are you doing? Which ones will you start and work with in a community of learners? Start Something: 13 Teacher Strategies For Digital Collaboration
by TeachThought Staff
Teacher collaboration is among the cornerstones of school
improvement. When teachers connect–for the right reasons–good things
happen.
The ability to connect is increased exponentially through technology.
Digital collaboration by teachers has an infinite numbers out possible
outcomes, from formal teacher improvement, to informal connecting for
people that get you. A global teacher’s lounge, if you will. Social media-based professional developmentis
another possible outcome when teachers connect. In contrast to
sit-and-get, impersonal training, self-selected and self-directed PD has
the potential for just in time, just enough, just for me qualities. The following infographic Mia MacMeekin takes
these kinds of ideas and itemizes them, coming up with thirteen
strategies for digital collaboration by teachers. She has a few ideas on
the graphic, and we’ve added our own below.
Let us know in the comments what strategies you find useful for digital collaboration. Start Something: 13 Teacher Strategies For Digital Collaboration 1. Co-author a book, blog post, essay, or conference session. 2. Join an edcamp, twitter chat, or blog community (ahem). 3. Follow mentors, colleagues, and inspiring thought leaders on social media. 4. Email someone and ask for help, or thank them for what they do. 5. Comment on an idea that forces you to consider a new perspective. 6. Start something useful and/or fun, local or global, digital or physical. 7. Step out of your comfort zone. 8. Discuss both critical and practical issues around your classroom. 9. Co-create something you’ve long hoped someone
else would–an app, a community, a curriculum. Even a PowerPoint or Prezi
that clarifies some often misunderstood academic topic. 10. Ask for help, details, resources, or ideas. 11. Join Me–or us. Meet people, connect groups, create potential in education. 12. Enter into new terms with your local school leadership to push for innovation, resources, and better training. 13. Organize your curriculum, your professional
learning network, your RSS feed, or even a local event of your own, even
if it’s only 4 or 5 colleagues for a book club at Starbucks. Start Something: 13 Teacher Strategies For Digital Collaboration
There are many teachers and school personnel that tell you that not all schools and students are numbers crunched by data and are treated like cookies coming from the oven. Teachers in the same building have gifted, special needs and certainly diverse learners in their room. One teacher may specialize in problem students and another may excel with a different type of student. The story below shows one teachers story with the test score process and gives a few thoughts to consider.
As a lifelong educator, I’d like to believe that all teachers and administrators understand that we can’t use standardized test scores to
measure teacher effectiveness. So, I was shocked the other day when an
educator, one I think highly of, used test scores to compare two
teachers’ effectiveness.
All of teacher A’s students passed the standardized test. Teacher B’s
students didn’t fair as well, but teacher B’s classes were filled with
special education students, rule breakers and fence-riders (those
students who are easily swayed by their peers).
As a teacher, I loved teaching the most challenging students, so I
was taken aback by this educator’s dubious claim. If he were to look at
my standardized test scores, would he think any less of me as a teacher?
When you teach challenging students, the state-mandated
curriculum must not be ignored, but often it should take a back seat to
the unwritten curriculum. Comparatively, the standard curriculum is easy
to teach. If test scores
were my primary concern, when a student misbehaved, I could have simply
stated, “John, do the work or get a referral.” I then could return to
teaching the mandated curriculum. In that scenario, my students’ test
scores may have been higher.
In addition to curriculum, though, we need to teach life skills, to build trusting relationships with all students and to help students learn from their errors (both academic and behavioral).
Teaching the unwritten curriculum includes no absolutes. Every
decision is complex and impacts heavily on all learners. Instead of
focusing solely on test scores, educators must also teach with empathy
and work diligently to never leave a student behind.
Test scores cannot measure these attributes. Teacher effectiveness
can only be marginally reflected in the scores of our students.
So, when evaluating my worthiness as a teacher, please, measure me by the unwritten curriculum, not my test scores.
Reed Gillespie
Reed is a longtime educator and coach,
who is passionate about progressive learning and 21st-century assessment
practices. Read more of his work here. "I'm a co-moderator of #VAchat, a
Twitter conversation for Virginia (and non-Virginian) educators that
meets Monday's at 8 ET. Most importantly, I'm a husband and father of
four wonderful children and a grandchild. In my free time, I enjoy
cooking, reading, sports and, of course, spending time with family."
Some ways teachers and administrators make a difference as a teacher are very evident and an educator receives instant gratification. A student tells you you are their favorite teacher and you see their growth and sparkle in their eye make you very happy. But some of the following ideas are notions that are intrinsic that you notice about yourself without the compliments of anyone and others happen when your colleagues or students start to practice and seek you out for a list that is twenty great items but there could always be more added. See how many of the twenty you have noticed about yourself in the last school year. I bet you notice that you are making a difference and should put a bounce in your step.
Other Data: 20 Signs You’re Actually Making A Difference As A Teacher
by Saga Briggs, opencolleges.edu.au
You plan. You assess. You network. You collaborate.
You tweet, differentiate, administer literacy probes, scour 504s and IEPs, use technology, and inspire thinking. And for all of this, you’re given bar graphs on tests to show if what
you’re doing is actually making a difference. But there are other data
points you should consider as well. 20 Signs You’re Actually Making A Difference As A Teacher 1. Your students are asking questions, not just giving answers.
Critical thinking does not mean thinking harder before giving an
answer. It means being critical of all possible answers. If your
students are asking more questions, and feel comfortable doing so, you
can rest assured they will continue the habit outside your class. 2. You have used your authoritative role for inspiration, not intimidation.
Monkey see, monkey do. I once had a writing professor who, as a
best-selling novelist, was not too proud to bring his own raw material
to class for the students to workshop. This was a great lesson in
humility that I’ll never forget. 3. You have listened as often as you have lectured. Another lesson in authority.
Your students have respected your thoughts and ideas by attending
your class; the least you can do is respect theirs. Lending an ear is
the ultimate form of empowerment. 4. Your shy students start participating more often without being prompted.
Cold-calling may keep students on their toes, but it never creates an
atmosphere of collaboration and respect. When the quiet ones feel
comfortable enough to participate on their own, you know you’ve made an
impact. 5. A student you’ve encouraged creates something new with her talents.
The simple act of creating is so personal, memorable, and gratifying
that you can rest assured your student will want to make it a habit. 6. You’ve been told by a student that, because of something you showed them, they enjoy learning outside of class.
Even if it becomes a short-lived interest, your student will realize
that learning outside of class doesn’t have to mean doing homework.
The season of giving never ends for smartphone users. We’re giving out names, addresses, contacts, sensitive photos, our shopping habits and even our location to apps we’ve downloaded and websites we’ve visited. Gary Miliefsky, founder of Snoopwall, a “counterveillance” (a merger of counter and surveillance) software company in Nashua, N.H., says consumers should get their heads out of the cloud and start thinking about protecting their privacy on mobile devices and laptops.
BY KEVIN HUNT THE HARTFORD COURNT
TBL: Do people realize how much information they’re giving away when they download an app?
A: Let me ask you a question: How many apps do you have on your smartphone? (About 40.) There you go. We all have about 40 or 50 apps. I don’t know why people have given away their privacy, their security and their safety for free apps and convenience.
But nobody checks the app vendor’s website, nobody sends an email to their support team to say, “Are you real? Where are you located? How come I can’t find your phone number?”
I’ve had arguments with people where they’ve literally had cognitive dissonance and they will argue till they’re blue in the face that there’s no way a free flashlight app is spying on them, especially for another government. We’ve defiled the source code and we do packet-traces to China. It’s just crazy.
TBL: It’s the third-party flashlight apps that are a problem.
A: The built-in iPhone flashlight is a widget, part of the operating system in a way. So, yes, the built-in flashlight app is safe, I would assume. It’s the third-party flashlight apps. There are 500 in the iTunes store.
I was on Wall Street with a guy who said, “There’s no way my iPhone isn’t safe.” I said, ‘Do you have any third-party flashlight apps?’”
Guess which one he has? Surpax, No. 1: The worst piece of malware in the world.
TBL: What will happen if he leaves it on his phone?
A: On an iPhone, you’re not being eavesdropped on until you run the app. On an Android, if you download the second-most popular flashlight app, Brightest Flashlight from GoldenShores Technologies, it turns your light on without your permission, loads their privacy policy over the Internet
— which means it’s taking an Internet connection without your permission — and it brings up 25 pages of crap saying, “I’m eavesdropping on you, I’m geolocating you, I’m spying on you,” so that they’ve complied with the FTC ruling (a 2013 settlement over privacy violations).
And if you hit ‘accept,’ you’re in trouble. If you don’t hit accept and just cancel and close, it’s still running in the background! What am I missing?
TBL: Most apps do this. Why is it allowed?
A: Are you ready for the industry’s dirty little secret? Google, Apple, Microsoft Phone, Blackberry — all these devices have tool kits for developers to make apps that make money. The tool kits include the ability to turn on all the ports — hardware input/output ports, GPS, Wi-Fi, Bluetooth, NFC, microphone — you’ve literally created a spyware developer’s kit to monetize advertising networks. That’s the dirty little secret.
TBL: So you’re recommending people go from 40 apps down to the essential eight, nine or 10?
A: Yes.
TBL: How should people approach passwords?
A: Would you ever use an exclamation or a dollar sign? Or a zero instead of an O? Or a three instead of an E? If you just do that — you take the same password you’re using today and you add some different characters, the chances it will be exploited from a brute-force attack go down dramatically. TBL: You recommend people change their passwords often. That doesn’t happen.
A: Look at the Sony Pictures (hack), how many passwords (revealed) were simple passwords. It’s crazy.
TBL: You seem to think the Sony hack is a “Revenge of the Nerd” thing by North Korean leader Kim Jong Un because of the studio’s film, “The Interview.” Still believe that?
A: Yes. Call me a geek with a personality, but the guys I know at Norse (the cybersecurity firm) track all the packets but they don’t have a personality. They say, “I’ve traced the packet and it’s a former Sony employee. He did it!” Just because there are some packets hitting Sony from this guy’s house doesn’t mean that he did it. In fact, if you want to misdirect people, you’re going to do things to throw some cookie crumbs out there. The North Korean cyberarmy is very smart. I have a lot of data that tells me this is a North Korean act, even if it gets tracked from coming down through Japan or a server in South Korea.
TBL: What about Facebook?
A: Business people should be thinking about Facebook as a social media tool. But for consumers, I would call Facebook creepware. Messenger is creepware. You give up privacy for convenience: Hey, I want to tell my 2,000 friends that I’ve never met that I just had a cheeseburger.
TBL: Uber?
A: I trust Uber. I do know Uber is spying on me in a way. My only fear, of course, is they’ve got my credit card, they’ve got a lot of info. Their back-end cloud database is going to be hacked by criminals in China or India or Brazil or Russia or some other country at some point soon.
TBL: It seems as if every site you visit is tracking what you do.
A: Yes. I would call AdChoices (a program ostensibly designed to protect users’ privacy) malware, but they would tell you they’re a smart monetizing business model. Let’s say you’re visiting your relatives for Thanksgiving and they don’t even know you have a dog and you’re at their house and you log in and check your Gmail.
Then you type in Google search, “organic dog food.” Then you go on your Android smartphone and the next ad you see is going to be Blue dog food on sale at Petco. You’re going to say, “Wow, I didn’t even know they could predict I was thinking of going to Petco right now. Why is this on my smartphone — I’m not even on my relative’s computer.” That’s how bad it is.
In what I would call one of the most inspiring stories about a bullied student using one simple consistent act of kindness on a daily basis shows what one person can do to change the culture of their school. You will be totally inspired by this young man who went from invisible and ignored to a person that transformed his entire school in a way that rippled across the school community. Josh is a student who had no expectations of his act but to those who have come in contact with him, they feel like also can make a difference. This short video will blow you away.
One of the best things about Twitter is the collegiality of Twitter. Learning from your colleagues is awesome at school meetings and you can make a laboratory of which works and which does not. When you add that to world class educators who make themselves and best practices to educators, great teaching and great learning for our students occur. I did an inventory (I did not know I should have one) and found out I follow two. I quickly added the other eight. The list is from about 19 months ago so it could be dated but here are their profiles and why should give them a go. Let me know if youdo.
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If you’re already a teacher on Twitter, you know how useful it can be to connect with other educators and get the latest news in education.
If you’re not on Twitter you may think it’s just celebrities navel gazing while everyone else tweets pictures of their latest meal. Yes, there can be some of that, but there are also plenty of innovative teachers using Twitter to engage with like-minded people on a variety of education subjects.
Whether you’re a Twitter novice or pro, here are some educators on Twitter that may be worth following.
10 Educators On Twitter You Should Follow (But Probably Don’t)
Middle school teacher Ron Clark, winner of Disney’s American Teacher Awards 2000 Outstanding Teacher of the Year, is also an author, speaker and co-founder of the Ron Clark Academy. Located in Atlanta, the RCA is dedicated to teaching in innovative, creative and inspiring ways. Clark’s Twitter feed offers frequent tweets, including lots of photos featuring daily and special events at the school. Followers can look forward to at least one tweet a day, and usually more, of Clark’s inspiring insight and updates into his dynamic and busy life.
Recognized as one of Time Magazine’s 100 Most Influential People, Kopp is CEO and co-founder of Teach For All and founder and chair of the board for Teach For America, both of which are dedicated to providing excellent education for children in low-income communities and in impoverished areas throughout the world. Via her Twitter feed, Kopp offers encouraging words, travel and personal updates, photos, and links to articles, films and other things of interest.
Prolific Twitter user Jessica Johnson is an elementary school principal in rural Wisconsin and co-moderator of the #educoach Wednesday night chat on Twitter. As a matter of fact, she lists “Twitter Evangelist” on her Twitter bio. As of last count, she has almost 7,400 followers and she’s closing in on 23,000 tweets. Johnson’s Twitter feed is a great place to learn more about #educoach and other education initiatives and groups on Twitter. Along with practical advice and useful links, Johnson offers a nice dose of humor to her tweets and engages in lively discussions with her followers.
Passionate educator and busy Twitter user Crista Anderson is a K-12 instructional coach in Montana. At almost 20,000 tweets and 4,500 followers, Anderson has a lot to say and a lot of people listening. She offers links to articles, conference information and updates, interesting studies, research, photos, reminders, advice, and valuable resources. Anderson is engaging and good at answering follower questions.
Rhode-Island based educator Nicole Bucka was formerly an English, special ed, and ELL teacher in Southern California and is currently RTI support for secondary schools in Rhode Island. She is an autism advocate and her tweets include links and resources related to autism and special ed. She also discusses student discipline, student success, and year round schooling as it impacts student learning.
Texas instructional technology guru, writer, speaker, and Google Certified Teacher Amy Mayer is passionate about edtech and a prolific Twitter user. Followers of Mayer’s are treated to a mixed bag of tweets which have included links to job openings, edtech advice, cool videos, useful links and more. Mayer seems determined to show how technology and creativity can go hand in hand where education is concerned.
Fourth-grade teacher and edtech enthusiast Scott Newcomb seems to constantly scan the net for great links and useful information on topics ranging from mobile learning technology to project-based learning, which he then tweets to his many followers. Followers will find tons of leads on great iPad education apps and savvy tips for teachers who want to engage in mobile learning in their own classrooms.
Josh Stumpenhorst is a sxith-grade language arts and social science teacher at Lincoln Junior High School in Illinois and the state’s 2012 teacher of the year. His Twitter feed offers inspiration, humor, and practical teaching tips. He is an avid Twitter user who feels Twitter has profoundly affected his life, evidenced by his over 40,000 tweets. Followers can expect at least a tweet an hour.
Fifth-grade teacher and creator of the Global Read Aloud Pernille Ripp writes that she has received no awards or accolades except for “the lightbulbs that go off in my students’ heads every day.” This is an educator who is in the trenches, every day, in her classroom in Madison, Wis., and tweets about that and other education subject on her busy Twitter feed as she engages with her followers.
Vicki Davis is a busy education voice on social media. Along with her bustling Twitter feed, which has more than 54,000 followers, she is a full-time teacher and IT director at her school, and she is a writer of both a book and a blog. She tweets on personal development, teaching, leadership and more while keeping followers informed about her speaking engagements and newest podcasts.
If you’re looking for even more K-12 or higher-ed educators to follow on Twitter, want to join in on an education chat, or just want to see what people are saying about education, you can do searches of hashtags such as #edchat, #edtech, #elemchat, #education, #teaching and more.
Kristin Marino writes about education and social media. She has an English degree from the University of Nevada, Reno; image attribution flickr user hankerstein
Think of the possibilities. Talking to other teachers about best practices is a great thing within your building. When you add the world wide web, ideas that would never happen because you would never meet the other educator would now be the norm. Without a doubt, since I started tweeting in December as a member of the Vanguard team in my school district which promotes technology and best practices using this medium within the schools, I have had many great ideas including reading the story below. If you are not tweeting, you should at least with your colleagues.It should take your teaching to a whole new level.
What If Every Teacher Tweeted
What If Every Teacher Tweeted? Why Teachers Should Tweet
by Terry Heick
What if every teacher tweeted?
Is there some kind of sequence of events we might expect? A teacher signs up for twitter after agonizing over the details (username, avatar, bio, etc.), follows a few dozen people, then sits slack-jawed and confused as that non-stop digital stream begins.
We have to assume that somehow this trickles down to the learning experiences of the students–their writing, their skills, and the wandering of their thoughts–yes? No reason to tweet just to be all avant-garde about it all. It depends on how it’s used–twitter, that is.
Like any tool, twitter is designed for a task. The results of that task depends on the knowledge and skill of its user. There is nothing other-wordly about twitter, if we’re being honest. It has its talents (a few of which we looked at in why twitter works in education), but it is, in shorty, some thing some one made.
And as teachers, we can use it, or leave it alone. Twitter’s Magic Mix
In spite of its popularity (500 million tweets per day from 271 million active users–almost 80% outside of the United States), most teachers don’t tweet. I mean, I don’t have data in front of me that says that, but judging from the schools that I visit, I’d put the number of teachers that actively use twitter–well, a very small number. In lieu of the pleadings from colleagues to “connect,” most teachers don’t use twitter, but are quite satisfied with facebook, thank you very much. And certainly facebook connects. As does instagram, tumblr, wikis, blogging, Google+, linkedin, pinterest, YouTube, et. al. It’s an exhausting list, but there is something about twitter that is both disarming and imminently useful at the same time.
A small handful of buttons, a simple interface that rarely changes, and a general humility about itself. It’s not seeking to replace the internet (as is Zuckerberg’s project). It’s just twitter–a just right mix of engagement, accessibility, and utility. There’s something addicting about that stream of tweets that fall down your timeline as the ideas and messages and energy materialize, and then fall away. You can lurk, you can troll, you can be snarky, or you can be informative.
So what if every teacher tweeted? What might happen? What could we assume? If every teacher tweeted, we could assume that… …They found a voice
Ideally, we’d see that every teacher had found their voice. Just like every teacher must somehow translate their knowledge and personality into some kind of “voice” and personality in the classroom as a learning leader, it’s not much different on twitter. What can I say, as a teacher, on twitter that other people will find compelling? Useful?
This is something I actually struggle with. I’m far more comfortable writing books, essays, and blog posts that I am tweets–which is why I don’t tweet often. When I do find the “courage to tweet,” it happens by realizing that I’m not “great” on twitter, and tweeting anyway. They connected
If every teacher tweets, we can someone that they connected to someone for some reason without getting stuck in a loop of “lurking and liking.”
Unless they are sending messages to absolutely no one with zero audience awareness, social skills, or will to understand this digital contraption, a teacher that tweets naturally connects–some more, some less, but connecting is a natural consequence of communication. It’ll happen, and who knows where those connections can lead? They started a global PLN
Add that one to the resume. You want to teach and think differently? Connect with teachers from all over the world as they seek to understand their craft, and socialize that process through twitter. Felt peer pressure
If every teacher tweeted, somewhere along the line they’d feel peer pressure. To belong. To be accepted. To be popular. To fit in. To be retweeted, favorited, and followed. High school all over again. Even the ones that act above it care, or they wouldn’t be on twitter to begin with. Were heard
If they tweeted, they’d be heard. Maybe by only a handful of people–especially at first. But if you’re among the schools on this “leader in me” kick, there are few better ways to jump-start leadership than by finding a niche, connecting with others, and doing good work.
And being heard can help quiet the nerves–and the urge to be overly-defensive and argue and cross your arms over your chest with your chin in the air. If every teacher connected, felt heard, and had a place they felt they “fit in,” maybe so many wouldn’t quit.
Stay calm and tweet. Considered other ideas
Unless they only follow people that think exactly like they do, and then know every single thing that similarly-thinking person knows, at one time or another, every teacher that tweets will be forced to consider ideas other than their own–and likely in privacy, where they may not feel compelled to be argumentative and close-minded about it all. And that can be powerful unless they’re so thick-headed that not even tweets can get in. There were a lot of bad tweets
And if every teacher tweeted, we can assume there were a lot of bad tweets. Just being honest. Think about it. *shudder* They found a niche
Every teacher that tweets will hopefully do some for a reasons above and beyond “getting followers.” While it’s true that followers mean reach, they don’t mean impact. There are an awful lot of twitter users with an awful lot of followers that say the same thing everyone else says, which gets them an awful lot more followers, but in pursuit of what? The same making more same. Blahblahblahblahblahblah. Ask yourself instead, “What matters to me, and how can I use twitter to impact it?”
The formula for success for teachers on twitter might be simple, then. Find a niche, find a voice, and care a lot about it. That might be a good idea for a post of its own. adpated image attribution flickr nwabr; Why Teachers Should Tweet
One of the great things about Twitter is there are so many great ideas out there that you pick up information you can use and be inspired by that you would never think of yourself. Philip Capobianco (@CapoOttawa) from I presume Ottawa, Canada tweeted this story out about a teacher doing an awesome technology program with his special eductionstudents. You will be impressed with his results. Think Stand and Deliver meets Top Gun only with his lucky students.
Mark Nicholson, special needs teacher at Jefferson Middle School in Oceanside, retrieved a motorized glider that serves as the cornerstone to a program where he teaches students about aerospace principles. — Charlie Neuman
Mark Nicholson, special needs teacher at Jefferson Middle School in Oceanside, retrieved a motorized glider that serves as the cornerstone to a program where he teaches students about aerospace principles. — Charlie Neuman
At Oceanside’s Jefferson Middle School, special-needs teacher and aviation buff Mark Nicholson is showing his students the ropes on how to fly a battery-powered glider — and that’s not all.
Nicholson is using Civil Air Patrol lessons that teach everything from aerodynamics and windsock construction to airplane anatomy and algebra concepts on radius and distance. He connects the theories taught in books and on computers to a real life application.
Jefferson Middle School students prepare the remote control plane for a flight, LtoR: Julio Lara, Josh Ramirez, Karim Landeros, Benny Perry (in distance), and James Smith with remote control. — Charlie Neuman / UT San Diego
Jefferson Middle Sch. students in Oceanside assemble the class's remote control plane, LtoR: Josh Ramirez, James Smith, Alvaro Sabino, and Julio Lara. — Charlie Neuman / UT San Diego
Teacher Mark Nicholson walks with his students to a nearby athletic field to fly the class's Flyzone Calypso radio controlled plane. — Charlie Neuman / UT San Diego
Mark Nicholson does a final inspection of the plane before a flight. At far left with the plane's controller is James Smith. Next to the teacher is Alvaro Sabino. — Charlie Neuman / UT San Diego
Mark Nicholson watches as Alvaro Sabino lets go of the plane is it takes flight. At right with the controller is James Smith. — Charlie Neuman / UT San Diego
Mark Nicholson hands the plane to students who were flying it on the school athletic field. The plane crash landed on the other side of the fence. — Charlie Neuman / UT San Diego
Mark Nicholson makes it over the athletic field fence after retrieving his remote controlled plane after it crash landed on the other side. The plane was not damaged. — Charlie Neuman / UT San Diego
Jefferson Middle School teacher Mark Nicholson's Flyzone Calypso radio remote controlled plane flies past a school building. — Charlie Neuman / UT San Diego
A student in teacher Mark Nicholson's class chases after the class's Flyzone Calypso radio remote controlled plane as it's about to land. — Charlie Neuman / UT San Diego
Jefferson Middle School teacher Mark NIcholson carries his radio remote controlled plane as he walks with his students back to class. — Charlie Neuman / UT San Diego
He hopes the program catches on with other teachers at the school, and that students might even get the chance to fly in a real plane if he garners enough support.
Some of Nicholson’s students have already said they want to become pilots one day.
“That’s what I want to be,” said seventh grader James Smith. “It’s better than playing a video game.” U.S. Air Force Maj. Thomas Scott, director of the Civil Air Patrol’s aerospace education California wing, said that Nicholson’s approach to teaching is unique in that he’s trying to incorporate the Patrol’s lesson plans at a school. The group’s approach is more typically found in after-school programs or clubs, Scott said.
“His way of integrating this into a special-needs program is something we’ve not seen before,” Scott said.
The Civil Air Patrol is a volunteer civilian auxiliary of the Air Force, and is tasked with search and rescue operations, aerospace education for youth, and cadet programs for teenagers.
The glider, instructional materials and software to simulate flying are part of a curriculum package provided by the Civil Aviation Patrol that the middle school purchased with a $720 grant from the Oceanside Chamber of Commerce.
The package includes other educational elements as well, including lessons on rocketry and robotics, for instance. On the drawing board are plans to build and fire off rockets, perhaps from a field behind the middle school.
While the glider program for his special needs students began just a few months ago, Nicholson plans to roll out a larger aerospace education program that would include all 650 students in Jefferson’s 6-8 grades.
Aviation is more than a pastime for Nicholson, who said he has been flying single-engine planes for nearly 30 years and expects to earn his wings to become a flight instructor in a few months.
Jefferson Principal Marie Higareda de Ochoa said the aerospace education program addresses “common core standards” by connecting concepts taught in her school’s math department with flying the glider.
“The proverbial question asked by eighth graders is, ‘Why do I have to learn algebra if it’s never used?’ Well, they learn it and have a culminating activity with the model airplane.’”
At the moment, the program has been structured around only Nicholson’s 19 special needs students.
Every Monday, before 8 a.m., seventh graders like James Smith and Alvaro Sabino look forward to the lessons.
First, they huddle around a computer to test fly a simulated glider plane. It’s all guided with software and a joy stick, just like a video game. The joy stick moves the rudder and ailerons to give the glider movement to the left or right, or a rise or fall in elevation.
