“When teachers grade by activities, it’s nearly impossible to unpack the resulting data to show where the student needs to make gains. However, when teachers score by deconstructing an activity score into different benchmarks in the grade book, patterns emerge… — Jane E. Pollock Copy Share Image
“We tend to think that if a student is using a computer as part of an activity, then it’s automatically a good activity. After… — Jane E. Pollock Copy Share Image
“Today, when our just-right targets are more conceptual, teachers need to employ thinking skills to unravel information that the student has organized and retained.… — Jane E. Pollock Copy Share Image
“So, what do we need to do to move from using technology to using technology to learn? It’s a pedagogical shift to go from… — Jane E. Pollock Copy Share Image
“I believe that with today’s technology and resources at our disposal, through this process we can take hope out of schools and replace it… — Jane E. Pollock Copy Share Image
“When teachers grade by activities, it’s nearly impossible to unpack the resulting data to show where the student needs to make gains. However, when… — Jane E. Pollock Copy Share Image
“I’ve come to believe that students would benefit more if we moved away from teaching them how to use technology and toward teaching them… — Jane E. Pollock Copy Share Image
“How did we get to the point where teachers hope for good results rather than plan for them?” — Jane E. Pollock Copy Share Image
“Research shows that the average elementary teacher may ask as many as 348 questions a day (Sadker & Sadker, 1982), whereas the students may not ask any.” — Jane E. Pollock Copy Share Image
