“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 all, they’re using technology! But when we look at the results of that time spent at… — 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 designing activities with technology integrated for technology’s sake to designing learning experiences with technology integrated to… — 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
