Using edmodo as an LMS for reading, by Hannah Lindsey
"In terms of overall engagement, using edmodo had my students waiting with bated breath for weeks. Every day they wanted to know if we were going to get started. Compared to excitement around regular literature circles, this was a huge improvement."
Online town halls connect digital learners with U.S. Presidents, by Jacqueline Drouin
"The great things for educators and students is that online Town Halls make students feel they’re taking part of current political events; they close the distance between them and both world leaders and political pundits. "
A flipped classroom in Thailand, by Supanya Khienjarern
"People could not go to work or school because of the [2011 Thailand] floods. But with a flipped classroom, teachers could create lesson plans from home and share them with the students, and the students could learn from home.
Teaching with technology: why it's worth the risk, by Jonah Ibson
"Sometimes you will have to spend a lot of time learning how to use an aspect of technology that your students may grasp intuitively. And sometimes you will feel less like an expert than is comfortable. But don’t we owe it to our students to take the risk?"
Technology in the math classroom, by Mary Beth Limanek
"I’m glad the intimidated, overwhelmed, tech-timid math teacher I was in September looked beyond her fears and embraced a new technology to replace old familiar pathways, the students are benefiting, and it has opened my eyes to the possibilities that lie ahead."
Engaging the Divide: on equity in the digital classroom, by Nick Tryling
"At the time I volunteered to jump into the digital classroom, I was a fresh teacher trying to get ahead, thinking of my career and my future. Now I’m more aware of the larger picture. The technology decisions I make are about what’s helping my students get ahead — or in many cases, get caught up."
Is extra credit an equity issue? by Alex Shevrin
What is the worst consequence of our best idea? That’s a question that Chris Lehmann, founding principal of the Science Leadership Academy, asks his team when trying out new strategies in their high school. It’s a question I want to pose to all teachers when considering issues of equity in our classrooms.
Meet some of the guest bloggers for the Tarrant Institute:
- Keegan Albaugh, The Centerpoint School, Winooski VT
- Jacqueline Drouin, Asian Studies Outreach Program, University of Vermont
- Rep. Diana Gonzalez, Vermont Legislature, University of Vermont Education Dept.
- Lindsey Halman, Essex Middle School, Essex VT
- Jonah Ibson, Harwood Union Middle School, Moretown, VT
- Supanya Khienjarern, Bangkok Christian College, Bangkok, Thailand
- Jen Kravitz, Rutland High School, Rutland VT
- Mary Beth Limanek, Christ the King School, Burlington VT
- Hannah Lindsey, Peoples Academy Middle Level, Morrisville VT
- Jacki McCarty, Harwood Union Middle School, Moretown VT
- Keith Nemlich, Manchester Elementary/Middle School, Manchester VT
- Lauren Parren, Addison Northeast Supervisory Union, Bristol VT
- Adam Provost, fellow, Nellie Mae Partnership for Change
- Alex Shevrin, The Centerpoint School, Winooski VT
- Meredith Swallow, University of Maine, Farmington [1, 2, 3, 4, 5, 6, 7, 8, 9]
- Tricia Stokes, Baltimore County Public Schools, Baltimore MD
- Don Taylor, Main Street Middle School, Montpelier VT
- Nick Tryling, University of Wisconsin-Parkside