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The technology in schools is truly frightening. The instructor who sits at an office computer may not realize the system connected through the dirty screen and the coffee-stained keyboard.

It is tempting to blame education for the changes in society that we observe, but that will gain us nothing and the blame is not deserved.

The turmoil in education driven by society and by technology shows no sign of abating.

Perhaps we organize curriculum and instruction to increase students' ability to learn to use new tools and understand new concepts.

Perhaps we organize curriculum and instruction to increase students' ability to use tools and apply concepts to unfamiliar problems.

"Cortisol is hormone associated with stress responses, but the effects of this hormone can be much different on the human body depending on exposure. Long-term exposure to elevated levels of cortisol can produce a permanent level of stress that can be unhealthy."

TO what degree does this reality affect decision making in schools.

At what point will "competence with technology, including the ability to adapt to new tools" be an expectation of white collar workers?

In 2017 Pew Research Center reported that 92% of adults in the United States own an Internet connected smartphone. It seems the few who still don't are in my extended family.

For many generations of teachers and students, learning was understood to be the transfer of information; what was known by the teachers was transferred into the brains of students.

Notice the past tense.

Hey college students (and their parents): if you have realized your first choice college isn’t a good fit, don’t worry, lots of us discovered that reality! Just make sure to study so you can transfer your credits.

“I rejected my own biases.” Yeah… you most certainly didn’t.

“Teaching is inherently counterintuitive.” Yeah… 35 years in education seems to confirm that observation.

Imagine living at a time when there was a willful rejection of evidence… oh, wait… never mind.

Situated cognition and participationist lessons are intended to help students understand the knowledge in the context of problems and social situations of the real world.

Simulations in classrooms do lack some of the complexities of real world situations, they do allow faculty and students to suspend the simulation to identify relevant points, brainstorm next steps, and discuss their emerging understanding.

Hey teachers.... you need to knwo what distributed and interleaved practice is.

In some teaching situations, there is a well-known and clear process that must be followed in the real world. We can easily train students for success in these fields. They are rarer than many think.

What if students learn, but can't perform on assessments?

What if students perform on assessments, but can use the knowledge elsewhere?

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