I’m thinking I was probably around 6 or 7 when I began to daydream about my superpowers — where I transported myself to a make-believe world filled with possibilities. I opened my superpowers through an invisible control panel in front of me using buttons and secret codes that gave me those amazing abilities. As an added bonus these powers came with all sorts of cool sound effects.
One of my favourite powers was being able to fly effortlessly around the neighbourhood in search of crime or people in distress. While I didn’t have a name for my new superhero alter-ego, he was able to do these incredible things and make the world a better place. He was cool.
Dave – probably around age 6 or 7
Stories, whether they are true or fictional, paint a vivid picture for your audience that are often filled with adventure, emotions and possibilities. Imagine how excited I was as a kid to occasionally live in this world of make-believe. My guess is that you might have a similar story from your childhood — a time when you imagined the impossible as possible.
If you’ve been reading my blog for a while you will recall that I’m a big fan of taking risks to make things better in our classrooms and schools. How better to show my belief in this statement than me writing about technology in our schools. It’s hard to find a more polarizing issue in the world of public education.
So, let me put it right out front — I believe in the power of technology to make a difference in student learning. Full stop.
I view technology as that tool that makes curriculum accessible to more children in more ways than if we didn’t have it available. Some examples that come to mind include:
e-resources that can be adapted to varying reading levels making curricular content more accessible;
reading intervention software that helps build neural pathways to strengthen the reading centers in the brain;
math programs that provide just the right amount of practice to master basic skills before moving to the next topic
Being a teenager is difficult work — both for the teenager and those who surround them. Mixed within this tumultuous life event are their emotions — those effervescent expulsions that can sometimes leave us perplexed as to what just happened. Brain research may have a possible explanation.
Recent research points to the developing teenage brain and its inexperience at recognizing multiple emotions simultaneously as a possible reason for this sometimes bewildering display of fireworks. Learning and the Brain (one of my favourite sites to go looking for neat stuff related to learning) recently posted a blog by Andrew Watson which highlighted this fascinating research on teenager emotions.
At the heart of the study is an analysis of why teenagers are so frustrating at times, especially when they are experiencing multiple emotions simultaneously.