Periodic Table of the Elements (Mendeleev's table)

Thursday, March 14, 2013

Slate Science Launches SlateMath: A Game Changing Math Learning Apps Series

 
Slate Science, an educational technology company offering STEM (Science, Technology, Engineering and Mathematics) education products for tablets, today launched SlateMath, a series of educational apps the company will bring to market during 2013. SlateMath can be downloaded for free in multiple languages and is immediately available in Apple's App Store .
In conjunction with the launch, Slate Science announced the closing of a $1.1 Million angel round of funding led by private investors. The funds will be used for continued product innovation, marketing and operational costs.
Slate Science was founded by an A-team of educators and engineers with more than 100 years of combined experience in science education, instructional software development, and mobile platforms. The company developed a proprietary technology and a field-proven methodology for teaching STEM fields. Rather than oferring frontal videos and drill and skill practice, the company is focusing on crafting constructive learning environments that guide children through a rewarding process of self-discovery and intuitive exploration. The company's proprietary authoring technology enables it to develop and deploy its learning apps in a remarkably efficient and timely manner.
The company's first launched product –  SlateMath K-1 – takes children on a journey of playful explorations that guide them through the process of intuitively acquiring seven kindergarten and first grade math fundamentals: Counting, Writing Digits,Addition, Comparison and Order, Parity, Patterns, and Problem Solving. These topics are learned through a progression of 30 engaging activities, each designed to endow a well-defined mathematical concept, skill, or insight. The SlateMath methodology offers fun and interactive ways to learn math and develop analytic skills, and is driven by the Common Core Mathematics Standards adopted by 45 U.S. states.
TheSlateMath series was conceived to address a global frustration with math learning. The company's breakthrough learning methodologies tap into children's natural and intuitive learning processes, and help them acquire knowledge and competence constructively, using self-guided as well as teacher-guided exploration. "SlateMath has two purposes," said Prof. Shimon Schocken , one of the company's co-founders, "to teach math proper through self-paced and engaging discovery, and to expose children to the ways mathematicians think and reason about the world. We see a tremendous opportunity to use tablet technology and constructive pedagogy to endear math to children, and to help them develop into confident and competent thinkers."
The SlateMath series was designed from the ground up for an environment consisting of tablets, cloud computing, and standardized curricula. The series is based on a huge portfolio of modular, richly-indexed, and recombinant educational apps that Slate Science is now developing. Subsets of the SlateMath portfolio can be assembled to support existing textbooks and learning programs as well as the new wave of emerging digital textbooks. The software also adapts the contents dynamically, to address the learner's revealed strengths and weaknesses in real time.
"SlateMath is a game changer because it offers a new and innovative approach to teach math. The product is based on an experiential context, hands-on learning, and self-discovery, making the best utilization of the tablet's touch interface I've seen thus far in educational apps. This approach allows children to acquire and understand math 'in their bones'. The Slate Science technology and learning methodologies are applicable not only to math, but to many other STEM subjects as well," said Robert Scoble .
About Slate Science
Slate Science builds portfolios of educational apps designed to support standard STEM curricula while allowing students to develop, deeply understand, and experience hands-on conceptual learning. The company's first series of products isSlateMath, intended for the consumer market and aimed to support math instruction according to the Common Core Standards. A school version of SlateMath, intended for classroom use and equipped with a suite of teaching aids, will be released soon. Headquartered in New York, Slate Science has R&D facilities in Israel. The company's mission is to help students, teachers, and schools reach their highest potential using advanced technology and constructive, hands-on pedagogy. For more information please visit www.slatescience.com or follow us on Twitter at @SlateScience.
 

Wednesday, March 13, 2013

Social Media Training for Kids: A 60-Minute Class Workshop



Worried about kids and social networks? While services like Facebook, Google+, Twitter and Pinterest are among the most public of online spaces, it may help to recall that a little education can go a long way towards teaching children how to behave and act more appropriately on these sites.
Granted, thanks to COPPA laws, guidelines are pretty clear that kids under the age of 13 aren't welcome on the majority of social media services. But that doesn't mean you have to wait until young adults reach their teenage years to provide appropriate supervision and guidelines, let alone that you should just hand over the keys (or, in this case, keyboard) and let them run wild upon doing so. Following is just one of many possible social media workshops for kids that teachers, parents and other caring adults can use to educate sprouts about these sites, and surrounding issues.
Start with Basic Training: A good place to start, perhaps even before you connect with tots or tweens in person, is to use a site like Grom Social, which is designed for kids, and has safeguards in place such as filtering and strict rules against forbidden activities. It's a good way to get a feel for the types of actions and activities one can engage in via social media, and in some ways functions like a social network with training wheels. But whether you're using a service such as Grom Socialor talking specifically about Facebook or Twitter, you need to educate children up-front about communications basics, including what these types of platforms are good for and why people use them. Begin by spending about 15 minutes showing them kids the ins and outs of your social media account, or working together on a COPPA-compliant site.
Move on to More Formal Discussions: It's also worth noting that kids and adults use social networks differently. Open the discussion by asking tots, tweens and teens why it is that they want to be on social networks, and share with them some of your own motivations for utilizing these services. It's also imperative to have a discussion about the different types of content that can be shared through such platforms, e.g. text, videos, audio and photographic images.
Questions to Ask:
What types of communication do you think social networks are best for?
What kind of information do you hope to get via and share over social networks?
What kind of information is appropriate to share, and what isn't?
At the crux of all social networking is sharing. Talk about what makes social networks effective tools for interaction, how people commonly utilize them and best practices when doing so -- including what to know about how and why these companies offer their services for free. In short, spend another 15 minutes having a conversation about all aspects of social networks, before moving on to the following step.
Review the Pitfalls: You don't want to focus your entire conversation on the dangers of social networks, but at the same time, it's also important to highlight what can go wrong on these platforms as a way to encourage proper behavior. Discussion topics may include, but are not limited to:
Cyberbullying - Discuss what it is, and what to do when you encounter inappropriate behavior online.
Privacy - Kids' personal information is the most important asset that they have. Educate them as to why they must work hard to protect it.
Scams - Learn how to spot fraudulent content on social network services, whether it's Twitter DMs or fishy status updates on Facebook, and potential consequences of falling prey to these schemes.
Information Permanence - As a way to impart the permanence of information, go ahead and Google yourself (chances are your students or kids have already done so) and talk about the results that show up. It's the perfect illustration of how much of what appears online tends to stay there forever, impact public perception and is not something you can always control any longer.
We also suggest checking out videos from the annual Trend Micro What's Your Story contest. These are put together by kids, and highlight issues of online safety and privacy, including the very ones you'll be having in this conversation. Visit the official contest page and look at the winners together, then discuss what you saw.
Setup an Account Together: When you're ready to get kids setup on social networks, take steps to configure an account together. Work together on establishing proper privacy settings, and discuss each one and what they mean. In other words, walk children through the process, providing insight and guidance all the way. This should be the last part of your meeting, and a crucial step to take, once you think they are ready (and you're ready) to setup an account.
Teachers, educators and parents may also wish to remember the following tips:
 
Go Straight to the Source. All major social networks including Facebook, Twitter and Google+ offer resource guides for families and parents, which include explanations of the services, descriptions of how to use key features, and specific discussion topics for adults and kids. Examples include:
 
Facebook Family Safety Center - Facebook safety page featuring broad overviews as well as detailed categories for teachers, teens, parents and law enforcement.
Google Family Safety Channel - Videos from Google on helping to keep kids safe online.
Twitter Safety Tips for Parents - Twitter Basics page designed for parents to help answer questions about aspects of teen safety for users of the service.
 
Be There for Them: At the end of the conversation, kids need to know that they can come to you with ANY questions or concerns. While your job as a teacher or parent is to be an educator and guardian first, it is important that they see you as a partner in online explorations. Failure to do so runs that risk that they'll work to educate themselves without your knowledge and they won't come to you if something is wrong.
 
Respect Kids' Boundaries: Once children up and running, you need to let them spread their wings. When they start, you may want to like or comment on posts where appropriate, but quickly taper off this behavior and let them establish online relationships on their own terms, without constant reminders that caregivers are able to see everything that they're doing online.

 

Saturday, March 2, 2013

Soon Indian School Teachers to be Trained in USA


This year, a six-month training programme for Indian school teachers will be launched under the Fulbright-Nehru Fellowships programme in the U.S., said Maya Sivakumar, director of United States-India Educational Foundation (USIEF).

Talking about ‘Experience America’, a three-day programme organized by the U.S. Consulate General, Sivakumar said that the Indian teachers will get an opportunity to enhance their skills on a variety of academic subjects in the U.S. universities as a part of the programme, as reported by TNN.

Judy Reinke, the U.S. commercial service minister counsellor for commercial affairs, American Embassy informed that the programme has been organized to encourage business ties between Indian and the U.S. companies and to support Indian students to pursue a range of courses in American universities.

Judy further said that "We will help the agricultural sector of India by organizing Pack Expo, an event about packaging technology of agro products at Las Vegas on September 25," as reported by TNN.

It was noted that the programme ‘Experience America’ will have nine U.S. companies and universities presenting their catalogues.

David J Gainer, public affairs officer of the U.S. Consulate General talking of the education sector, said, "Fifteen years ago about 30,000 Indian students were pursuing courses in American Universities, but today there are more than 1 lakh Indian students. Similarly about 4,000 American students are pursing various courses in India," as reported by TNN.

 

Friday, March 1, 2013

Why Facebook CEO wants school kids to learn coding


Microsoft Chairman Bill Gates,Facebook CEO Mark Zuckerberg and Twitter creator Jack Dorsey are among the tech luminaries appearing in a new video promoting the teaching and learning of computer coding in schools.

Titled "What most schools don't teach," the video released online begins with Zuckerberg, Gates and other tech icons recalling the time they got their start in coding. For some, that was in sixth grade. For others, such as Ruchi Sanghvi,Facebook's first female engineer, that happened in college. Freshman year, first semester, intro to computer science, to be exact.

Dorsey, who also founded and runs the mobile payments startup Square, said in an interview that he didn't grow up being a programmer.

"I wanted to work on ideas. In order to see them grow, I had to learn how to code," Dorsey told The Associated Press. "I think there is a lack of desire, there is a lack of push to teach people how to program and how to code. It's not all that dissimilar to learning a foreign language. It's just a way to instruct a machine on what to do. It empowers people to start a business, to start a project, to really speak to a daily issue that they are having or other people are having."

Running less than six minutes, the video promotes Code.org, a nonprofit foundation created last year to help computer programming education grow.

"The first time I actually had something come up and say `hello world,' and I made a computer do that, that was just astonishing," Gabe Newell, president of video game studio Valve, recalls in the video.

But it's not just tech leaders promoting programming in the video. Chris Bosh, of the Miami Heat basketball team, says about coding: "I know it can be intimidating, a lot of things are intimidating, but, you know, what isn't?"

Code.org was founded by tech entrepreneur Hadi Partovi, an early investor in Facebook, Dropbox and the vacation rental site Airbnb. The nonprofit wants to address an oft-cited problem among technology companies - not enough computer science graduates to fill a growing number of programming jobs. The group laments that many schools don't even offer classes in programming.

"Our policy is literally to hire as many talented engineers as we can find," Zuckerberg says in the video. "The whole limit of the system is just the there just aren't enough people who are trained and have these skills today."


 

Thursday, February 28, 2013

Schools, governments charge into the cloud -- why not businesses?


According to a study recently released by CDW Government, a provider of government technology products and services, 40 percent of K-12 schools are turning to cloud computing for storage. However, the cloud is finding other applications at schools, with conferencing and collaboration the second-most-used cloud services (36 percent), and Office and productivity tools running close behind (33 percent).

Considering that most school systems are underfunded, how they can afford cloud-based services? The truth is that they can't afford not to use these services, because cloud computing lets them get much more IT for the money.

Indeed, state and local governments are all making the move to cloud computing faster than most Global 2000 enterprises, which should concern both stockholders and employees. Although the reasons cited for not moving to cloud computing include the lack of clarity around the use of cloud-based technology, in most cases it's simply the fear of something new and the risks around migration, as I've covered in this blog many times.

If the Global 2000 gets anywhere near 30 percent use of cloud services in four years, it will be a miracle. Unfortunately, I think it will be more like 3 to 5 percent for the aggressive enterprises. Even with the U.S. government's Cloud First initiative, the feds are likely to be at about the same low level of adoption as enterprises.

Of course, businesses would argue that they are not schools. True -- however, when you get down to the fundamentals, schools and enterprises have similar IT needs at the user-facing layers. This includes storage, collaboration, and office automation, all of which are low-hanging fruit for cloud computing and have clear advantages for both types of organizations.

What's interesting is that organizations with the least amount of money will move more quickly into the cloud, and thus find the strategic benefits faster than those that have more IT dollars to burn. The result is that where "poor" once meant poorly automated, it will start to mean "modern."

The next time your children come home from school, you may want to consider that the organization where they spend every day is likely making better strategic IT decisions than the organization where you spend every day. Perhaps you should start having recess at the office and get to work on your cloud strategy.
 

Wednesday, December 26, 2012

CBSE Class 10 - Physics - CH11: The Human Eye and the Colourful World (Worksheet)


 
The Human Eye and the Colourful World




Human Eye
credits:openclipart

 
 
Fill in the blanks

1. The transparent spherical membrane covering the front of the eye is called ____________.

2. _______ is the surface which acts as screen and image is formed on it.

3. The coloured diaphragm between cornea and lens is known as __________.

4. A small hole in iris which controls the intensity of light entering the eye is called __________.



5. ____________ muscles hold the position of the lens and adjust its thickness.

6. The point on retina at which optic nerve leaves the eye is called ___________. At this point if any image formed is not sent to the brain.

7. A point on retina which has highest concentration of sensitive cells and forms a clear image when we see any object minutely, is called __________.

8. The ability of eye lens to focus near and far objects clearly on retina by adjusting is focal length is called the _______________ of the eye.

9. For a young human adult with normal vision, the near point is about ___________ and it is denoted by ______.

10. For a young human adult with normal vision, the far point is at __________.

11. To see objects with both eyes together is called _________ vision.

12. A transparent alkaline liquid between cornea and lens is called ___________. It helps in ________ of light rays in cornea.

13. A jelly fluid filling the space between lens and retina is called _________. It with stands atmospheric pressure and prevents eye ball from collapsing.

14. Human is made up of ___________ jelly fluid material and it is a _________ __________ lens.

15. In __________ distant objects are not clearly visible. It is corrected by using ________ lens.

16. In ___________ objects nearby are not distinctly visible. It is corrected by using _______ lens.

17. ________ occurs due to weakening of ciliary muscles in old age. It can be corrected by using __________ lenses.

18. Power of a spherical lens is the reciprocal value of its _______________.


Answers:
1: cornea
2: retina
3: Iris
4: pupil
5: Cilliary
6: Blind Spot
7: Macula or yellow spot.
8: accommodation
9: 25 cm, D
10: infinity (∞)
11: binocular
12: aqueous humour, refraction
13: vitreous humour
14: crystalline, double, convex
15: myopia, concave
16: hypermetropia, convex
17: Presbyopia, bi-focal
18: focal length
 

Wednesday, November 14, 2012

Microsoft and STEM Education


Microsoft and STEM Education

An old adage says that insanity is doing the same thing over and over and expecting different results. A Microsoft executive’s recent call for more federal government spending on science, technology, engineering and math (STEM) education fits this definition to a tee. What’s the real solution to the dismal status of American education, particularly when it comes to the kinds of technical fields necessary for a skilled IT and data center work force?

News Flash: The Education Bubble Will Burst


According to USDebtClock.org, student loan debt in the U.S. is quickly approaching $1 trillion, exceeding even credit-card debt by a substantial margin (some 10%). According to CollegeData.com (“What’s the Price Tag for a College Education?”), “a ‘moderate’ college budget for an in-state public college for the 2011–2012 academic year averaged $21,447. A moderate budget at a private college averaged $42,224.” For a four-year college, that’s anywhere from about $85,000 to $170,000 per student. And in an economy where recent graduates are having an increasingly difficult time finding a job, these numbers are even more dreadful. For some students, particularly those who also incur graduate-school debt, the result could be a lifetime of debt—and a debt that is notoriously difficult to get rid of by other means.

The system has all the makings of a bubble, and one that cannot help but burst. The only question is how soon. The situation for K-12 education is slightly different, but the economics are similar. According to the Center on Budget and Policy Priorities (“Policy Basics: Where Do Our State Tax Dollars Go?”), “About one-fourth of state spending on average, or about $260 billion, goes toward public [K-12] education.” State debt—although still dwarfed by the federal debt—resides at around $1 trillion. The difference in K-12 education is that it’s “free”—meaning no one (unless they look) sees the cost by way of taxes. Everybody has access to the system, and everybody pays the taxes whether they use it or not.

The results? PBS (“Math, Science, Reading Scores Show U.S. Schools Slipping Behind”) cites U.S. Education Secretary Arne Duncan: “The United States came in 23rd or 24th in most subjects [on the PISA standardized tests]. We can quibble, or we can face the brutal truth that we’re being out-educated.”
So, how’s all that spending working out?

Microsoft’s Success


If Microsoft had followed the business model of the state (wantonly throw other people’s money at a problem and hope the problem goes away), it would be far from a household name. It certainly would have no share of the computer OS market. Nevertheless, CIO.com (“Microsoft Calls for $5 Billion Investment in U.S. Education”) reports that Microsoft general counsel and executive vice president Brad Smith has called for “Congress [to] invest $5 billion in the country’s education system—particularly in math, science and technology education—over the next 10 years and pay for it with increased fees on high-skill immigration.” In other words, impose tariffs of a sort to fund more spending into the black hole of U.S. education.

Is this insanity? Well, how far has two centuries of ever-increasing government control of and spending on education brought us?

Microsoft should look to its own model of success (at least idealistically): compete for business, provide a superior product (or, at least, one that people prefer to buy) and engage in voluntary commerce. If it worked for Microsoft, why can’t it work for education? Private education is generally known to be better than public: just look at the actions (not words) of politicians, like President Barack Obama.

At this point, one hears all the howls of how certain children will be left behind: what will poor families do if the government doesn’t control education? Well, how is state-controlled education working for poor families these days? Are the Chicago teachers—who, incidentally, are making on average between about $71,000 and $76,000 annually (and that’s not for a full 12 months of work, like most people must do to earn their salaries)—providing a commensurately high level of education for their students? The recent teachers’ strike was largely a fuss over teacher evaluations: something that wouldn’t even be an issue if teachers were actually doing a good job overall.
So, yes, Microsoft is advocating utter insanity.

What to Do Instead

Instead of calling for charity by proxy, Microsoft could consider implementing an apprenticeship program for young people that focuses on learning real, marketable skills. If the company believes there are returns to be had on investments in education, what is it waiting for? Why use other people’s money? Five billion dollars over 10 years amounts to $500 million per year: why not ask the Bill and Melinda Gates foundation for funding? A private company like Microsoft could implement a stellar apprenticeship (or other style of education) program with that kind of money. Why waste it on an institution—federal and state governments—that are known to be spendthrifts?
For the U.S. to excel in STEM areas, the first task is to get government out of the education business. It is a failure. It’s time to move on. Stop trying to tinker with it. Unfortunately, this is something that won’t happen soon.

Companies in the data center and IT sectors should look beyond traditional schooling if they want skilled employees. With the widespread availability of powerful computers—and the cloud—a dismal state-run education system is no excuse for a lack of talent. Everything one needs to know to be an outstanding data center designer, software programmer, technician or almost anything else is available for free (or at a low cost) on the Internet. Companies should consider how to invest in future employees through their own educational systems, via apprenticeships, mentoring, internships and other means. To be sure, the myriad logistics would need to be worked out, but the alternative is to continue taxing the economy into recession to fund, among other things, a failed education system.

The data center and IT sectors—of all industries—have no excuse to whine about education. They build and (to some extent) govern the ultimate tool of education: the Internet. Microsoft knows the power of putting relatively inexpensive tools into the hands of consumers: how much work is accomplished because Word and Excel, for instance, are available relatively cheaply? And for those who don’t want to pay anything, there’s OpenOffice. And the Internet has innumerable free (and paid) resources to teach people how to use these tools. So why the incessant calls for dumping more money in a system that is inefficient, ineffective and even destructive?

Science, technology, engineering and math are areas that have seen amazing progress over the past century—and even the past decade. Although data centers seem commonplace, they are actually an amazing feat of engineering at a variety of levels, from the silicon that composes microchips up to the interconnects among servers and even surrounding infrastructure that keeps everything running. These advances have come in spite of the current education system, not because of it. It’s time to stop the insanity.

Thursday, October 25, 2012

Kids with technology in their bedrooms don't sleep as well, more likely to be obese


"If you want your kids to sleep better and live a healthier lifestyle, get the technology out of the bedroom," says co-author Paul Veugelers, a professor in the School of Public Health at the University of Alberta, in a statement on Monday.

Letting your children bask in the glow of a television or computer in their bedrooms at night doesn't benefit their sleep or waistlines. Researchers from the University of Alberta in Canada say that electronic devices in kids' bedrooms are linked with both poor sleep and obesity.


Researchers used data from nearly 3,400 students in fifth grade (10-11 years old) in a survey of their nighttime sleep habits and access to electronic devices. Half of the children had a television, DVD player, or video game console in the bedroom, 21 percent had a computer, and 17 percent had a mobile phone.

Fifty-seven percent of students reported using their phones, watching television, or playing video games after they were supposed to be asleep. Researchers found that students with access to one electronic device were 1.47 times more likely to be overweight than kids with no devices in the bedroom. That increased to 2.57 times for kids with three devices. Additionally, they found that as little as one hour of additional sleep each night decreased the odds of being overweight by 28 percent and obese by 30 percent.

"If you want your kids to sleep better and live a healthier lifestyle, get the technology out of the bedroom," says co-author Paul Veugelers, a professor in the School of Public Health at the University of Alberta, in a statement on Monday.

Co-author Christina Fung adds that children today are not sleeping as much as previous generations, with two-thirds not getting the recommended hours of sleep per night. A good night's sleep has been linked with better academics, fewer mood disorders, and healthier lifestyle habits.
The research was published online in the journal Pediatric Obesity.

Prior research has found that kids with TVs in their rooms watched more TV and were more likely to have sleep problems; also, the more television children watched, and the more violence they were exposed to on television, the more problems they had sleeping. That study was published last June in the journal Pediatrics.

Tuesday, September 25, 2012

Ineffective Principals is the real reason our schools are failing...What can I do as a parent ?


Much has been written or talked about in the news of late about what the classroom teacher is/not doing to educate our children. But very little has been said about the ineffective principals that remain in failing schools year after year with no improvement in test scores. For too long…ineffective principals have been blaming their staff/faculty for their lack of leadership, goals, vision, and failure to improve test scores. The classroom teacher is the most visible person in your child's life at school, but it is the principal who is responsible for providing a high- quality education for all students there.
 
An ineffective principal is very detrimental to a school’s progress. Instead of leading, many try to bully classroom teachers by threatening to place them on a PDP (Professional Development Plan) or write them up about something that’s frivolous in mature. What is so ironic about being placed on a PDP by an ineffective principal is that they are…many times, are on a PDP also. Teachers don’t respond to this type of maltreatment well because it leads to low morale, high teacher turnovers, transfers, or teachers leaving the profession altogether. And when the school’s environment is dysfunctional…the children suffer, parents suffer, teachers suffer, and community suffers.
 
How do you know if your child’s principal is providing the kind of leadership that it takes to make a great school? There are seven warning signs parents need to look for when visiting their child’s school.
 
1. The principal has no overall vision for the school. She doesn't have a sense of what kind of school community she and the staff are trying to establish or what values the whole school should uphold.
 
2. There is no plan to address academic achievement and the schools' test scores continue to decline. Although principals can't take all the blame for declining test scores, they should have clear goals for school-wide academic improvement that they communicate to staff and students, and ways to measure improvement against the goals. They should include staff and parents in the goal-setting process.
 
3. The principal spends all her time in her office pushing papers. He/she delegates discipline decisions and dealing with parents to the school secretary. You never see him/her in classrooms, hallways, and lunchroom or on the playground. He/she doesn't know students' names and doesn't interact with them.
 
4. The principal is seldom there. He/she spends much of his time away from the school in meetings or at conferences.
 
5. The principal does not return your phone calls. If you have tried to contact her several times and he/she does not respond, you should be concerned. If you do make contact, but he/she doesn't provide you with any possible solution, you have a problem.
 
6. The principal tells everyone what he or she wants to hear. He/she says "yes" to everyone but doesn't take action.
 
7. The principal shows favoritism. It is obvious that certain teachers, students or parents have the ear of the principal but others do not.
 
Parents have the right to contact the principal when there is a concern about their child's academic achievement or discipline within the classroom. But, you should first contact your child's teacher. If you are not satisfied with the teacher's response, you should contact the principal. It is always better to try to work out problems with the teacher first. If you have a concern about a school-wide discipline problem or the school's philosophy, you should contact the principal.
 
Parents should contact the superintendent if the principal does not return your phone calls or if you are dissatisfied with the response of the principal. If you have concerns about the principal's leadership abilities and you can clearly document those concerns, you should contact the superintendent. If several parents feel the same way, make an appointment as a group to visit the superintendent. There is always greater power in numbers!
In closing, effective principals don't make excuses for why their schools can't succeed. Instead they make it their top priority to figure out how their schools can excel, and do everything they can to make that happen.
 

Saturday, September 22, 2012

Use technology as educational tool, not for constant entertainment


Throughout history, technology has been viewed as a tool primarily intended to aid in our survival, but throughout the last 50 years or so technology has accelerated to the point of transcending even this need.

Increasingly, much of our technology serves only as a social luxury. Yet with each passing year it becomes interwoven into the fabric of society. We’ve let it into our homes, into our schools, and we’ve given it to our children.

Do we run technology, or does it run us? The world is becoming more and more impersonal by the day, transitioning away from meaningful face-to-face social interaction. In the younger generations this will continue to become more and more apparent if nothing is done.

Technology needs to be viewed as an amazing educational tool, not a toy for constant entertainment.