Preparing for a Knowledge-based Society, Education Canada, Vol. 43 No. 1 (Winter 2003)
There is recognition by leading economists that social capital (e.g. trust, networking and shared values as expressed through strong families and communities) are the basis of increased human capital (i.e. increased education and training achievement). Ron Faris, Learning Community by Community:
Preparing for a Knowledge-based Society, Education Canada, Vol. 43 No. 1 (Winter 2003)
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Two of the best ways for schools to encourage an engagement in authentic learning are (1) facilitating students taking ownership and responsibility for their own learning, and (2) encouraging community-based learning opportunities. Dona Matthews and Rosanne Menna, Solving Problems Together: The Importance of Parent/School/Community Collaboration at a Time of Educational and Social Change, Education Canada, Vol. 43 No. 1 (Winter 2003)
….by encouraging and facilitating collaborations among families, schools, and communities, we will find and create the best educational responses to a rapidly changing world. Dona Matthews and Rosanne Menna, Solving Problems Together:
Importance of Parent/School/Community Collaboration at a Time of Educational and Social Change, Education Canada, Vol. 43 No. 1 (Winter 2003) The best predictor of math scores and science scores, for example, is the social capital in that community - even better [an indicator] than the class size. Robert Putnam, Writer and Professor, Harvard University (2000)
Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work. Marc Prensky, Digital Natives, Digital Immigrants (2001)
Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is not longer valid. Marc Prensky, Digital Natives, Digital Immigrants (2001)
The cognitive differences of the Digital Natives cry out for new approaches to education with a better “fit”. Marc Prensky, Digital Natives, Digital Immigrants (2001)
Children raised with the computer “think differently" from the rest of us. They develop hypertext minds. They leap around. It’s as though their cognitive structures were parallel, not sequential. William D. Winn, Ph. D., Director and Professor,
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