#istation math

[jdontevenknowwhatimdoing]

Justin Bieber looking ass

[jalapenoscumbag]

bro was NOT having it 💀🙏

[sloppypears-ash-sg]

I made a Donnie SEM ai bot

Since I didn't see any Istation bots on character.ai, I made him!

[staipa]

Un nuovo post è stato pubblicato su https://www.staipa.it/blog/perche-vedo-cosi-tanti-giovani-morire/?feed_id=1439&_unique_id=660d350b8b5ac %TITLE% Negli ultimi anni, in particolare dopo il picco della pandemia Covid e delle polemiche sulle vaccinazioni, si sentono numerose persone lamentarsi di quella che sembra essere una nuova moria: quella di ragazzi e giovani che sembrano morire con una frequenza molto più alta del normale, quasi sempre per problemi cardiovascolari. Cosa c'è di vero? Davvero molti giovani stanno morendo per motivi cardiovascolari? La risposta veloce è sì. Sì, ma. Chi vive di questo allarmismo o in questa paura attribuisce queste morti a una correlazione tra l'assunzione del vaccino Covid e la morte stessa, come se l'alta quantità di morti fosse causata dall'alta quantità di vaccinazioni. Parliamone. Parliamone con dati che sono pubblici e disponibili a tutti. A chi crede a questa teoria e a chi no. Esiste correlazione tra vaccini e le morti precoci? No, no aspetta, cosa significa correlazione prima di tutto??! In statistica, una correlazione è una relazione tra due variabili tale che a ciascun valore della prima corrisponda un valore della seconda, seguendo una certa regolarità. La correlazione non dipende da un rapporto di causa-effetto quanto dalla tendenza di una variabile a cambiare in funzione di un'altra. https://it.wikipedia.org/wiki/Correlazione_(statistica) Quello qui sotto è un grafico che mostra la correlazione negli stati uniti tra i suicidi per stritolamento, strangolamento e soffocamento e la spesa per scienza, spazio e tecnologia. Dal punto di vista della statistica la correlazione esiste ed è matematicamente dimostrabile. L'indice di correlazione in questo caso è di circa 0.944, per chi non sia avvezzo alla statistica l'indice di correlazione può andare da 0 (non esiste nessuna correlazione) a [math]\pm1[/math] (esiste una correlazione totale) quindi in questo caso la correlazione è del 95%. Piuttosto alta direi. Si calcola attraverso questa formuletta, l'indice di correlazione di Pearson [math]-1\leq (\rho) xy=\frac \sigma xy\sigma x\sigma y=\frac \sum i=1^n(xi-\mu x)(yi-\mu y)\sqrt \sum i=1^n(x_i-\mu x)^2\sqrt \sum i=1^n(y_i-\mu _y)^2\leq +1[/math] Cosa manca in questo grafico? La causalità. Una correlazione statistica non implica che uno dei due dati correlati sia la causa dell'altro, significa solo che l'andamento dei due dati sono molto simili. Si tratta di un calcolo che stima quanto l'uno si discosti dall'altro ma non serve a dimostrare che ci sia un nesso di causalità. Ah, ok. Esiste causalità tra vaccini e le morti precoci? Immagino già chi mi segue da tempo a preoccuparsi, o a ridere sotto i baffi. Chi mi segue da meno invece lo vedo già a esclamare "Tu non sei un medico! Cosa vuoi saperne?". Va bene va bene, ma non sforiamo nella retorica dell’avvelenamento del pozzo (https://short.staipa.it/v0csn), e cerchiamo di non fare del Cherry picking (https://short.staipa.it/gq0xv). Non sono un medico, e di certo non scriverò qui se esista o non esista dal punto di vista medico una qualche nesso di causalità, posso tuttavia fare dei ragionamenti sulla parte statistica della questione. E utilizzare un metodo per cercare informazioni affidabili. Ma dove si possono cercare statistiche ben fatte e affidabili sugli italiani? Sul sito di ISTAT. Ogni anno vengono fatte tutta una serie di statistiche sulle morti in base ai numeri presenti nelle anagrafi dei comuni e periodicamente sulle cause di morte, questo in base a dati forniti dagli ospedali. Per evitare il bias del non ce lo dicono e anche la quantità di morti dovute al covid stesso, cercherò di attenermi a dati precedenti al 2020 per le cause di morte o successivi al 2021 per i confronti numerici tra il numero di decessi prima e dopo. L'indirizzo dove prendere i dati è il seguente https://www.istat.it/it/archivio/240401, faccio riferimento alle statistiche aggiornate a luglio 2021 quando i vaccini erano in uso da soli sei mesi e non utilizzati ancora in maniera massiva

I dati sono recuperabili in forma tabellare a questo indirizzo: https://www.istat.it/it/files//2020/03/TavoleStimaDecessiPerRegioneGennaioAprile_2015_2020.xlsx Una volta scaricato il foglio excel, si trova un raggruppamento chiaro e semplice nella scheda TAB_B Riporto qui per comodità la schermata di interesse Come detto in precedenza possiamo tranquillamente ignorare i casi di COVID, non ci riguardano in quanto ci stiamo focalizzando sui casi di morte improvvisa per problemi cardiovascolari a fronte di vaccinazione. Possiamo notare come la causa principale di morte siano i problemi cardiovascolari, nel quadrimestre gennaio-aprile 2020 come nel quadrimestre gennaio-aprile calcolato sulla media degli anni dal 2015 al 2019. Nel 2020 era intorno al 30% mentre nella media 2015-2019 era addirittura oltre il 35%. Se dovesse esserci un trend, nel 2020 a inizio Pandemia le morti per problemi cardiovascolari sono state leggermente in calo. Questo motiva la prima risposta che ho dato in questo articolo: sì, sono molte persone che stanno morendo per motivi cardiovascolari. Praticamente una su tre. Solo che questa percentuale era impressionante, perfino leggermente maggiore, anche prima della pandemia. Una persona su tre moriva per problemi cardiovascolari anche prima dei vaccini Covid e prima che i nostri sguardi impauriti ci facessero caso. Sto dicendo che non esiste nessun nesso di causalità tra vaccino e rischi cardiovascolari? Ovviamente no, non lo sto dicendo e non è mia competenza farlo. Ci sono stati casi conclamati, secondo l'Agenzia Italiana del Farmaco In Italia nel periodo dal 27/12/2020 al 10/07/2021 tra gli eventi avversi si sono registrate 166 possibili reazioni al vaccino con esito fatale e io di certo non potrei negare questo dato. (Qui il documento di AIFA https://short.staipa.it/qvaoj) Ma 166 casi sono un numero ridicolo che non fa aumentare nessuna percentuale di nessuna statistica neanche se invece dei percento mettiamo i permille. C'è un altro modo di analizzare le morti? Cosa è cambiato dopo il 2020? La domanda è più che lecita ma i dati sulle cause di morte non sono aggiornati, e se lo fossero qualcuno direbbe che possono essere falsificati mettendo cause di morte diverse da quelle reali. Giusto? Lo dicevano già per tentare di minimizzare l'impatto della pandemia quindi perché non usare la stessa narrazione anche in questo caso? Istat, però ci fornisce anche statistiche sui numeri di morti (persone tolte dall'anagrafe) indipendentemente dalle cause. Si trovano qui http://dati.istat.it/Index.aspx?DataSetCode=DCIS_MORTALITA1 e si possono fare svariate ricerche, per età, per sesso, per provenienza, per anno... Ho scelto un confronto tra la mortalità del 2018, ben prima del Covid e del 2022, il dato più recente che abbiamo ma che è comunque dopo il grosso della campagna di vaccinazioni, già nel pieno di quella che sembra la moria dei vaccinati. Dalla didascalia è possibile scaricare il file excel con i dati da cui ho ricavato i grafici. Download file I numeri dell'asse x sono i morti per mille dell'anno, per esempio ci sono qualcosa come il 3,5‰ di bambini morti nei primi quattro anni di vita (3,4 ogni mille) e 2,8‰ nel 2022 (2,8 ogni mille). A quanto pare tra gli zero e i 44 anni (è un range abbastanza largo per considerare i giovani?) le morti nel 2022 sono state leggermente meno che nel 2018. Solo per quelli tra i 40 e i 44 anni c'è stato un lieve aumento dello 0,1‰ (uno su diecimila), ma io voglio considerarli lo stesso tra i giovani perché ne ho 41. In compenso c'è stato un aumento a tratti lieve a tratti piuttosto marcato tra i 70 e i 120 anni, è un dato che dovrebbe dirci qualcosa ma non lo andrò ad analizzare in quanto esimono dall'argomento dell'articolo. Dai dati che ho riportato qui e all'inizio si capiscono due cose: una persona su tre muore per problemi cardiovascolari le morti tra i giovani non sono aumentate A corollario di questi due punti penso di poter dire che, se davvero c'è stato

un grande aumento di giovani morti per problemi cardiovascolari, deve esserci stato un altrettanto consistente calo di morti per altri motivi, in misura quasi equivalente se non superiore. Torniamo quindi alla domanda iniziale. Perché vedo così tanti giovani morire? Se le statistiche sui morti non confermano la tesi che ci siano molte più morti precoci, non si spiega perché sembra che sui giornali queste morti siano aumentate notevolmente. Non ho dati specifici sul numero di articoli sul tema che vengono pubblicati oggi o che venivano pubblicati in passato, sebbene sia possibile ricavarli con alcuni metodi di ricerca di cui ho parlato nei vari articoli sulle Fake News (https://short.staipa.it/fake) tale ricerca sarebbe probabilmente tempo buttato. Il meccanismo è doppio e si autoalimenta: tutti noi abbiamo la tendenza a focalizzarci su qualcosa e crederlo una coincidenza. Ne ho parlato di recente in Cherry picking, le fake news amano le ciliege (https://short.staipa.it/gq0xv), Basta guardarsi intorno, quando una coppia aspetta un bambino finisce sempre per vedere un mondo pieno di donne incinte e di bambini piccoli, se si ha un cane si finisce per notare tutti i cani del mondo, se si è attratti da un simbolo politico sarà facile vederlo in giro ovunque, se si è attratti da un modello di auto è facile continuare a notarlo, e così una volta iniziato a fare caso agli articoli su giovani morti prematuramente è facile farci caso sempre più spesso ignorando magari altri generi di notizie. Ma se il meccanismo fosse solo così sarebbe facile liberarsene. Qui entra in gioco un secondo meccanismo di cui ho parlato nell'articolo Quando siamo estremamente divisivi è probabile siamo vittime di Fake News (https://short.staipa.it/9f1em). Nel caso specifico di queste morti ovviamente non si tratta di Fake News, sono notizie più che reali! La questione è che i social network, ma anche gli aggregatori di notizie, valutano i nostri interessi e gusti attraverso i nostri click e il tempo passato a visualizzare un articolo; una volta creato un profilo delle cose che sembrano interessarci ce le mostrano. Pensa che siamo interessati a decessi di giovani? Ci mostrerà tutti gli articoli che escono su quel tema. Anche fossero pochi, anche un articolo ogni dieci decessi, sembrerebbero comunque moltissimi, soprattutto se l'algoritmo sceglie di privilegiare quelli, soprattutto se si considera che in Italia muoiono più di 1500 giovani all'anno (lo si vede dal foglio excel di cui sopra). A questo va aggiunto che la morte di un giovane fa più notizia della morte di una persona di mezza età, e che una volta che i giornali abbiano capito che quel genere di notizia risulta molto attiraclick (https://short.staipa.it/cyj4l) non perderanno occasione di pubblicarne il più possibile alimentando ulteriormente questa percezione. Una prova di questo? Provate a cercare informazioni su altre tipologie di notizie tipicamente attraenti per il giornalismo. Che ne so incidenti stradali, parti problematici, gossip su un personaggio specifico meno famoso, morte di personaggi famosi. Dopo pochi giorni, sarete ricoperti da articoli su quell'argomento. E se sarete stati bravi in compenso smetterete di vedere giovani morire.

[deviousdayz]

I keep seeing posts about seventh graders not knowing how to read or write properly and when you think about it, you need to think about Covid and how it affected learning.

Someone who is in seventh grade right now was in third grade when the coronavirus hit. They didn’t get out of “online learning” until fifth grade. Those grade levels are the basic building blocks to academics. That’s when you learn comprehension skills with things like AR reading and istation, basic writing skills, and the basics of math. Everything that is the basic most smallest part of academics happens from 3rd to 5th grade.

These kids have shaky academic foundations, and trying to build on top of that is never going to work. You cannot expect someone who did not have comprehension based assignments for two years of their life to know how to write a three page essay or how to read one. You cannot expect someone who doesn’t know the parts of speech to write at grade-level! You cannot expect them to know anything, or to be able to learn at the regular rate of a seventh grader who did not go through online learning at the beginning of their academic careers!!!

STOP TRYING TO TEACH THEM SEVENTH GRADE SHIT!! Teach them what they MISSED

[couponrim]

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[edivupage]

Announcing the Winners of the 2020 Tech Edvocate Awards

Every day, technology innovations transform the way people learn and how educators teach. In the last few years, the edtech field has attracted a lot of talented people, all with excellent knowledge bases and ideas. Though the edtech industry has been around for a few decades now, the last few years, in particular, have seen a surge in investment from both school districts and investors.

The education market is currently worth around $5 trillion globally, and it is forecasted that edtech investment alone will reach $300 billion by the year 2025. This growing investment in edtech start-ups has created some exciting changes in the world of education. Naturally, with increasing capital, the number of edtech companies, products, and thought leaders is also growing. In that spirit of change and innovation, we present the 4th Annual Tech Edvocate Awards.

After 4 months of hard work, we’ve narrowed down the year’s top edtech companies, products, people, and more. We solicited nominees from readers in June/July and held online voting from May 1, 2020 – July 31, 2020. The nominee’s performance during the online voting period was used to gauge their popularity, but in no way signaled that they would become a finalist or walk away with an award. The finalists and winners were ultimately selected by a panel comprised of two edtech thought leaders, two PreK-12 teachers, one college professor, two K-12 administrators, one college administrator, and two PreK-12 parents.  Here are our winners and finalists for 2020. Winners and finalists can access their award seals by clicking here.

  Best Lesson Planning App or Tool

Winner: Learning Explorer 

Finalists:

Profile Planner

Eduphoria! 

  Best Assessment App or Tool

Winner: edSpring

Finalists:

Google Classroom

Star Assessments

ProctorU

EdIncites®, Incite® Assessment

MobyMax 

Lexplore 

TestHound 

  Best Early Childhood Education App or Tool

Winner: MobyMax

Finalists:

ABCmouse Early Learning Academy

PBS Parents Play and Learn

Clear Touch 43” 7000XE interactive panel with mini convertible mobile stand 

  Best Literacy App or Tool

Winner: Renaissance Accelerated Reader

Finalists:

Renaissance myON Reader 

MobyMax 

Raz-Plus-ELL Edition 

Lexia Core5 Reading by Lexia Learning 

MindPlay Virtual Reading Coach  

Lexplore 

Reading Plus 

  Best Math App or Tool

Winner: ST Math  

Finalists:

Spring Math

MobyMax

LearnZillion Illustrative Mathematics 

Freckle Math   

MATHiaFlex   

  Best STEM/STEAM Education App or Tool

Winner: Pivot Interactives from Vernier Software & Technology 

Finalists:

MobyMax  

Science A-Z    

Britannica LaunchPacks: Science     

Chemix  

LEGO® Education SPIKE

Prime  

  Best Language Learning App or Tool

Winner: Raz-Plus/ELL Edition   

Finalists:

Languagenut

Rosetta Stone English 

  Best Virtual or Augmented Reality App or Tool

Winner: CoSpaces Edu

Finalists:

Gamar

HistoryMaker VR

  Best Personalized/Adaptive Learning App or Tool

Winner: Lexia PowerUp Literacy by Lexia Learning  

Finalists:

Elephango

i-Ready

Headsprout   

MobyMax

Rosen LevelUp   

MATHiaFlex   

Reading Plus  

  Best Artificial Intelligence/Machine Learning App or Tool

Winner: Lexplore 

Finalists:

Knowledge Ai, Inc.

Yewno  

MATHiaFlex 

  Best Coding App or Tool

Winner: CoderZ  

Finalists:

Tynker

GameSalad, Inc. 

Robo Wunderkind

  Best Gamification App or Tool

Winner: Adventure Academy 

Finalists:

TALi Health – DETECT and TRAIN  

MobyMax 

guideWELD® VR Welding Simulator   

ST Math 

  Best Learning Management System

Winner: Edgenuity Learning Management System

Finalists:

Edsby

Google Classroom

NEO LMS 

Coding Dojo 

  Best Blended/Flipped Learning App or Tool

Winner: MobyMax 

Finalists:

Raz-Plus/ELL Edition

Snowflake 

Treedom Inc.  

ST Math  

Promethean Classflow  

EdIncites®, Incite® Classroom  

Learning Explorer  

Istation ISIP Progress Monitoring at Home

  Best Assistive Technology App or Tool

Winner: Natural Reader

Finalists:

Lexion

  Best Parent-Teacher/School Communication App or Tool

Winner: Edsby  

Finalists:

ClassPager

Bloomz  

  Best Collaboration App or Tool

Winner: Modo Campus  

Finalists:

Google Classroom

Schoolbox 

  Best Tutoring/Test Prep App or Tool

Winner: Study.com 

Finalists:

LiveHint

MobyMax

UWorld Clinical Med Math  

  Best Classroom/Behavior Management App or Tool

Winner: TALi Health – DETECT and TRAIN  

Finalists:

ClassLink

classroom.cloud

Google Classroom

Insight  

Behavior Manager

  Best Classroom Audio-Visual App or Tool

Winner: Promethean ActivPanel Elements Series 

Finalists:

Explee 

Slidetalk 

Aver M11-8M Document Camera

Aver Magic Presenter CB-310

  Best Higher Education Solution

Winner: ClassLink

Finalists:

Study.com

Ellucian Ethos

TrueDialog Inc. 

HuddleCamHD SimplTrack 2

Atlas Powered by New Horizons Computer Learning Centers

eLumen

AVER TR530 AI Auto Tracking Camera

  Best Learning Analytics/Data Mining App or Tool

Winner: UpGrade 

Finalists:

Edsby  

MobyMax 

ClassLink

  Best Professional Development App or Tool

Winner: Learn Promethean  

Finalists:

Finders Solvers (Keningau Vocational College)

PresenceLearning’s Teletherapy 101

Trauma-Informed Practices for K12 Schools 

  Best Student Information System (SIS) App or Tool

Winner: Cardonex

Finalists:

SynergySIS

Skyward Qmlativ Education Management System 

  Best Global EdTech Leader 

Winner: Glynn Willett, Co-founder of MobyMax

Finalists:

Salman Kahn, Founder and CEO of Khan Academy 

  Best Global EdTech Company

Winner: Renaissance 

Finalists:

MobyMax

The Britannica Group   

Lexplore 

Soundtrap for Education

  Best Global EdTech Startup

Winner: Knowledge Ai, Inc. 

Finalists:

Cypher

Save My Exams

Money Experience

  Best K-12 School Leader

Winner: Dr. Usamah Rodgers, Assistant Superintendent at Dallas ISD

Finalists:

Dr. Laura Stout, Executive Director of School Leadership at Corpus Christi Independent School District

Elizabeth Shaw, Chief Executive Officer at Chicago International Charter School

Dr. Johnnie Thomas, Superintendent at Rich Township High School District 227, Matteson, Illinois

Shawn Wigg, Director of Mathematics, Duval County Public Schools

  Best Higher Education Leader

Winner: David Johnson, Assistant Vice President, Technology Services and Support at University of Houston

Finalists:

Roslyn Clark Artis, JD, EdD, President at Benedict College

Janet Napolitano, President at University of California

Christopher Brown II, President at Kentucky State University 

Elmira Mangum, Vice President at Cornell University

  Best School District Technology Coordinator/Director

Winner: Chris Long, Educational Technology Coordinator, Huntington Beach Union High School District, Huntington Beach, CA

Finalists:

Adrian Cepero, District Technology Coordinator, Hackensack Public Schools, Hackensack, NJ

Nora Laho, District Technology Coordinator and Instructional Technology Coach at Public Schools of CLK

  Best K-12 Teacher

Winner: Chloe Peterson, Teacher at Elevate K-12

Finalists:

Mossie Shephard, Gifted Education Teacher, Jackson Public School District

Judy Williams, Teacher at Arizona School for the Deaf and the Blind

  Best College/University Professor

Winner: Sangeeta Bhatia, Professor, MIT

Finalists:

Dr. Alfred Boyd, Assistant Professor of Education, Mississippi Valley State University

Hope Rias, Assistant Professor at Bridgewater College

  Best EdTech PR Firm

Winner: Nickel Communications 

Finalists:

Pando Public Relations 

PR with Panache!  

  Conclusion

As you can see, there is no shortage of award winners in edtech. With these innovative edtech companies, products and people in mind, it becomes clear that the landscape of education is vast and technology is carving a new path for present and future educators. Well, that does it for the 4th Annual Tech Edvocate Awards. We will be back, bigger and better in 2021.

The post Announcing the Winners of the 2020 Tech Edvocate Awards appeared first on The Edvocate.

Announcing the Winners of the 2020 Tech Edvocate Awards published first on https://sapsnkra.tumblr.com

[jdontevenknowwhatimdoing]

I might do another drawing of him later @jalapenoscumbag

[jalapenoscumbag]

another one

[ebuterba-blog]

Dialogue 1

Dialogue Response #1

1. Define a struggling reader.

A struggling reader is an individual who experiences difficulty learning to read. These reading difficulties impact the individual’s ability to determine meaning from the text.

2. What are some warning signs that you might notice in a child that reading might be a struggle?

Some warning signs include speech /language impairments, processing disorders, English language learner(ELL), or poor reading skills in the areas of phonemic awareness, fluency, or comprehension.

3. A helpful website resource

Istation is a helpful website resource. Istation incorporates assessments, curriculum, and teacher resources for whole group or small group instruction. It helps students from prekindergarten through 8th grade and measures academic growth. Isation assessments were given monthly then these results placed students on personalized instructional programs specific to their needs. The evaluations and programs are animated and game-like. Comprehensive reports are available for early reading, advanced reading and math. These 7 essentials for personalized learning are available through istation.

1.Formative assessments- computer-adaptive assessments through game-like activities. These assessments are given monthly.

2. Adaptive curriculum- Student instruction is formulated from these assessments each month.

3. Personalized data profiles- Reports are immediate and accurate and include statistics.

4. Teacher resources- Resources are available for whole group or individualized instruction

5. School-to home connection- Student learning is extended through home access.

6. Professional development- Educators and technical support is available

7. Proven results- Research has shown that istation improves student growth

This year was the first year that istation was used in my district. My April classroom results replaced the Iowa Test of Basic Skills for Arkansas Department of Education. 

[natasha-intro2ed-blog]

The One Where I Battle The Copier

Blog Number: Blog #4

Date: October 8th

Classroom Events: Honestly, this week seemed to go by very slow, however I felt like I was able to be more involved this week. Usually, when I arrive at school, I come in towards the end of their math lesson. Now that the students are getting used to me, more of them are willing to ask me questions or approach me to talk. After my supervising teacher finished teaching the lesson, for the remainder of class, students were supposed to work on their math homework. Mrs. R had to step out of the classroom to deal with another issue, so I took this opportunity to walk around the classroom and see if I could help the students that had questions on their homework. I found one of two things. One, I am a little rusty on my math skills because I haven’t had a math class in about two years; and two I didn’t know the previous math skill that the students have learned so far. This second lesson really came into play because a couple of students were struggle on this one problem that involved decimals, and there were multiple ways to solve it. When I looked at the problem, I saw the easiest way to solve it which was, division. So I tried to help the students solve this problem with this method, only to find out that they haven’t learned how to do division when there is a decimal. So, I had to find another way that they knew how to do in order to solve this problem; while without just giving them the answer. I found this to be a very insightful opportunity, and was excited to be more involved in the classroom, even though I felt like I didn’t do a very good job of helping them. Really the only other “exciting” thing that happened this week was that I had a battle with the copier. This week I had to make a lot of copies for my supervising teacher because I was in charge of putting their daily math packets together for the following week. The copier gave me so many fits. It wouldn’t copy the paper correctly, or it wouldn’t let me select the right number of copies. The worse was when it told me it was jammed, but really it just had a paper that didn’t go through it all the way. At the end of the day, I think I figured out most of my problems of how to fix it, but I hope next week I won’t have any problems with it. 

Reflection Question: What social class do you come from?Is it similar to the students are observing? How will your upbringing affect the students you teach? The social class that I come from is the Middle class/Middle lower class; while growing up our social class has always fluctuated because of moving to different states with my dad’s job. I think that most of the students in my observation class are from one of the two classes that I experienced growing up: Middle class or Lower Middle class. A lot of the students have basic need met and most of them come from a somewhat supportive home. There are a couple of students who sometimes struggle to bring in all the supplies they need for certain projects that they do in class, but my supervising teacher does a good job of recognizing this and provides supplies for those students when the need arises. Most of the time she said that they really don’t have a problem with the issue of students not having something they need, whether it be school supplies, clothing, or food, the teacher does a great job with working it out with the students and parents on how to help them. I think my upbringing will be able to help me relate to a majority of my students if they come from the same social class as I do. I have the experience of being from that social class so I will be able to relate to issues that may arise when it comes to it. If I have a classroom that isn’t made up of students from the same social class then me, then I think the best thing for me to do is recognize which social class they do come from and go from there. If they come from a low social class then I know that I need to have different expectations and attitudes towards them versus if the student comes from a upper social class. I think the main thing for me will be to recognize what social class they come from so that I can plan accordingly to their various needs. 

Vocabulary Term: The vocabulary term that I have chosen from Chapter 7 is Drill-and-Practice. Drill-and-Practice is a program that was the earliest form of educational software or games for students to learn their skills. This kind of program is generally used to increase students’ fluency of a skill rather that teaching it, and can monitor their progress. This allows both the teacher and the student to see what skills they are mastering and what ones they are not getting or need help on. In my observation class, our students use two programs that use this method: istation and IXL. One of these is only math based and works on different math skills, where the other one includes the other subject areas but mainly focuses on reading and comprehension skills. The teacher can see the students’ progress and see what they are struggling on. Then she is able to address it in her lesson, or let the other teachers know what the students need to work on. These programs that the students do on the iPad’s are also a competition among the students because they get a certain number of points for each lesson that they complete correctly. The students try to see who can get the most points to “win”. This is a huge incentive for them to stay on task, and to keep them constantly working because they are competing with who can do the best. They don’t actually win anything, but they like being able to compete with their classmates. 

Page #: Page 197, Chapter 7

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MetaMetrics and Istation Expand Partnership to Link Quantile Measures for Math and Lexile Measures for Spanish Through an expanded partnership, Istation customers will receive Quantile measures and Spanish Lexile measures to differentiate instruction and monitor growth…

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Announcing the Finalists of the 2020 Tech Edvocate Awards

We are pleased to announce the finalists for The 2020 Tech Edvocate Awards. On August 31, 2020, the winners will be announced. Finalists can access their award seals by clicking here.

  Best Lesson Planning App or Tool

Finalists:

Profile Planner

Eduphoria! 

Learning Explorer

  Best Assessment App or Tool

Finalists:

Google Classroom

edSpring

Star Assessments

ProctorU

EdIncites®, Incite® Assessment

MobyMax  

Lexplore 

TestHound 

  Best Early Childhood Education App or Tool

Finalists:

MobyMax

ABCmouse Early Learning Academy

PBS Parents Play and Learn

Clear Touch 43” 7000XE interactive panel with mini convertible mobile stand 

  Best Literacy App or Tool

Finalists:

Renaissance myON Reader 

Renaissance Accelerated Reader

MobyMax 

Raz-Plus-ELL Edition 

Lexia Core5 Reading by Lexia Learning 

MindPlay Virtual Reading Coach  

Lexplore 

Reading Plus 

  Best Math App or Tool

Finalists:

Spring Math

MobyMax

LearnZillion Illustrative Mathematics 

Freckle Math 

ST Math 

MATHiaFlex   

  Best STEM/STEAM Education App or Tool

Finalists:

MobyMax  

Science A-Z   

Britannica LaunchPacks: Science   

Chemix

LEGO® Education SPIKE

Prime  

Pivot Interactives from Vernier Software & Technology  

  Best Language Learning App or Tool

Finalists:

Languagenut

Rosetta Stone English 

Raz-Plus/ELL Edition

  Best Virtual or Augmented Reality App or Tool

Finalists:

Gamar

CoSpaces Edu

HistoryMaker VR

  Best Personalized/Adaptive Learning App or Tool

Finalists:

Elephango

i-Ready

Headsprout   

MobyMax

Lexia PowerUp Literacy by Lexia Learning

Rosen LevelUp   

MATHiaFlex   

Reading Plus  

  Best Artificial Intelligence/Machine Learning App or Tool

Finalists:

Knowledge Ai, Inc.

Lexplore

Yewno

MATHiaFlex 

  Best Coding App or Tool

Finalists:

CoderZ

Tynker

GameSalad, Inc. 

Robo Wunderkind

  Best Gamification App or Tool

Finalists:

TALi Health – DETECT and TRAIN  

MobyMax 

Adventure Academy 

guideWELD® VR Welding Simulator 

ST Math 

  Best Learning Management System

Finalists:

Edsby

Google Classroom

Edgenuity Learning Management System  

NEO LMS 

Coding Dojo 

  Best Blended/Flipped Learning App or Tool

Finalists:

MobyMax

Raz-Plus/ELL Edition

Snowflake 

Treedom Inc.

ST Math  

Promethan Classflow  

EdIncites®, Incite® Classroom 

Learning Explorer  

Istation ISIP Progress Monitoring at Home

  Best Assistive Technology App or Tool

Finalists:

Lexion

Natural Reader

  Best Parent-Teacher/School Communication App or Tool

Finalists:

Edsby

ClassPager

Bloomz   

  Best Collaboration App or Tool

Finalists:

Google Classroom

Schoolbox 

Modo Campus  

  Best Tutoring/Test Prep App or Tool

Finalists:

LiveHint 

MobyMax

Study.com

UWorld Clinical Med Math  

  Best Classroom/Behavior Management App or Tool

Finalists:

ClassLink

classroom.cloud

Google Classroom

Insight  

Behavior Manager

TALi Health – DETECT and TRAIN  

  Best Classroom Audio-Visual App or Tool

Finalists:

Promethean ActivPanel Elements Series 

Explee 

Slidetalk 

Aver M11-8M Document Camera

Aver Magic Presenter CB-310

  Best Higher Education Solution

Finalists:

Study.com

Ellucian Ethos

TrueDialog Inc. 

HuddleCamHD SimplTrack 2

ClassLink

Atlas Powered by New Horizons Computer Learning Centers

eLumen 

AVER TR530 AI Auto Tracking Camera

  Best Learning Analytics/Data Mining App or Tool

Finalists:

Edsby 

MobyMax 

ClassLink

UpGrade 

  Best Professional Development App or Tool

Finalists:

Finders Solvers (Keningau Vocational College)

PresenceLearning’s Teletherapy 101

Learn Promethean 

Trauma-Informed Practices for K12 Schools 

  Best Student Information System (SIS) App or Tool

Finalists:

SynergySIS

Cardonex

Skyward Qmlativ Education Management System 

  Best Global EdTech Leader 

Finalists:

Glynn Willett, Co-founder of MobyMax

Salman Kahn, Founder and CEO of Khan Academy 

  Best Global EdTech Company

Finalists:

Renaissance 

MobyMax

The Britannica Group   

Lexplore 

Soundtrap for Education

  Best Global EdTech Startup

Finalists:

Knowledge Ai, Inc.

Cypher

Save My Exams

Money Experience

  Best K-12 School Leader

Finalists:

Dr. Laura Stout, Executive Director of School Leadership at Corpus Christi Independent School District

Elizabeth Shaw, Chief Executive Officer at Chicago International Charter School

Dr. Usamah Rodgers, Assistant Superintendent at Dallas ISD

Dr. Johnnie Thomas, Superintendent at Rich Township High School District 227, Matteson, Illinois

Shawn Wigg, Director of Mathematics, Duval County Public Schools

  Best Higher Education Leader

Finalists:

Roslyn Clark Artis, JD, EdD, President at Benedict College

Janet Napolitano, President at University of California

Christopher Brown II, President at Kentucky State University

Elmira Mangum, Vice President at Cornell University

David Johnson, Assistant Vice President, Technology Services and Support at University of Houston

  Best School District Technology Coordinator/Director

Finalists:

Adrian Cepero, District Technology Coordinator, Hackensack Public Schools, Hackensack, NJ

Chris Long, Educational Technology Coordinator, Huntington Beach Union High School District, Huntington Beach, CA

Nora Laho, District Technology Coordinator and Instructional Technology Coach at Public Schools of CLK

  Best K-12 Teacher

Finalists:

Mossie Shephard, Gifted Education Teacher, Jackson Public School District

Chloe Peterson, Teacher at Elevate K-12

Judy Williams, Teacher at Arizona School for the Deaf and the Blind

  Best College/University Professor

Finalists:

Dr. Alfred Boyd, Assistant Professor of Education, Mississippi Valley State University

Sangeeta Bhatia, Professor, MIT

Hope Rias, Assistant Professor at Bridgewater College

  Best EdTech PR Firm

Finalists:

Nickel Communications  

Pando Public Relations 

PR with Panache!

  The post Announcing the Finalists of the 2020 Tech Edvocate Awards appeared first on The Edvocate.

Announcing the Finalists of the 2020 Tech Edvocate Awards published first on https://sapsnkra.tumblr.com

[jdontevenknowwhatimdoing]

[jalapenoscumbag]

not making any promises to post more of my art to tumblr, but since a secret equation man fandom seems like its starting to bloom here's a piece i made for an irl friend of pie face

[jdontevenknowwhatimdoing]

Crappy pizza villain drawing from an educational game no one remembers