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I've spent the day with a group of educators invited to Discovery HQ in Silver Springs, Maryland to participate in a forum titled "Beyond the Textbook." As with a number of the events I&...
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Very exciting. I've not been a fan of fact, I rarely used them when I taught high school English, preferring instead to use more authentic texts and to create more meaningful assignments. I taught at a school that was renowned for excellence in technological innovation, but we couldn't have dreamed of the technologies now available that are a constructivist's dream! Daily, I stumble upon (new to me) applications that allow for just the sort of mashups you mention.

Looks like I also need to check out Storify!
People learn in different ways. Digital texts will have the latest information and access to a world of knowledge but there is still hands on, you can't read everything, and there is knowledge that is gained by in the field experiences, or use of probes, and experiments. The technologies that are available, I hope there was Science on a Sphere. NOAA. Those things make teaching absolutely wonderful.. if teachers have the tools and access.
Bonnie Bracey Sutton
Agreed that people learn in different ways, but I think the key idea behind Audrey's post (or storify as it were) is that new technologies allow us to move beyond the "one textbook for all" model. It isn't about leaving the experts out of the equation, but it is about meeting learners where they are.

There are huge implications for moving beyond the traditional textbook: According to Richard Allington in "What Really Matters for Struggling Readers," a move away from the one textbook for all tradition will allow for greater investment of the same dollars into a broader array of literature and books for different interests and needs in the classroom.

Experts? Yes. Textbooks? I'm not so sure.
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