Communication between parents and school has become increasingly digital in recent years. Email, parent portals, learning platforms and messaging apps are now the backbone of how many schools communicate with families. It is often assumed that this is more efficient. But what do parents themselves actually think about it? That question is central to a… Read More What Parents Expect from Digital Communication with Schools
Found this video here, and I agree: it’s funny as hell. Check here for more Funny on Sunday.
A recent opinion piece in The Atlantic has sparked a familiar debate among educators. Walt Hunter argues that many instructors today “meet students where they are” by continually lowering reading expectations. Shorter texts, fewer books, more summaries. Not because reading is unimportant. Rather, because we fear that students can no longer manage, or simply will… Read More Maybe It’s Not (Just) Reading That’s Disappearing, But a Shared Referential Framework
That babies learn early is something every parent knows. But that this learning goes far beyond recognising a voice in the womb, mirroring a smile, or gradually gaining control over their own body can still be surprising. Years ago, research by scholars such as Stanislas Dehaene already showed that babies can distinguish between quantities at… Read More Babies start learning even earlier than we thought
We often talk about “the teacher shortage” as if it were a single problem with a single cause and a straightforward solution. But as soon as you look more closely, that picture starts to crumble. In fact, a proper teacher shortage analysis reveals a much more complex reality. A recent international study based on twenty… Read More What 20 Years of Data Teach Us About Teacher Shortages, and Why Context Matters
In conversations with students and with others, I sometimes notice their surprise when I mention case studies. Science, it seems, is assumed to be something you do with large samples, complex models, and tables full of asterisks signalling statistical significance. As if you can only learn something from hundreds or thousands of participants, and not… Read More Why one well-studied story can sometimes tell us more than a thousand measurements
This article from The Economist has been sitting in my open tabs for quite some time. Not because it is sensational, but because it captures something that has been in the air for a while. The topic of educational technology and learning outcomes becomes essential here. The title alone is provocative: Edtech is profitable. It… Read More Edtech: Big Profits for Companies, Little Learning for Students?
A child reads aloud in class. They stumble over a word. The teacher interrupts: “No, that’s not correct. Try again.” The child repeats the word correctly this time. Next sentence. Next mistake. And next correction. It is such a familiar classroom scene that it almost feels natural: feedback during reading instruction is about fixing errors.… Read More When Feedback Creates Readers (and When It Doesn’t)
yA few months ago, my smart thermostat stopped working. Not with a dramatic error message, but quietly. The app no longer behaved the way it used to. Several functions simply disappeared. Let me tell you a story about technological sovereignty and digital dependence. The reason was simple and uncomfortable: the company behind it decided to… Read More What a Nest Thermostat Says About Digital Dependence
Everyone who teaches knows the image. Or hopes to see it one day, perhaps. Students sit up straight, look to the front, and take notes. The classroom is quiet. On paper, everything looks perfect. This is what engagement is supposed to look like. And yet. Something nags. As a teacher, you can feel that not… Read More Are you paying attention? Your heart says something else…