He owns a typewriter and collects Laserdiscs. He loves his three children quite a bit (aged 12, 17 and 19). He is passionate about authentic learning, technology with purpose, and creating at least one new thing every day. In short, he teaches, and learns. A lot.
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.
Right on. I also agree that sometimes it’s about “igniting curiosity.”
Right on. I also agree that sometimes it’s about “igniting curiosity.”
Right on. I also agree that sometimes it’s about “igniting curiosity.”
Right on. I also agree that sometimes it’s about “igniting curiosity.”
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Agreed. The discussion highlights two issues: 1) mindset and 2) awareness. I think “igniting curiosity” and showing (not telling) what the possibilities are. Models are helpful. Hands-on experiences may also provide some openings. Thanks for sharing the thread.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.
Igniting curiosity is a first step. It’s what happens next that may be the tipping point.
I am curious, I check ‘it’ out, and then do I stay and continue, or do I say, that’s fine, but that’s not .____________ too me, so I am out.
For those of us whose job it is to ignite curiosity (and those of us who just care about it a lot), this is where the pressure exists. We know that if we don’t hook them with the _______ (read here event, edcamp, cafe, tweetchat, webinar, book study, techie Tuesday,etc.), we have used up another bit of that precious commodity-credibility.
Right now, I agree with Justin. Where educators look for support for their own growth is another issue.