Why Learn HTML and CSS? Everything you see on a website is a result of the mixture of CSS and HTML. With both of these languages, you will have the skills you will need to bring your website design to life. Jumpstart that vision by using Bootstrap, a favorite library that allows one to create beautiful, responsive pages with very little time and experience. You’ll build four simple websites using web development fundamentals, including HTML5, CSS3 and Bootstrap. You’ll learn to understand and modify the structure of a simple website, as well as how to improve the way a full page looks and it is laid out.

What proof do we have to demonstrate the impact of technology on college culture? How are we making learning relevant for our students? How do we put into action and support demanding and relevant learning jobs that help students become Future Ready? What is required to create spaces that model real-world environments and learning opportunities? What observable proof can be used to measure the impact technology is having on college student learning and achievement?

How can targeted feedback be provided to our educators and students, so that technology can boost learning? Research is widespread in education for a reason. It provides people with a baseline in regards to what has been found to essentially work when it comes to student learning. Now, there is good research and bad.

I get that. It is up to us as teachers to sift through and then align the best & most useful studies out there to aid the need to transform learning in the digital age group. We can turn to the past in order to see current practice. For example, so most of us are proponents of college student possession, project-based, and collaborative learning. Not only does digital support and improve all of these, but research from Dewey, Vygotsky, Piaget, Papert, Bloom, and many others provide validation. Start to see the image below.

For more on authorship learning just click here. One of the main reasons Tom Murray and I wrote Learning Transformed was to provide a sound research base that facilitates digital learning and the embracement of innovative practices. All of what we do should align to the demands, and at times constraints, of the job. This consists of preparing students for success on standardized tests.

If it’s not practical, the drive to implement new ideas and procedures wanes or materializes never. The creation of rigorous digital performance tasks that are aligned to standards and the scope and sequence found in the curriculum is just good practice. All good performance jobs include some form of assessment, either formative or summative, that delivers the educator and learner with valuable information on standard and outcome attainment. Again, this is merely area of the job. The Rigor Relevance Framework assists in creating performance tasks that engage learners in critical thinking and problem solving while applying what they have learned in meaningful ways.

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There is also natural alignment to incorporating student agency. This is precisely what so many of us are championing. My colleague and buddy, Weston Kieschnick, has generated a template that combines research and the practical aspect of performance task creation to work with you in creating your own. Take a look HERE. You can use the template and feel the process of creating a strenuous digital performance job or just use it to inform as you design your own. As much of you understand I really do not shy from openly discussing how important this area is away. Just get back to my opening paragraph in this article for a refresher.

Evidence and accountability are a part of every profession and to be honest we need more of both in education to not only show efficacy in our work but to also range needed change. Not everything has to or can be, measured. However, concentrating on a Return on Instruction allows everyone to include multiple measures, both quantitative and qualitative, to determine if improvement is in fact occurring. When it is all said and done the most crucial thing we can all do is continually think about our practice.

Did my students learn? How do I know if my students learned? How do others know if my students learned? What you can do to boost? What point of view have I not considered? Amazing things are taking place in education, whether through digital learning or the execution of innovative ideas. We must push ourselves to be better and shoot for continuous improvement always. The more most of us push one another on this issue of efficacy, our collective goals we’ve for education, learning, and leadership may be accomplished.