Hello I am a 26 year old Indian private tutor, I've been teaching for last 9 years. I am planning to develop an edtech platform, I would like to attend this program. Since I am not from north america I would like to discuss my chances. Thanks in advance Good day.
@@samsonjobe1673 Hi Samson, it looks like it will be about 11:30 PM on Sunday, February 27 in India when we open registration to our early-bird waitlist. If you make sure you're signed up for the list and check your email for an email from us at that time, you should be able to secure a spot. Is that possible for you? Hope to see you in the program!
@@samsonjobe1673 Hello! Sure, you can definitely still join 21st Century Teacher since everything will be taking place online. You're best bet for securing a seat is to get your name on the early-bird waitlist since our programs tend to sell out almost immediately. Best of luck, and hope to see you there!
I have pretty much created my entire middle schools business And computer technology classes curriculum for the past 8 years. 99% online learning so I was ready for the pandemic. Our district was not. I’m looking forward to joining the fight to get this new strategy of teaching/learning into the classrooms
I hate when people say "You didn't get into education for the money", that may be correct but we also didn't get into education to go broke or live paycheck to paycheck......
Yeah, I don't disagree with that at all. We're outspoken advocates for increasing teacher pay. It was more a statement of fact that most teachers don't go into teaching because they are looking to make a lot of money. On the other hand there are professions people specifically choose b/c of salary. But I understand the point you are making.
Greater deficit with students and teachers seen this coming with their own students.. Success in the future to solve problems with creativity and technology, and team building in the future with technology..
A true edvocate of udl there, Sam! Likeminded here. Just got the self-assesment on the edcomp framework (translated to our g4e tools) out to 700 educators. It's a simple google form but based on the result it gives you next steps ( kahoot, peardeck,...). Looking forward to giving those next steps pd sessions.
I will be waiting for more videos to show how you will pave the way for teaching, I'm so curious to see the answers to all the questions raised in your video. yes, you are right these are our concerns in teaching.
I thoroughly enjoy your informative videos on using technology in education. Thank you. Having said that, please let me share what I have learned from the otherside, the non-educator side. I have a fairly broad background from telecommunications in the military, surgical instrument manufacturing, oilfield construction and maintenance, structural steel fabrication, etc. I would however speak from the perspective of my two older brothers that are engineers. One is an industrial robotics engineer and the other retired from Lockheed Martin as an electromagnetics engineer. My oldest brother, Will, was on as many as six "Tiger Teams." (top professionals assigned to fix projects having severe problems) Both lamented how hard it is to find good engineers. In example Will was placed over a team of 300 engineers to salvage a major project. Of over 300 engineers only about 30 could do engineering work. Of the 30, three including himself were carrying the project. Almost every other engineer on the project was a "PowerPoint Status Fairy." Will spent his career designing and fixing bad designs of military avionics. Some projects he worked on were the F-16 (design), F-22 (fixing), C-130 (upgrading, fixing design), C-5 (upgrading, fixing design). My middle brother, Barry, bankrupted a government contractor by leaving out the "secret sauce" of a $0.25 leaf spring. He was the engineer help desk for SKA an engineering firm that represented gearbox manufactures in the southeast. SKA and other firm bid on a contract to build pop-up targets for the military. Another firm won at a lower bid. The other firm asked for Barry's assistance in design as they indicated the would be buying from SKA. My brother thought they were trying to get free engineering and were going to use a cheaper drop-in replacement. So his boss told him to leave out the secret sauce. Barry engineered everthing including the holes to mount the leaf spring, but left out the leaf spring. The other firm used another firm's cheaper gearbox and the targets started breaking gearboxes after about 5000 cycles. The other company couldn't comeback to my brother. They couldn't fix the problem, or figure out what the two extra holes were for. They went bankrupt in about two years over a $0.50 leaf spring that would have dampened the load on the gearbox. I could tell at least a half dozen other similar stories. The point is, if I showed the UA-cam video and web site of the ladies who push "hyperdocs" to my oldest brother especially. He would rip his hair out, set his head on fire and scream, "This, THIS is what is #%@* wrong with education! Everyone is @$*% PowerPoint status fairy and no one knows how to do real work anymore." My middle brother did a stint with Seimans during Gulf War 1 designing the robotic line to build the Jdam missles. They fired him he and another engineer would not sign their non-disclosure contract because of its impossible wording. Barry and Brad were fired months later after they completed the project. They started another company that was doing well until COVID shutdown the automotive industry. ASI had about 500 employees. Now they are backdown to about 40. Sam, how do we as educators get students from the social virtual world to the real tangible world? Most 5th graders can't even make a decent paper airplane! Swiping a screen can be done by a child with an IQ below 50 and severe vision impairment. "How do we as educators connect the real and the virtual in a meaningful way to impact the future? Or, does everything get designed and built in Asia, while Americans swipe right.
I'm a high school computer Science teacher (from India) and really agree with you. We need to get students to know the real and tangible, only then will they be able to design and code well. While teaching any concept my first question is, how will you relate it to real world. Sometimes when I don't get the answer I explain, but most of the time I let them ponder and find an answer.
@@notsowimpycoder3113 I've been to India twice on two week short term mission trips spending most of our time in Andhra Pradesh near Eluru. I was with a group called "Win Our Natives" in India and "Win Our Nations" in other parts of the world. We worked out of Bible college and orphanage. I really enjoyed working with the Indian people and some of the smaller tribal groups. Its a very beautiful country that I like see slow and low on a powered paraglider. On UA-cam I see quite a few builder tech videos done by Indians. Some are very good. The poverty I saw was not a complete shock as I travelled some as a soldier in the Army. Sometimes I share some of the things I saw in India to let students know how much they have to be thankful for. At mission meeting everyone wants prayer for their heads. Children so they will do well on their exams and laborers from carrying heavy loads all day on their head. Some working poor were sleeping on their bicycles leaning against buildings or post. I have a picture of a family of five on a moped. I remember watching one girl walking down the road picking up dried waterbuffalo dung, presumably to take home to burn in a fire to cook food. Then there were the thatch huts of the very poor and smaller tribal groups with electricity. I tell how every 9yo boy in India is either an electrician or knows someone about his age that died working as an electrician. I tell children that there many children that want what you have and they should be very thankful for what they have. We need to be generous and not wasteful. We need to do our best for others.
@@vironpayne3405 very happy to know that you've visited India. All that you've mentioned here is India version 2, there is also India version 1 full of affluent people, parents ready to give every new gadget to their children. The school where I teach is one such. Some students are not so creative and gadget addicted but the others are extremely creative and come up with amazing ideas that never fail to surprise me. Unfortunately such students flock to 🇺🇸 for further studies and stay there. That causes brain drain here. Yes I agree with you about the UA-cam part. There are some very good UA-camrs and spread good knowledge. I also tried my hand at it in 2020 when fellow teachers wanted help going tech way. Right now kept it at halt. Will start again sometime later when time permits.
@@notsowimpycoder3113 Yes, missionary trips focus on Version 1. I tell people that in some areas of India afluent families put down ceramic tile why poorer family put down marble, just because the ready availability of marble in some areas. I'm glad you mentioned "brain drain." There is are some very good videos on "gumball or marbles immigration." The US immigration policies actually harm nations because of brain drain and they have negative effects on ending poverty worldwide. But, some think that unsustainable immigration to the US is the only answer.
Hey Judi :) The cost to register will be $497, which includes 8 weeks of live classes, lifetime access to core and supplemental content, as well as the opportunity to earn your 21st Century Teacher Level 1 Certification. There will also be a monthly payment plan if you would prefer that option.
Join the early-bird waitlist for 21st Century Teacher - newedtechclassroom.com/21stcenturyteacher
Hello
I am a 26 year old Indian private tutor, I've been teaching for last 9 years. I am planning to develop an edtech platform, I would like to attend this program. Since I am not from north america I would like to discuss my chances.
Thanks in advance
Good day.
@@samsonjobe1673 Hi Samson, it looks like it will be about 11:30 PM on Sunday, February 27 in India when we open registration to our early-bird waitlist. If you make sure you're signed up for the list and check your email for an email from us at that time, you should be able to secure a spot. Is that possible for you? Hope to see you in the program!
@@samsonjobe1673 Hello! Sure, you can definitely still join 21st Century Teacher since everything will be taking place online. You're best bet for securing a seat is to get your name on the early-bird waitlist since our programs tend to sell out almost immediately. Best of luck, and hope to see you there!
@@NewEdTechClassroom Is there any opportunity still?
@@yousif-abdo There is! Check the link above to learn about the program.
I have been moving my classroom in this direction this year! And I love it.
Love hearing that, Alyssa!
I have pretty much created my entire middle schools business And computer technology classes curriculum for the past 8 years. 99% online learning so I was ready for the pandemic. Our district was not. I’m looking forward to joining the fight to get this new strategy of teaching/learning into the classrooms
Right on DarkJet1! Happy to be pressing forward in educational transformation alongside you :)
Thank you! I'm looking forward to the series.
You're welcome, Sandy!
My mom was a teacher. As was my neighbor who was like a second mom. Looking forward to the rest of the videos.
😀
just cant wait for it
Love to hear that!
Thanks. Sam! I’m ready to hear more about UDL…can’t wait to hear your innovative thoughts and ideas!
Definitely! Thanks so much for watching!
I hate when people say "You didn't get into education for the money", that may be correct but we also didn't get into education to go broke or live paycheck to paycheck......
Yeah, I don't disagree with that at all. We're outspoken advocates for increasing teacher pay. It was more a statement of fact that most teachers don't go into teaching because they are looking to make a lot of money. On the other hand there are professions people specifically choose b/c of salary. But I understand the point you are making.
It is a game changer. I used UDL with reluctant learners for about 12 years with transformational outcomes!
Right on Linda! It's a model we're really big fans of.
Greater deficit with students and teachers seen this coming with their own students.. Success in the future to solve problems with creativity and technology, and team building in the future with technology..
Absolutely! Thanks for your comment, Anita!
A true edvocate of udl there, Sam! Likeminded here. Just got the self-assesment on the edcomp framework (translated to our g4e tools) out to 700 educators. It's a simple google form but based on the result it gives you next steps ( kahoot, peardeck,...). Looking forward to giving those next steps pd sessions.
Right on! Thanks Raf :)
I think teachers are looking for future leaders in education a few of us need to step up!!
Definitely!
I will be waiting for more videos to show how you will pave the way for teaching, I'm so curious to see the answers to all the questions raised in your video. yes, you are right these are our concerns in teaching.
Thanks so much Prof. Hassan Ashour! More videos to come this week :)
I thoroughly enjoy your informative videos on using technology in education. Thank you.
Having said that, please let me share what I have learned from the otherside, the non-educator side. I have a fairly broad background from telecommunications in the military, surgical instrument manufacturing, oilfield construction and maintenance, structural steel fabrication, etc.
I would however speak from the perspective of my two older brothers that are engineers. One is an industrial robotics engineer and the other retired from Lockheed Martin as an electromagnetics engineer. My oldest brother, Will, was on as many as six "Tiger Teams." (top professionals assigned to fix projects having severe problems) Both lamented how hard it is to find good engineers.
In example Will was placed over a team of 300 engineers to salvage a major project. Of over 300 engineers only about 30 could do engineering work. Of the 30, three including himself were carrying the project. Almost every other engineer on the project was a "PowerPoint Status Fairy."
Will spent his career designing and fixing bad designs of military avionics. Some projects he worked on were the F-16 (design), F-22 (fixing), C-130 (upgrading, fixing design), C-5 (upgrading, fixing design).
My middle brother, Barry, bankrupted a government contractor by leaving out the "secret sauce" of a $0.25 leaf spring. He was the engineer help desk for SKA an engineering firm that represented gearbox manufactures in the southeast. SKA and other firm bid on a contract to build pop-up targets for the military. Another firm won at a lower bid. The other firm asked for Barry's assistance in design as they indicated the would be buying from SKA. My brother thought they were trying to get free engineering and were going to use a cheaper drop-in replacement. So his boss told him to leave out the secret sauce. Barry engineered everthing including the holes to mount the leaf spring, but left out the leaf spring. The other firm used another firm's cheaper gearbox and the targets started breaking gearboxes after about 5000 cycles.
The other company couldn't comeback to my brother. They couldn't fix the problem, or figure out what the two extra holes were for. They went bankrupt in about two years over a $0.50 leaf spring that would have dampened the load on the gearbox.
I could tell at least a half dozen other similar stories.
The point is, if I showed the UA-cam video and web site of the ladies who push "hyperdocs" to my oldest brother especially. He would rip his hair out, set his head on fire and scream, "This, THIS is what is #%@* wrong with education! Everyone is @$*% PowerPoint status fairy and no one knows how to do real work anymore."
My middle brother did a stint with Seimans during Gulf War 1 designing the robotic line to build the Jdam missles. They fired him he and another engineer would not sign their non-disclosure contract because of its impossible wording. Barry and Brad were fired months later after they completed the project.
They started another company that was doing well until COVID shutdown the automotive industry. ASI had about 500 employees. Now they are backdown to about 40.
Sam, how do we as educators get students from the social virtual world to the real tangible world?
Most 5th graders can't even make a decent paper airplane!
Swiping a screen can be done by a child with an IQ below 50 and severe vision impairment. "How do we as educators connect the real and the virtual in a meaningful way to impact the future?
Or, does everything get designed and built in Asia, while Americans swipe right.
I'm a high school computer Science teacher (from India) and really agree with you. We need to get students to know the real and tangible, only then will they be able to design and code well.
While teaching any concept my first question is, how will you relate it to real world. Sometimes when I don't get the answer I explain, but most of the time I let them ponder and find an answer.
@@notsowimpycoder3113 I've been to India twice on two week short term mission trips spending most of our time in Andhra Pradesh near Eluru. I was with a group called "Win Our Natives" in India and "Win Our Nations" in other parts of the world. We worked out of Bible college and orphanage.
I really enjoyed working with the Indian people and some of the smaller tribal groups. Its a very beautiful country that I like see slow and low on a powered paraglider.
On UA-cam I see quite a few builder tech videos done by Indians. Some are very good.
The poverty I saw was not a complete shock as I travelled some as a soldier in the Army. Sometimes I share some of the things I saw in India to let students know how much they have to be thankful for.
At mission meeting everyone wants prayer for their heads. Children so they will do well on their exams and laborers from carrying heavy loads all day on their head. Some working poor were sleeping on their bicycles leaning against buildings or post. I have a picture of a family of five on a moped. I remember watching one girl walking down the road picking up dried waterbuffalo dung, presumably to take home to burn in a fire to cook food. Then there were the thatch huts of the very poor and smaller tribal groups with electricity. I tell how every 9yo boy in India is either an electrician or knows someone about his age that died working as an electrician.
I tell children that there many children that want what you have and they should be very thankful for what they have. We need to be generous and not wasteful. We need to do our best for others.
@@vironpayne3405 very happy to know that you've visited India. All that you've mentioned here is India version 2, there is also India version 1 full of affluent people, parents ready to give every new gadget to their children. The school where I teach is one such. Some students are not so creative and gadget addicted but the others are extremely creative and come up with amazing ideas that never fail to surprise me. Unfortunately such students flock to 🇺🇸 for further studies and stay there. That causes brain drain here.
Yes I agree with you about the UA-cam part. There are some very good UA-camrs and spread good knowledge.
I also tried my hand at it in 2020 when fellow teachers wanted help going tech way. Right now kept it at halt. Will start again sometime later when time permits.
@@notsowimpycoder3113 Yes, missionary trips focus on Version 1.
I tell people that in some areas of India afluent families put down ceramic tile why poorer family put down marble, just because the ready availability of marble in some areas.
I'm glad you mentioned "brain drain." There is are some very good videos on "gumball or marbles immigration." The US immigration policies actually harm nations because of brain drain and they have negative effects on ending poverty worldwide.
But, some think that unsustainable immigration to the US is the only answer.
ua-cam.com/video/l6tSqGCfoCI/v-deo.html
Great intro!
Thanks Oren!
I've taken two courses of UDL from my district. Would love to have a refresher. Is this upcoming course free?
Hey Judi :) The cost to register will be $497, which includes 8 weeks of live classes, lifetime access to core and supplemental content, as well as the opportunity to earn your 21st Century Teacher Level 1 Certification. There will also be a monthly payment plan if you would prefer that option.