Digital plagiarism is a problem for educators all over the world.
Compounding the problem, educators often ask learners to acquire knowledge with little context or with contexts that have little meaning to them (DeClue, 2009).
Last fall, Brian Zaillian, a long time teacher at Tamalpais High just north of San Francisco, told me he'd been struggling with a problem plaguing many educators.
Still, policymakers are realizing that summer vacation could be partly to blame for one of the biggest problems educators face: the learning gap between poorer kids and their wealthier peers.
The problems educators face in professional practice are complex, varied, and difficult to address.
It is a chronic state of being out of sync at work and can be a significant problem for educators.
Internet crowdsourcing also has a role to play in language teaching, since it kicks in every time a teacher or student shares a problem with other learners or educators via blogs or social networking sites.
The public advocate's report on the poor preparation that middle-school students get before entering high school (news article, Aug. 31) correctly identifies a problem, but his conclusion that educators are to blame is off target.
But the report also highlights a problem that too many Australian educators have been silent on for many years – widespread fudging of English language requirements to allow students to pour into the country without having the necessary language skills to do well in their chosen area of study.
Yet once educators identified a problem, they were left empty-handed to solve it.
