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David McGavock

CITE Journal - Editorial - 21 views

www.citejournal.org/...article1.cfm

technology integration Judi Harris editorial journal technocentrism

shared by David McGavock on 28 Aug 10 - Cached
  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
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  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
  • David McGavock on 28 Aug 10
     
    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
Dennis OConnor

Views: Lessons of a Summer Teaching Online - Inside Higher Ed - 0 views

www.insidehighered.com/...overman

e-learning

shared by Dennis OConnor on 28 Jul 09 - Cached
  • As I faithfully attended the monthly training meetings for Just in Time Technology (ex: how to use Skype) and for Course Design (ex: what is the conversion of 14 weeks pacing into a 30 day class), it began to dawn on me that I had underestimated the time and preparation required for my online course.
  • Reducing the amount of content does not mean reducing rigor for students or work for me. Like many others who have never taught online, I had entered this experience thinking that online courses were a little bit “fluffy.” I have a newfound respect for my fellow online professors.
  • Although I am a relative novice in the teaching arena, I appreciated the chance to revive my teaching mojo. I was forced to be creative about how to present course material and ensure that my students had a solid understanding of the information. I also realized I needed to revise my opinion of online teaching and those who participate in it. I now know that online courses are not a pale and lifeless version of traditional courses or worse, a “pay for an A” scam in which everyone teaches him/herself and everyone gets a good grade. Online courses can be distinctive and worthwhile ways of teaching in their own right. Amy Overman is assistant professor of psychology at Elon University.
  • Dennis OConnor on 28 Jul 09
     
    Reviewed by Nancy Chapko: n her article, Lessons of a Summer Teaching Online, Dr. Amy Overman describes how she revived her "teaching mojo" as a novice online instructor. An assistant professor of psychology at Elon University in North Carolina, Dr. Overman describes her personal experience as a first-time online instructor. Written for instructors who may have doubts about online teaching and learning as she did, her account is both thoughtful and humorous. Dr. Overman describes her decision to teach an online class and her preparation for the experience. She relates her somewhat unexpected positive experience facilitating the class. She offers comparisons between her face-to-face and online teaching experiences and draws some insightful conclusions. Among them is the realization that reducing the amount of content does not reduce the rigor of the course and online classes take a lot of time, but they're worth it. Whether you're a committed veteran of online teaching, or you are at the initial stage of considering its merits, you will find Dr. Overman's article perceptive and thought-provoking. As she states, "… online courses are not a pale and lifeless version of traditional courses."
Marc Lijour

Go Ahead, Mess With Texas Instruments - Phil Nichols - The Atlantic - 5 views

www.theatlantic.com/...278899

learning edtech technology programming cs

shared by Marc Lijour on 01 Sep 13 - No Cached
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
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  • Though
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue.
  • Much like skateboarders have an imaginative orientation that allows them to see textures and movement in the curvatures of everyday objects -- a park bench, a railing, an empty swimming pool -- programmers learn to see their immediate environment as a creative space, a source for inspiration and improvisation.
  • This is distinct from other popular educational technologies -- many of which are marketed as subversive tools to "disrupt" traditional notions of learning, but often end up preserving those aspects of schooling that are most in need of disruption. In recent decades, districts have spent millions of dollars equipping classrooms with TVs, computers, and Smartboards -- only to find that such devices are mostly used to aid formal teaching instead of facilitating student discovery.
  • writing code for an iPad is restricted to those who purchase an Apple developer account, create programs that align with Apple standards, and submit their finished products for Apple's approval prior to distribution.
  • Marc Lijour on 01 Sep 13
     
    "Though many devices enter our classrooms for different reasons -- they are not neutral. Some are used to reinforce the authority of formal teaching; some engage students in the process of imaginative discovery. By balancing conventional and subversive academic possibilities, these latter objects show us the real potential of learning technologies. Not as sterile knowledge-delivery devices policed by authorized educators, but as boundary objects between endorsed educational utility and creative self-expression gone rogue."
J Black

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

www.educause.edu/...163448

technology adotion education web2.0

shared by J Black on 03 Apr 09 - Cached
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
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  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
  • J Black on 03 Apr 09
     
    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
Jeff Johnson

Become Better at Teaching with Technology, Conquering One Tech Challenge a Month for a ... - 0 views

k12edubuzz.com/h-challenge-a-month-for-a-year

k12edubuzz.com teaching technology challenge teachers improve McLeod blog

shared by Jeff Johnson on 03 Dec 08 - Cached
  • Jeff Johnson on 03 Dec 08
     
    The whole idea of the challenge has sparked my imagination about creating a challenge for teachers. I think teachers might be intrigued by the idea that they can become better at teaching with technology in "X" simple steps. The challenge might take on the title: Become Better at Teaching with Technology, Conquering One Tech Challenge a Month for a Year.
Tom Daccord

Teaching History With Technology - 1 views

thwt.org

history technology teaching socialstudies web2.0 Tom Daccord thwt.org thwt edtech

shared by Tom Daccord on 07 Jun 09 - Cached
  • Tom Daccord on 07 Jun 09
     
    EdTechTeacher.org presents The Center for Teaching History with Technology, a resource created to help K-12 history and social studies teachers incorporate technology effectively into their courses. Find resources for histlaptop classory and social studies lesson plans, activities, projects, games, and quizzes that use technology. Explore inquiry-based lessons, activities, and projects. Learn about new and emerging technologies such as blogs, podcasts, wikis, ipods, and online social networks and explore innnovative ways of integrating them into the curriculum. Find out how others are using technology in the classroom.
Maggie Verster

Digital Citizenship: How to use tehcnology appropiately - 2 views

digitalcitizenship.net/Home_Page.html

citizenship school2.0 education

shared by Maggie Verster on 01 Sep 09 - Cached
  • Maggie Verster on 01 Sep 09
     
    Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage.
Tony Searl

NZ Interface Magazine | If you can't use technology get out of teaching! - 13 views

www.interfacemagazine.co.nz/articles.cfm

warlick interview teachers learning PD

shared by Tony Searl on 21 Oct 09 - Cached
  • Tony Searl on 21 Oct 09
     
    Is a lack of PD a barrier? Professional development is a barrier, although I think they can teach themselves much of what teachers need to be learning to be able to modernise their classrooms. The worst thing a teacher can say is: "who's going to teach me how to do that?" Teachers are teachers and should be able to teach themselves what they need to know. If they can't then they probably shouldn't be teaching. You want a teacher who can keep up. There are networks of other educators out there that can connect you with new skills. Professional development doesn't have to be something that is done to teachers - it can be just ongoing conversations they're having with other professionals that they're learning from every day.
Dennis OConnor

Teaching with Technology - MrKent.Net - 0 views

www.mrkent.net

E-learning ed-tech

shared by Dennis OConnor on 04 May 09 - Cached
  • MrKent.Net is designed to help teachers effectively add technology into their classrooms. Lucas Kent is a grade 6 teacher and e-learning consultant who has incorporated technology into his teaching. His goal is to pass on these experiences to other teachers. Lucas authored 6 Steps to Success in Teaching with Technology, a teacher's guide to incorporating technology into a classroom. Look Inside!, read the latest reviews, recommendations and order your copy today.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Dennis OConnor

The Fischbowl: Is It Okay To Be A Technologically Illiterate Teacher? - 1 views

thefischbowl.blogspot.com/...kay-to-be-technologically.html

e-learning professional-development technology integration 21cif information fluency

shared by Dennis OConnor on 06 Feb 09 - Cached
  • Here is my list:1. All educators must achieve a basic level of technological capability.2. People who do not meet the criterion of #1 should be embarrassed, not proud, to say so in public.3. We should finally drop the myth of digital natives and digital immigrants. Back in July 2006 I said in my blog, in the context of issuing guidance to parents about e-safety:"I'm sorry, but I don't go for all this digital natives and immigrants stuff when it comes to this: I don't know anything about the internal combustion engine, but I know it's pretty dangerous to wander about on the road, so I've learnt to handle myself safely when I need to get from one side of the road to the other."
  • 4. Headteachers and Principals who have staff who are technologically-illiterate should be held to account.5. School inspectors who are technologically illiterate should be encouraged to find alternative employment.6. Schools, Universities and Teacher training courses who turn out students who are technologically illiterate should have their right to a licence and/or funding questioned.7. We should stop being so nice. After all, we've got our qualifications and jobs, and we don't have the moral right to sit placidly on the sidelines whilst some educators are potentially jeopardising the chances of our youngsters.
  • If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - it's equivalent to a teacher 30 years ago who didn't know how to read and write. Extreme? Maybe. Your thoughts?
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  • Keep in mind that was written after a particularly frustrating day. I’ve gone back and forth on this issue myself. At times completely agreeing with Terry (and myself above), and at other times stepping back and saying that there’s so much on teacher’s plates that it’s unrealistic to expect them to take this on as quickly as I’d like them to. But then I think of our students, and the fact that they don't much care how much is on our plates. As I've said before, this is the only four years these students will have at our high school - they can't wait for us to figure it out.
  • In order to teach it, we have to do it. How can we teach this to kids, how can we model it, if we aren’t literate ourselves? You need to experience this, you need to explore right along with your students. You need to experience the tools they’ll be using in the 21st century, developing your own networks in parallel with your students. You need to demonstrate continual learning, lifelong learning – for your students, or you will continue to teach your students how to be successful in an age that no longer exists
  • If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - it's equivalent to a teacher 30 years ago who didn't know how to read and write.
  • Dennis OConnor on 06 Feb 09
     
    I read this post several years ago and it got my blood moving. The author, Karl Fisch lays it on the line. This post was voted the most influential ed-blog post of 2007. It's 2009 already and still a very relevant piece of work. A must read! (Let me add, that if you're reading this bookmark... you're at the front of the line and obviously working to understand and live in the 21st Century!)
Charli Solo

50 Excellent Open Courses on Teaching With Technology - 99 views

blogs.jefftwp.org/...es-on-teaching-with-technology

Web 2.0 Free Open Course

shared by Charli Solo on 09 Oct 10 - No Cached
  • mbarek Akaddar on 09 Oct 10
     
    50 Excellent Open Courses on Teaching With Technology
  • Charli Solo on 11 Oct 10
     
    Free open courses for teaching with technology
Sheri Edwards

Cell phones in education - 53 views

Another free resource that will have your kids texting away on their phones is PollEverywhere. I put a link in my tiny (so far) list of bookmarks. I have used Polleverywhere a few times in class ...

technology teaching cell phones

started by anonymous on 10 Mar 09 8 follow-ups, last by Sheri Edwards on 28 Mar 09
Dennis OConnor

Technology Liaisons Network - National Writing Project - 0 views

www.nwp.org/...tln

writing writing-project technology

shared by Dennis OConnor on 02 Dec 08 - Cached
  • The Technology Liaisons Network provides opportunities for local writing project sites and leaders to consider the impact technology is having on the teaching and learning of writing and on the general work of sites.
  • Dennis OConnor on 02 Dec 08
     
    The Technology Liaisons Network provides opportunities for local writing project sites and leaders to consider the impact technology is having on the teaching and learning of writing and on the general work of sites.
Dennis OConnor

Technology Initiative - National Writing Project - 0 views

www.nwp.org/...ti

nwp writing writing-project technology

shared by Dennis OConnor on 02 Dec 08 - Cached
  • The NWP Technology Initiative (TI) provides opportunities for writing project sites to better understand the impact of new digital tools and information/communication technology on the teaching of writing.
  • Dennis OConnor on 02 Dec 08
     
    The NWP Technology Initiative (TI) provides opportunities for writing project sites to better understand the impact of new digital tools and information/communication technology on the teaching of writing.
J Black

7 Things You Should Know About Google Jockeying | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...39391

google_jockeying

shared by J Black on 05 Mar 09 - Cached
  • J Black on 05 Mar 09
     
    A Google jockey is a participant in a presentation or class who surfs the Internet for terms, ideas, Web sites, or resources mentioned by the presenter or related to the topic. The jockey's searches are displayed simultaneously with the presentation, helping to clarify the main topic and extend learning opportunities. The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning practices and technologies. Each brief focuses on a single practice or technology and describes what it is, where it is going, and why it matters to teaching and learning. Use "7 Things You Should Know About..." briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues. In addition to the "7 Things You Should Know About…" briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.
Tero Toivanen

Some Folks Flip for the "Flipped" Classroom | CITES Academic Technology Services - 21 views

blogs.cites.illinois.edu/...flip-for-the-flipped-classroom

flip classroom academic technology education learning teaching

shared by Tero Toivanen on 08 Mar 12 - No Cached
  • Tero Toivanen on 08 Mar 12
     
    "The flipped classroom model inverts, or "flips" teaching methods by switching activities traditionally done at home with those done in class. Lectures, in the form of several short videos, happen at home where students watch prerecorded lessons online. Homework is done in class where teachers and students engage in a variety of active, and collaborative learning activities. Increased student access to technology, cheaper recording methods, and an increasing demand for open content have paved the way for Khan Academy and other online instructional repositories to move teaching out of the classroom and into the home."
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

www.edweek.org/...23pushback_ep.h28.html

21stCentury debate

shared by Sheri Edwards on 05 Mar 09 - Cached
  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
  • ...16 more annotations...
  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
  • Sheri Edwards on 05 Mar 09
     
    What do you think? How do we envision the future and teach for it?
Tom Daccord

Program on Teaching Innovation - FPRI - 0 views

www.fpri.org/innovation

fpri teaching innovation

shared by Tom Daccord on 03 Feb 09 - Cached
  • Tom Daccord on 03 Feb 09
     
    The teaching of U.S. and world history is incomplete if it does not address the history of innovation from economic, scientific/technological, and sociological perspectives. We feel it important for students to be encouraged both to explore the role of innovation in U.S. and world history and to develop their own sense of innovation and creativity. FPRI's Program on Teaching Innovation is co-directed by Lawrence Husick, co-founder and principal system architect of Infonautics Corporation (now HighBeam Research, Inc.); Alan Luxenberg, and Paul Dickler. Rocco L. Martino, Ph.D., founder of XRT and CyberFone, is the Program's Senior Fellow.
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