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Adam Caplan

The Balancing Act of Screen Time (Long Version) | Beth Holland - 1 views

brholland.wordpress.com/...ct-of-screen-time-long-version

edtech iPad screentime

shared by Adam Caplan on 09 Jan 14 - No Cached
  • “Today, if I were to lose the devices (iPads) that that my students have,” writes Shawn, “I would mourn the loss not of the technology but of the voices that my students have gained through having them.”
  • “Innovation shouldn’t look like a tablet or a laptop. It should look like a learning environment where students—with teachers at their side— choose their learning targets and aim to hit them.” writes Grant Lichtman (@GrantLichtman)
  • Adam Caplan on 09 Jan 14
     
    Another good discussion on the topic being called "screen time", from Beth Holland (my fav!). 
  • garth nichols on 09 Jan 14
     
    I really liked the idea of what goes into the iPad and not just what it can do... The school has an unconventional take on the iPad's purpose. The devices are not really valued as portable screens or mobile gaming devices. Teachers I talked to seemed uninterested, almost dismissive, of animations and gamelike apps. Instead, the tablets were intended to be used as video cameras, audio recorders, and multimedia notebooks of individual students' creations. The teachers cared most about how the devices could capture moments that told stories about their students' experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it. - The Smart Way to Use iPads in the Classroom, April 15, 2013
garth nichols

Why I'm Asking You Not to Use Laptops - Lingua Franca - Blogs - The Chronicle of Higher... - 3 views

chronicle.com/...-asking-you-not-to-use-laptops

Laptops EdTech

shared by garth nichols on 05 Jan 15 - No Cached
  • On the first day of class, students and I spend the first 30-40 minutes learning something new about how language works (in order to set the tone for the class), and then we go over the syllabus. When we get to the laptop policy, I pause and say, “Let me tell you why I ask you generally not to use laptops in class.” And here’s the gist of what I say after that:
  • First, if you have your laptop open, it is almost impossible not to check email or briefly surf the Internet, even if you don’t mean to or have told yourself that you won’t. I have the same impulse if I have my laptop open in a meeting. The problem is that studies indicate that this kind of multitasking impairs learning; once we are on email/the web, we are no longer paying very good attention to what is happening in class. (And there is no evidence I know of that “practice” at doing this kind of multitasking is going to make you better at it!)
  • Now I know that one could argue that it is your choice about whether you want to use this hour and 20 minutes to engage actively with the material at hand, or whether you would like to multitask. You’re not bothering anyone (one could argue) as you quietly do your email or check Facebook. Here’s the problem with that theory: From what we can tell, you are actually damaging the learning environment for others, even if you’re being quiet about it. A study published in 2013 found that not only did the multitasking student in a classroom do worse on a postclass test on the material, so did the peers who could see the computer. In other words, the off-task laptop use distracted not just the laptop user but also the group of students behind the laptop user. (And I get it, believe me. I was once in a lecture where the woman in front of me was shoe shopping, and I found myself thinking at one point, “No, not the pink ones!” I don’t remember all that much else about the lecture.)
  • ...5 more annotations...
  • In addition, I can find your multitasking on a laptop a bit distracting as the instructor because sometimes you are not typing at the right times; I am not saying anything noteworthy and yet you are engrossed in typing, which suggests that you are doing something other than being fully engaged in our class. And that distracts my attention.
  • There’s also the issue of the classroom environment. I like to foster a sense of conversation here, even in a class of 100 students. If you are on a laptop, I and your peers are often looking at the back of your computer screen and the top of your head, rather than all of us making eye contact with each other. Learning happens best in a classroom when everyone is actively engaged with one another in the exchange of information. This can mean looking up from your notes to listen and to talk with others, which means you may need to make strategic decisions about what to write down. Note-taking is designed to support the learning and retention of material we talk about in class; note-taking itself is not learning. And speaking of what you choose to write down …
  • A study that came out in June—and which got a lot of buzz in the mainstream press—suggests that taking notes by hand rather than typing them on a laptop improves comprehension of the material. While students taking notes on a laptop (and only taking notes—they were not allowed to multitask) wrote down more of the material covered in class, they were often typing what the instructor said verbatim, which seems to have led to less processing of the material. The students taking notes by hand had to do more synthesizing and condensing as they wrote because they could not get everything down. As a result, they learned the material better.* I think there is also something to the ease with which one can create visual connections on a handwritten page through arrows, flow charts, etc.
  • I figure it is also good for all of us to break addictive patterns with email, texting, Facebook, etc. When you step back, it seems a bit silly that we can’t go for 80 minutes without checking our phones or other devices. Really, for most of us, what are the odds of an emergency that can’t wait an hour? We have developed the habit of checking, and you can see this class as a chance to create or reinforce a habit of not checking too.
  • Of course, if you need or strongly prefer a laptop for taking notes or accessing readings in class for any reason, please come talk with me, and I am happy to make that work. I’ll just ask you to commit to using the laptop only for class-related work.
  • garth nichols on 05 Jan 15
     
    Why we need a balanced approach to the use of computers in the classroom. This is a great partner-piece to Clay Shirky's from 2014...
lauramustardscs

Technology Integration Matrix: Assess Yourself! | TeachBytes - 9 views

teachbytes.com/...gration-matrix-assess-yourself

infographics technology integration cohort21 edtech

shared by lauramustardscs on 28 Oct 14 - No Cached
  • lauramustardscs on 28 Oct 14
     
    Full disclosure: I think in neat little boxes, this is totally my kind of infographic
  • ...1 more comment...
  • garth nichols on 29 Oct 14
     
    Hi Laura, This is a great matrix for sure, and it it s one that we will explore in our next F2F. It helps, as you suggest, to self-assess our use of technology, AND it can help us in selection of what tech. I like it to help me balance the WHY of introducing technology to teachers, and getting them to use it to help them introduce it to their classes. If you like this matrix, then you'll LOVE this one: http://fcit.usf.edu/matrix/matrix.php It's actually broken down into subjects and it's all hyperlinked! Thanks, garth.
  • Carolyn Bilton on 29 Oct 14
     
    Thank you both for sharing these matrices. I am going to steal at least one for part of my presentation to my faculty tomorrow morning! Helps you to evaluate if you really are using your device as a "$1000 pencil" as Alan November likes to say.
  • alupo87 on 02 Nov 14
     
    This is great.. going to share with my department head this week.
d_rutherford_8

5 Strategies to Deepen Student Collaboration | Edutopia - 2 views

www.edutopia.org/...udent-collaboration-mary-burns

shared by d_rutherford_8 on 23 Nov 16 - No Cached
    • d_rutherford_8
      d_rutherford_8 on 23 Nov 16
       
      In order to make collaborative tasks authentic, we have to make them complex enough that working together makes sense.
  • One way to do this is through rigorous projects that require students to identify a problem (for example, balancing population growth in their city with protection of existing green spaces) and agree—through research, discussion, debate, and time to develop their ideas—on a solution which they must then propose together.
  • We have to help students understand the what, why, and how of collaboration. We can do this in several ways:
  • ...10 more annotations...
    • d_rutherford_8
      d_rutherford_8 on 23 Nov 16
       
      It's not enough to just force student groups; we have to get them to see the benefits of collaboration and what successful collaboration looks like. It's important for us to teach them these skills.
  • Design meaningful team roles that relate to the content and to the task.
  • assessing students both individually and as a group.
  • individual accountability
  • small groups
  • evaluate their own participation and effort
  • Many group projects are based on efficiency, dividing labor to create a product in the most effective way possible. This focus on the product means that we often ignore the process of collaboration.
    • d_rutherford_8
      d_rutherford_8 on 23 Nov 16
       
      Focus on the process in addition to the product to see how students have benefitted from the collaborative process.
  • Collaboration should not just strengthen students’ existing skills but ensure that their interactions stretch existing knowledge and expand one another’s expertise.
  • we want to ensure that students don’t just occupy the same physical space but that they share an intellectual space—that they learn more, do more, and experience more together than they would alone.
garth nichols

An Edtech Bill of Rights | EdSurge News - 0 views

www.edsurge.com/...an-edtech-bill-of-rights

edtech bill of rights digitalcitizenship digitalfootprint

shared by garth nichols on 28 May 14 - No Cached
  • Edtech Priorities for Educators: No Shiny Toys! In addition to the above issues, educators clearly stated that the purpose of edtech should never be to replace a teacher. Instead, edtech products should: Relieve administrative burdens; Increase the efficacy of teachers; Deepen the relation among students and teachers; Embed assessment directly into daily learning experience; Amplify the reach of effective teachers; Empower students to become creators; And ultimately, keep the humanity in education and create more equality of opportunities.
  • Here’s a combined list from all 18 groups: The best interests of students must always be first and foremost. Tools should fill a REAL need for teaching/learning (not solutions in search of a problem). Ask teachers and talk to administrators at every stage of the design process. Have open, balanced conversations among all stakeholders. The introduction of edtech should include ongoing targeted meaningful staff development that is preferably teacher led. Student data must be secure: edtech companies should be open and clear about their use of data and information. Education technology should continually be tested in classrooms. The larger community should be included in the selection and implementation of edtech. If solutions claim to be research-based, they need to be truly research based. We need to know more about what works based on real data. Access should be reasonable and appropriate for all stakeholders. Compensate teachers who are product developers for their works. Similarly, compensate educators for providing extensive feedback and help with product development. Structure the ways teachers can provide feedback and interact with new tools as forms for professional development. Research should include recommendations that address the socio-emotional implications of using technology products. Districts should provide thought leadership on their theory of learning to help drive appropriate product development that aligns with district priorities.
  • Everything should revolve around the learner.
  • garth nichols on 28 May 14
     
    Here is a great EdTech Bill of Rights
jenniferweening

So You Want to Drive Instruction With Digital Badges? Start With the Teachers | EdSurge... - 1 views

www.edsurge.com/...badges-start-with-the-teachers

shared by jenniferweening on 28 Nov 15 - No Cached
  • the HISD badging system provides flexibility for HISD teachers to access the modules online at any time and place and to complete them at their own pace.
    • jenniferweening
      jenniferweening on 28 Nov 15
       
      - action plan: PD as personalized - personalization just as important for teacher learning as for student learning!
  • This flexibility is critical to help teachers balance their everyday demands with the expectation to build new expertise in content, pedagogy and new technologies.
  • It allows them to build a badging portfolio that reflects the skills and knowledge they have developed, as well as evidence of classroom impact. That portfolio is portable.
  • ...1 more annotation...
  • First, personalizing professional development pathways with modules and badges reflect an individual teacher’s learning needs.
    • jenniferweening
      jenniferweening on 28 Nov 15
       
      #actionplan #personalization
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