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Clint Heitz

Critical Issue: Providing Professional Development for Effective Technology Use - 127 views

shared by Clint Heitz on 09 Feb 13 - Cached
Kelly Dau liked it
  • Practice logs can promote these helpful activities. Such logs can show how often teachers use a new practice, how it worked, what problems occurred, and what help they needed (Sparks, 1998).
    • Clint Heitz
       
      Perfect use for reflective blogging on the teacher's part.
  • Professional development for technology use should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content.
  • Specific content can help teachers analyze, synthesize, and structure ideas into projects that they can use in their classrooms (Center for Applied Special Technology, 1996).
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  • The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum
  • A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)
  • teachers need access to follow-up discussion and collegial activities
  • The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.
  • An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,
  • teachers need time to plan, practice skills, try out new ideas, collaborate, and reflect on ideas
  • The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.
  • he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.
    • Clint Heitz
       
      This was well before development of Personal Learning Networks (PLNs)! Twitter, Facebook, Ning, and such all provide opportunities to make this idea happen.
  • consists of three types: preformative evaluation, formative evaluation, and summative evaluation.
  • Preformative evaluation
  • formative evaluation,
  • summative evaluation,
  • Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.
  • School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.
pjimison

Technology is Too Powerful | infuselearning - 38 views

shared by pjimison on 25 Oct 13 - Cached
  • We want to: promote educational change through empowering teachers and bringing students to the center of the learning conversation through simple, easy to use technology.
  • Technology is too powerful to not allow teachers to provide unique and differentiated learning opportunities and effective questions to meet the variety of students in today’s classrooms.
  • Technology is too powerful to not provide accessibility features that fill in the gaps where a different learning style or special need or other exceptionality would typically or potentially impede learning.
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  • Technology is too powerful to be confined to the walls of one classroom and not connect and reach a global audience and link learners across oceans and cultural differences and languages.
  • Technology is too powerful to continue in a failed system of bubble sheets and a single “right” answer; our kids deserve better systems of teaching and learning.
  • Technology is too powerful to not be leveraged for the benefit of our students.
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    I love their vision - to promote educational change through empowering teachers and bringing students to the center of the learning conversation through simple, easy to use technology. Amen?!
Margaret Moore-Taylor

About | Technology in (Spl) Education - 60 views

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    This is a website to collect and share tools, hardware and applications available for the enhancement of technology in edudcation with emphasis in Special education. We have been collecting material over the last 7 years. This is our attempt to put together all that information in a categorized format so parents, educators and other professionals who work with kids with special needs can benefit from the knowledge we already acquired.
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Martin Burrett

UKED Magazine Jun 2014 by UKedchat - 51 views

  •  
    The June issue of UKED Magazine - Technology special
  •  
    The June issue of UKED Magazine - Technology special
Jim Daly

Using Technology as Our Teacher - US News and World Report - 0 views

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    But how can we identify a potentially good teacher? How can average teachers become better teachers? The secretary's special funding could make a crucial difference by financing a national program exploiting the electronic miracles of the Internet and video. We could escape geography by using the technology to have the best teachers appear in hundreds of thousands of disparate classrooms. This is a force multiplier. The classrooms would be equipped with a large, flat-screen monitor with whiteboards on either side; the monitor would be connected to a school server that contains virtually all of the lessons for every subject taught in the school, from kindergarten through 12th grade. The contents would use animation, video, dramatization, and presentation options to deliver complete lessons, to convey ideas in unique ways that are now unavailable in conventional classrooms. The classroom teachers would play the role of enhancers, answering questions and helping students better understand the material covered electronically; they'd pause the presentation to ask questions and to prompt critical thinking. The whiteboard would be the platform for student involvement.
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
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  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  •  
    MacArthur Foundation Study - Friendship chapter
Steve Ransom

'What's Wrong With Education Cannot Be Fixed with Technology' -- The Other Steve Jobs |... - 4 views

  • But I’ve had to come to the inevitable conclusion that the problem is not one that technology can hope to solve. What’s wrong with education cannot be fixed with technology. No amount of technology will make a dent.
  • It’s a political problem. The problems are sociopolitical. The problems are unions. You plot the growth of the NEA [National Education Association] and the dropping of SAT scores, and they’re inversely proportional. The problems are unions in the schools. The problem is bureaucracy.
  • You’d be crazy to work in a school today. You don’t get to do what you want. You don’t get to pick your books, your curriculum. You get to teach one narrow specialization. Who would ever want to do that?
  • ...2 more annotations...
  • It’s bad only if it lulls us into thinking we’re doing something to solve the problem with education.
  • The trouble is that education’s sociopolitical problems — its bureaucracies, its stakeholders, its poverty, as well as the sheer mass of the industry — are exactly what makes building a disruptive business around education so difficult.
Jim Aird

How to Improve Public Online Education: Report Offers a Model - Government - The Chroni... - 18 views

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  • patchwork collection of online courses that's difficult for students to navigate.
  • they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
  • ...2 more annotations...
  • "Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
  • I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
Michele Brown

Accessibility in the classroom - 46 views

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    Resources for adapting technology to be more accessible to students, teachers, and staf with special needs.
C CC

Design & Technology Subject Special - 31 views

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    Infographic Summary, Archive and Storify from a ukedchat discussion focusing on design skills
Lisa McCulloch

100 Free Online Lectures that Will Make You a Better Teacher | Best Universities - 7 views

  • Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
  • Creative Learning Environments
  • Technology
  • ...12 more annotations...
  • Technology
  • Information for New Teachers
  • Technology
  • Information for All Teachers
  • Teaching Specific Subjects
  • Special Needs
  • Arts
  • Arts
  • Physical Education and Health Education
  • Arts From film to music to the nature of creativity, watch these videos to learn about teaching the arts.
  • Lectures from Influential Professors
  • The following videos demonstrate ways to use technology in the classroom and offer tips, lessons, and information.
  •  
    Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
alexis alexander

Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable ... - 70 views

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    The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. [Scroll down for list of contents] Book release date (final version): 1 April 2015
C CC

Session 199 - Technology Subject Special ukedchat - 2 views

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    Teachers sharing ideas, resources and activities for teaching ICT
Dennis OConnor

6-Traits Search - 0 views

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    This is a specialized search engine that is focused on 6-traits resources. It's built with the Eurekster system that uses Yahoo Technology.
carmelladoty

The absurd and unfounded myth of the digital native - Enrique Dans - Medium - 59 views

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    This article is a MUST read for educators. The author states that digital natives do not know the power of the Internet beyond social media. The article contains studies and other information to back up the statement. The author states "Simply being born into the internet age does not endow one with special powers. Learning how to use technology properly requires learning and training."
Siri Anderson

Scholarships for New Graduate Students | St. Catherine University - 2 views

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    Teachers in Catholic settings can get $6000 scholarships towards certificates in Computational Thinking and Coding, Digital Video, Culturally Responsive Pedagogy, Literacy Leadership, STEM, Technology Integration, or Special Education for General Education Teachers. Teachers in traditional settings can get scholarships for the same for up $2500 for certificates or $5000 towards MAED.
Lisa Gorhum

Teaching: Prepare and Connect | U.S. Department of Education - 35 views

  • As a result, the technology of everyday life has moved well beyond what educators are taught to and regularly use to support student learning.
    • Rose Molter
       
      I think that this is what we are talking about when we say "digital native." I think that are studnets know so much more than we do that it is often difficult to know where to start.
    • Lisa Gorhum
       
      I'm wondering why businesses, especially, don't recognize that teachers do not have the latest and greatest technological tools and work to provide those materials for students who will eventually become members of the workforce.
  • In connected teaching, individual educators also create their own online learning communities consisting of their students and their students' peers; fellow educators in their schools, libraries, and after-school programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children's education.
  • The most effective educators connect to young people's developing social and emotional core (Ladson-Billings 2009; Villegas and Lucas 2002) by offering opportunities for creativity and self-expression.
  • ...2 more annotations...
  • Parents or members of other partner institutions can log in for a virtual tour through a class project or contribute materials to the environment.
  • Connected teaching also enables our education system to augment the expertise and competencies of specialized and exceptional educators
Marc Patton

WOWparts Online Store - 2 views

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    We're big fans of all the latest cutting-edge consumer electronics here. We also believe that A Good Cat Deserves A Good Rat. For this reason, we specialize in selling the good value accessories.
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