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Google search of the term “situated cognition”. Situated cognition, and related research threads, seems to me a useful concept for beginning to understand the tendencies of information technology for teaching and learning.

And this is after decades of the movement called “The Scholarship of Teaching and Learning” (see http://www.issotl.org/--and note, the next ISSOTL conference is in Milwaukee October 20-22, 2011). The Association of American Colleges and Universities as well offers sessions and conversations related to the turn to learning--the next AAC&U conference is in Washington, DC, January 25-28, 2012.

With this issue of Web 2.0, we end the run of this newsletter.

The trend has not been limited to wealthy suburban districts. New York City, Chicago and many other urban districts also are buying large numbers of iPads.The iPads generally cost districts between $500 and $600, depending on what accessories and service plans are purchased.By comparison, Brookfield High in Connecticut estimates it spends at least that much yearly on every student's textbooks, not including graphing calculators, dictionaries and other accessories they can get on the iPads.

They include interactive programs to demonstrate problem-solving in math, scratchpad features for note-taking and bookmarking, the ability to immediately send quizzes and homework to teachers, and the chance to view videos or tutorials on everything from important historical events to learning foreign languages.They're especially popular in special education services, for children with autism spectrum disorders and learning disabilities, and for those who learn best when something is explained with visual images, not just through talking.Some advocates also say the interactive nature of learning on an iPad comes naturally to many of today's students, who've grown up with electronic devices as part of their everyday world.

When a student says, “Just tell me what you want,” the student could be speaking from a place of great frustration.

if students know what we want them to do and they understand how we will evaluate their efforts, they are more apt to do the work we assign.  They’ll take chances, and they’ll do so without much complaint. If we want students to take chances, they must be able to trust us.

Have I met my office hours?  (If not, have I left a note or alerted students to the change?) Is my syllabus online or otherwise available other than on the first day of the semester? Do I return student work in a reasonable amount of time? Do I require a textbook, and am I using that book? Do I respect my students and the knowledge they bring to the classroom? Have I set clear guidelines about assignments, even if the assignment is broad? If I have strict syllabus policies, do I enforce them equally and fairly? Am I creative or innovative in my approach to the subject?  (Am I modeling the kind of behavior/actions I wish to see in my students?) Have I been clear about how interpretive or creative takes on assignments will be evaluated?  (Am I sure I’m not evaluating harshly, for example, if I disagree with the student’s interpretation of the assignment?)

planning to see kids on my first day or two back to school

If you know that on that first day you will return to your classroom you'll have a friend to help and talk with it'll be much easier.

fun back-to-school tasks

Some loved them, some hated them, and few were indifferent.

At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).

different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others

Pieter Bruegel the Elder