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Sean McHugh

pr0tean: It's About Time. 4 Transformational Tech 'Training' Techniques. - 0 views

pr0tean.blogspot.co.uk/...e-4-transformational-tech.html

professional_development research edtech learning technology techniques training time barriers enablers practitioner

shared by Sean McHugh on 04 Aug 13 - No Cached
  • Sean McHugh on 04 Aug 13
     
    "What are the most effective strategies for overcoming the barriers to the authentic integration of digital technologies in schools? The enquiry considered barriers to ICT (information communication technology) integration, and possible enabling solutions. Traditionally, the development of ICT expertise is facilitated by the provision of 'training courses'. However, for the duration of this enquiry this approach was suspended, in order to explore more learner-centred, collaborative approaches for managing teacher development; utilising opportunities for teachers to learn through interactions with their colleagues and with their own students. "
Sean McHugh

Is it time to swap your Mac for a Windows laptop? | Technology | The Guardian - 0 views

www.theguardian.com/...ook-pro-microsoft-surface-book

windows technology swap mac

shared by Sean McHugh on 08 Jan 17 - No Cached
  • It’s one thing to have to relearn behaviours when you switch machines, it’s another to have to re-learn them every time you plug in a peripheral.
  • the necessity, or not, of drivers for accessories was a big part of that competitive push by Apple, which made a point of ensuring out-of-the-box support for many of the most commonly used peripherals like printers, cameras and mice. When Steve Jobs said “it just works”, this is the sort of thing he was referring to: the ability to plug in a mouse and have it Just Work. Installing drivers for a mouse to enable a niche behaviour is no great hardship, but it still left me moderately concerned. Microsoft made both the mouse and the laptop, yet the two weren’t able to play nicely together without my intervention. This digging in the nuts and bolts of the machine was not something I had missed.
  • It’s a fantastic machine. Small and powerful, with a long battery life, it impresses as a laptop, but its real strengths are revealed when you undock the screen from its base. Being able to carry my laptop around the kitchen when doing the weekly shop, before docking it back and typing up some recipes, was genuinely cool.
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  • Unfortunately, cool is all it was for me. The ability to pop out my laptop and write on it with a (very accurate) stylus was never that useful. If anything, it served to underscore how efficient the keyboard-and-touchpad combo is for a lot of hefty tasks.
  • I simply didn’t do it much, and most of the time when I did, it was just to see if I could.
  • Two-fingered swipe on the touchpad? The answer, of course, is to reach up to the screen, and swipe that way. A shortcut it is not, particularly if the screen is up on a dock and you’re already using a keyboard and mouse.
  • I was shocked by the amount of advertising and cross-promotion riddled throughout the OS, from adverts for apps in the start menu, to a persistent pop-up offering a free trial of Office 365. I was surprised by the paucity of solid third-party apps in general, and particularly by the lack of any good consumer productivity suite.
  • Most of all, though, I couldn’t stand the small irritations, from the failure of Chrome windows to correctly adapt when dragged from a high-res screen to a low-res one, to the trackpad’s inability to accurately click when I used it with my thumb rather than my finger.
  • Ultimately, the question comes down to how much you’re prepared to pay to keep things the same as they have been
Sean McHugh

The Touch-Screen Generation - The Atlantic - 0 views

www.theatlantic.com/...309250

EYE ECE early_years technology iPad apps education kids development

shared by Sean McHugh on 06 Nov 14 - No Cached
  • he hands are the instruments of man’s intelligence
  • In 2011, the American Academy of Pediatrics updated its policy on very young children and media. In 1999, the group had discouraged television viewing for children younger than 2, citing research on brain development that showed this age group’s critical need for “direct interactions with parents and other significant care givers.” The updated report began by acknowledging that things had changed significantly since then.
  • To date, no body of research has definitively proved that the iPad will make your preschooler smarter or teach her to speak Chinese, or alternatively that it will rust her neural circuitry—the device has been out for only three years, not much more than the time it takes some academics to find funding and gather research subjects. So what’s a parent to do?
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  • Previously, young children had to be shown by their parents how to use a mouse or a remote, and the connection between what they were doing with their hand and what was happening on the screen took some time to grasp. But with the iPad, the connection is obvious, even to toddlers. Touch technology follows the same logic as shaking a rattle or knocking down a pile of blocks: the child swipes, and something immediately happens.
  • A more accurate point of comparison for a TV viewer’s physiological state would be that of someone deep in a book, says Kirkorian, because during both activities we are still, undistracted, and mentally active.
  • even very young children can be discriminating viewers—that they are not in fact brain-dead, but rather work hard to make sense of what they see and turn it into a coherent narrative that reflects what they already know of the world.
  • Children’s lives are filled with media at younger and younger ages, and we need to take advantage of what these technologies have to offer
  • More important, she made the video demonstration explicitly interactive.
  • That exchange was enough to nearly erase the video deficit.
  • That kind of contingent interaction (I do something, you respond) is what captivates a toddler and can be a significant source of learning for even very young children—learning that researchers hope the children can carry into the real world. It’s not exactly the ideal social partner the American Academy of Pediatrics craves. It’s certainly not a parent or caregiver. But it’s as good an approximation as we’ve ever come up with on a screen, and it’s why children’s-media researchers are so excited about the iPad’s potential.
  • something about tapping the screen, about getting feedback and being corrected in real time, is itself instructive, and enables the toddlers to absorb information accurately, regardless of its source
  • A TV is static and lacks one of the most important things to toddlers, which is a “two-way exchange of information
  • The statement from the American Academy of Pediatrics assumes a zero-sum game: an hour spent watching TV is an hour not spent with a parent. But parents know this is not how life works. There are enough hours in a day to go to school, play a game, and spend time with a parent, and generally these are different hours. Some people can get so drawn into screens that they want to do nothing else but play games. Experts say excessive video gaming is a real problem, but they debate whether it can be called an addiction and, if so, whether the term can be used for anything but a small portion of the population.
  • We live in a screen age, and to say to a kid, ‘I’d love for you to look at a book but I hate it when you look at the screen’ is just bizarre. It reflects our own prejudices and comfort zone. It’s nothing but fear of change, of being left out.”
  • a useful framework—what she calls the three C’s—for thinking about media consumption: content, context, and your child. She poses a series of questions—Do you think the content is appropriate? Is screen time a “relatively small part of your child’s interaction with you and the real world?”—and suggests tailoring your rules to the answers, child by child.
Sean McHugh

Parenting for a Digital Future - Media literacy - everyone's favourite solution to t... - 0 views

blogs.lse.ac.uk/...iteracy-problems-of-regulation

media_literacy media literacy media fake news critical literacy

shared by Sean McHugh on 20 Mar 19 - No Cached
  • Media Literacy … provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet.
  • The more that the media mediate everything in society – work, education, information, civic participation, social relationships and more – the more vital it is that people are informed about and critically able to judge what’s useful or misleading, how they are regulated, when media can be trusted, and what commercial or political interests are at stake. In short, media literacy is needed not only to engage with the media but to engage with society through the media.
  • any media literacy strategy requires sustained attention, resources and commitment
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  • let’s get media literacy firmly embedded in the school curriculum
  • it might be wise to calculate the cost also – to individuals, to society – of not promoting media literacy, of having a population with insufficient critical knowledge to manage its digital safety, security, privacy, civic and health information needs or consumer rights.
  • it is commonly said that media literacy is, at heart, critical thinking (demand evidence, question sources, analyse claims, consider what’s at stake for whom, etc.) and, therefore, should be taught right across the curriculum from history to science or English
  • In order to enable citizens to access information, to exercise informed choices, evaluate media contexts, use, critically assess and create media content responsibly, they need advanced media literacy skills.
  • Media literacy should not be limited to learning about tools and technologies, but should aim to equip individuals with the critical thinking skills required to exercise judgement, analyse complex realities, recognise the difference between opinions and facts, and resist all forms of hate speech
  • Work to get media literacy firmly embedded as compulsory in the school curriculum.
  • Media education is a long term solution – it takes thought-through pedagogical strategies and years of teaching, not a one-shot campaign
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