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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

'How my pupils' writing struggles were transformed' | Tes - 0 views

www.tes.com/...ing-struggles-were-transformed

SEN writing edtech special needs education learning support

shared by Sean McHugh on 08 Apr 21 - No Cached
  • with schools moving towards 1:1 devices in the classroom – assistive technology for writing is no longer inaccessible or convoluted. It is, in fact, readily available, accurate and remarkably intuitive
  • The results have been truly astounding. Pupils that would work hard to scrawl one or two lines of text in a 45-minute writing session are now producing two paragraphs of well structured writing in 10 minutes.
  • with the mechanics of writing greatly reduced, there is far more time for pupils to spend on word choice, phrasing and editing their work
Sean McHugh

Literature, Ethics, Physics: It's All In Video Games At This Norwegian School | MindShift - 0 views

blogs.kqed.org/...games-at-this-norwegian-school

game-based learning gbl

shared by Sean McHugh on 22 Jul 14 - No Cached
  • game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. Of course, learning can and should also be based on games, as they are valid texts that can be studied in and of themselves, but it is important to see video games as elastic tools whose potential uses exceed their intended purpose.
  • It’s important that video games are regarded as useful and engaging learning tools in their own right.” To that end, he uses popular commercial games that would not outwardly seem suitable for the classroom.
  • the game gives students a different perspective on the laws of physics, where mechanics are simulated by a computer to create a realistic gaming environment. It can also be a great source of discussion when the laws of physics are broken!” Students think about how the simulation deviates from reality and transform what might be perceived as a game’s shortcoming into a critical thinking opportunity.
  • ...1 more annotation...
  • Civilization holds a unique value in letting students experiment with “what if” scenarios to see how changing variables like political structures or social policies affect and alter the course of a nation.
  • Sean McHugh on 22 Jul 14
     
    A Model for Game-Enhanced Learning In each case, game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. Of course, learning can and should also be based on games, as they are valid texts that can be studied in and of themselves, but it is important to see video games as elastic tools whose potential uses exceed their intended purpose.
Sean McHugh

Let's Ban The Classroom Technology Ban. - 0 views

www.thetattooedprof.com/...n-the-classroom-technology-ban

technology criticism classroom ban

shared by Sean McHugh on 18 Sep 18 - No Cached
  • The claim that the students who didn’t use tablets performed better academically is based upon exam scores, which were only one-third of a standard deviation higher for the non-tablet crowd than the others. Some might see this as a large difference; I do not, and I doubt a majority of statisticians would either. But hey–why let the fact that this was a superficial study conducted with a small sample size of atypical students examining only one type of technology deter you from claiming that all technology in the classroom is bad? This is what people in the psych business call “confirmation bias,” I believe.
  • no mention of pedagogy at all
  • They don’t even acknowledge, much less control for, pedagogy.
    • Sean McHugh
      Sean McHugh on 18 Sep 18
       
      Although to be fair in terms of the study all students would be experiencing the same learning environment and would be equally "disadvantaged". Given that the actual impact of the technology was negligible this would explain why, the technology wasn't really able to be much of an advantage in that kind of teaching and learning environment.
  • ...7 more annotations...
  • If students in a large lecture course with no laptop or device policies are doing poorly, is it because they’re on Facebook or because they’re in a cavernous auditorium with several hundred other captives, being talked at by someone who’s likely had no formal pedagogical training whatsoever?
  • unilateral bans on technology in the classroom accomplish nothing but demonstrating an off-putting rigidity and an adversarial view of students.
    • Sean McHugh
      Sean McHugh on 18 Sep 18
       
      "Adversarial" the tone of the entire study clearly spoke to this as the dominant perspective when considering tech use in classrooms.
  • If you’re the grumpy faculty member who kvetches about students not being taught penmanship in primary school, and who makes their classes take notes by hand to build character or whatever, take a step back and think about what you’re actually saying to your students: that some are inherently deficient, that they will fall short, and that your way is the only possible way to learn.
  • But if two-thirds of the class is doing non-class related stuff on a laptop or cell phone, why is that happening? Are they incorrigible internet addicts, or is it a pedagogical issue? If they’re not getting to where you want them to be, is it Twitter’s fault? Or is it the side effect of a lecture-based, passive pedagogy that doesn’t engage anyone?
  • Let’s be real: it’s not as if students paid rapt attention to everything faculty said until the smart phone was invented.
  • Of course, there are situations where you’ll want your students to not use devices. But there will also be occasions where you’ll want to encourage their use (quick polling, checking something online). That’s the whole point–there are no hard and fast rules, nor should there be. Good pedagogy is, above all, flexible. And, rather than an end unto itself, technology is a tool that can support good pedagogy if it’s used appropriately.
  • Rather than banning the tool because of an instance where someone used it improperly, we should work to prevent the processes which led to that instance. Our students need to be our allies, not our adversaries, if genuine learning is to occur. Students cannot experience the transformative effects that higher education can and should inculcate if we refuse to treat them as responsible agents who are the co-architects of their learning.
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