This one is worth reading, but not because it's necessarily worth following. It's a wrong-headed approach to tech integration, one that values the tools above the pedagogical goals -- because it assumes that the use of the tool is valuable in itself. What it omits is why any one of these scenarios can support learning... which would be a much more effective way to lobby a teacher to use it...
"Students and Professors Sound Off on the State of the College Lecture"
Lots of personal examples, not a lot of theory. But useful to hear both sides of the experience.
A passionate and eloquent plea from a university lecturer, attesting to the continued relevance of the lecture as a learning tool. I value her point that a lecture promotes active listening, but I disagree with the notion that a technology that has worked for thousands of years should see continued use simply because it has worked in the past.[1] Given the multitudes of other means of delivery of information today (remember, the lecture was developed when the only other means to spread information was handwriting), the lecture as transmission of information is a tool, not THE tool.
She also equates books to lectures, and says that if we abandon one we move toward abandoning the other. A bit of tenuous logic, if you ask me.
Still, perhaps worth a read.
[1] See also: http://en.wikipedia.org/wiki/Scriptorium#Trithemius.27_Praise_of_Scribes
UConn professor demonstrates the difference between presentations with text and multimedia. A nice example of why multimedia is a better tool and creates less cognitive distraction when learning from a slideshow.
"Resources and Annotations from UW-Stout's E-Learning and Online Teaching Graduate Certificate Program. Contributors are mainly from the E-Learning for Educators Course & the E-Learning Practicum Course."
Good thoughts on setting goals for technology use in a school, rather than allowing the technology to define the school's goals.
"In the end, our advice is: be sure your school defines clear goals for what it seeks to achieve by having computing devices in the hands of its students."
"Questioning enables teachers to check learners' understanding.... These questions are often arranged according to their level of complexity; this is called taxonomy. Bloom's Taxonomy is one approach that can be used to help plan and formulate higher order questions."
Very smart writing on the distinctions between a hierarchy of thinking vs. scaffolded learning.
"the notion that students have to be immersed in 'lower-level' factual and procedural knowledge BEFORE they can do 'higher-level' thinking work doesn't comport with what we know from cognitive research."
Describes why teaching just the correct answers is insufficient for learning. You must address and eradicate misconceptions in order for the learning to take hold. This is ESSENTIAL for flipped teaching models.
Derek Muller describes why teaching just the correct answers is insufficient for learning. You must address and eradicate misconceptions in order for the learning to take hold. This is ESSENTIAL for flipped teaching models.