Most recent public comments by Dr. Troy Hicks https://nowcomment.com/users/13890 https://nowcomment.com/documents/406211?scroll_to=3547732 https://nowcomment.com/documents/406211?scroll_to=3547732 I see... I think... I wonder... Mon, 15 Sep 2025 19:03:25 -0400 https://nowcomment.com/documents/406211?scroll_to=3546674 https://nowcomment.com/documents/406211?scroll_to=3546674 Using the Library of Congress's Teaching with Primary Sources Analysis Tool's questions, comment on a particular area of the photograph and describe what you see, think, and wonder. Sat, 13 Sep 2025 16:37:35 -0400 https://nowcomment.com/documents/343450?scroll_to=3032547 https://nowcomment.com/documents/343450?scroll_to=3032547 Wed, 15 Mar 2023 16:42:33 -0400 https://nowcomment.com/documents/343450?scroll_to=3032543 https://nowcomment.com/documents/343450?scroll_to=3032543 Where might this particular monarch have been that it would have lost an antenna, yet not been more seriously injured or killed Wed, 15 Mar 2023 16:39:38 -0400 https://nowcomment.com/documents/337914?scroll_to=2985734 https://nowcomment.com/documents/337914?scroll_to=2985734 I really want them to be able to... Thu, 19 Jan 2023 19:29:28 -0500 https://nowcomment.com/documents/334516?scroll_to=2958705 https://nowcomment.com/documents/334516?scroll_to=2958705 We are using the “See, Think, and Wonder” protocol to watch two clips of different versions of A Christmas Carol, and the text itself. For each of the two video clips and the text, please Offer one comment on a thing you see, one on a thing you are thinking, and one on a question you are wondering about using Now Comment. In other words, you will comment on three things you see, three things you think, and three things you wonder. Sat, 19 Nov 2022 11:41:36 -0500 https://nowcomment.com/documents/334517?scroll_to=2958706 https://nowcomment.com/documents/334517?scroll_to=2958706 We are using the “See, Think, and Wonder” protocol to watch two clips of different versions of A Christmas Carol, and the text itself. For each of the two video clips and the text, please Offer one comment on a thing you see, one on a thing you are thinking, and one on a question you are wondering about using Now Comment. In other words, you will comment on three things you see, three things you think, and three things you wonder. Sat, 19 Nov 2022 11:41:37 -0500 https://nowcomment.com/documents/334514?scroll_to=2958703 https://nowcomment.com/documents/334514?scroll_to=2958703 We are using the “See, Think, and Wonder” protocol to watch two clips of different versions of A Christmas Carol, and the text itself. For each of the two video clips and the text, please Offer one comment on a thing you see, one on a thing you are thinking, and one on a question you are wondering about using Now Comment. In other words, you will comment on three things you see, three things you think, and three things you wonder. Sat, 19 Nov 2022 11:41:33 -0500 https://nowcomment.com/documents/334515?scroll_to=2958704 https://nowcomment.com/documents/334515?scroll_to=2958704 We are using the “See, Think, and Wonder” protocol to watch two clips of different versions of A Christmas Carol, and the text itself. For each of the two video clips and the text, please Offer one comment on a thing you see, one on a thing you are thinking, and one on a question you are wondering about using Now Comment. In other words, you will comment on three things you see, three things you think, and three things you wonder. Sat, 19 Nov 2022 11:41:34 -0500 https://nowcomment.com/documents/334513?scroll_to=2958702 https://nowcomment.com/documents/334513?scroll_to=2958702 We are using the “See, Think, and Wonder” protocol to watch two clips of different versions of A Christmas Carol, and the text itself. For each of the two video clips and the text, please Offer one comment on a thing you see, one on a thing you are thinking, and one on a question you are wondering about using Now Comment. In other words, you will comment on three things you see, three things you think, and three things you wonder. Sat, 19 Nov 2022 11:41:31 -0500 https://nowcomment.com/documents/198743?scroll_to=1851351 https://nowcomment.com/documents/198743?scroll_to=1851351 Glad to know that you are carrying this forward with you! Wed, 29 Apr 2020 16:57:46 -0400 https://nowcomment.com/documents/198743?scroll_to=1851343 https://nowcomment.com/documents/198743?scroll_to=1851343 Wed, 29 Apr 2020 16:55:54 -0400 https://nowcomment.com/documents/198743?scroll_to=1851339 https://nowcomment.com/documents/198743?scroll_to=1851339 Cuban's prescience continues to amaze me. He predicted both the standards (ala Common Core) and the issues of privatization (enacted through many aspects of the Common Core), and both predictions came to pass. I am amazed that we are now living out both of these dilemmas as we see what is happening in an era of pandemic pedagogy. Wed, 29 Apr 2020 16:54:53 -0400 https://nowcomment.com/documents/189076?scroll_to=1762938 https://nowcomment.com/documents/189076?scroll_to=1762938 Blah, blah Fri, 03 Apr 2020 14:17:21 -0400 https://nowcomment.com/documents/171303?scroll_to=1620610 https://nowcomment.com/documents/171303?scroll_to=1620610 Like you, Janet, I have had similar experiences, even more so recently as I have begun to use wireless ear buds to listen to podcasts and music while exercising or when I am out and about. Sometimes I will intentionally force myself to put my device(s) away with the intent to connect; sometimes, I will consciously (and conspicuously) take it out with the intent to be (or stay) disconnected. It is good to know that you made the choice to connect and -- as you noted -- enjoyed the conversation! Sat, 22 Feb 2020 19:26:45 -0500 https://nowcomment.com/documents/171303?scroll_to=1620607 https://nowcomment.com/documents/171303?scroll_to=1620607 Here, I am assuming that Price is referring to the fact that the iPhone had an initial launch with AT&T. I, too, was willing to forgo my cell phone service at the time in order to make the switch to AT&T. In retrospect, it seems like that was such a silly move -- breaking contracts, paying extra fees -- for something that, over time, has become ubiquitous. The amount of money that we spend on tech is another part of this relationship we need to interrogate. Sat, 22 Feb 2020 19:21:07 -0500 https://nowcomment.com/documents/161134?scroll_to=1537330 https://nowcomment.com/documents/161134?scroll_to=1537330 Yes, and as your project with the Collaborator Pathway showed, you are thinking critically and carefully about what those thoughtful uses of tech can and should be! Wed, 04 Dec 2019 13:34:46 -0500 https://nowcomment.com/documents/161134?scroll_to=1537328 https://nowcomment.com/documents/161134?scroll_to=1537328 Good point here... we will often hear about ed tech as it is described in these amazing terms, and we need to consider what it is the tool actually does, as well as how it helps students learn. Wed, 04 Dec 2019 13:34:03 -0500 https://nowcomment.com/documents/161133?scroll_to=1537326 https://nowcomment.com/documents/161133?scroll_to=1537326 Good point here... sometimes it is the small, incremental change that can have the biggest impact on our students' learning and our teaching practices. Wed, 04 Dec 2019 13:32:52 -0500 https://nowcomment.com/documents/161133?scroll_to=1537325 https://nowcomment.com/documents/161133?scroll_to=1537325 Good point here about the availability of resources... and, we need to consider how we teach students to take advantage of those resources, too. Wed, 04 Dec 2019 13:32:12 -0500 https://nowcomment.com/documents/161133?scroll_to=1537322 https://nowcomment.com/documents/161133?scroll_to=1537322 Yes, many teachers can use one technology, but do so in different ways. What is the overall effect that this has on students over time? Wed, 04 Dec 2019 13:31:20 -0500 https://nowcomment.com/documents/161132?scroll_to=1537319 https://nowcomment.com/documents/161132?scroll_to=1537319 Indeed, the cost of tech is one major consideration that we all need to keep in mind. When and how we invite students to use their own (as compared to the school's) is critical, too. Wed, 04 Dec 2019 13:30:24 -0500 https://nowcomment.com/documents/161131?scroll_to=1537316 https://nowcomment.com/documents/161131?scroll_to=1537316 Yes, it is always a delicate balance, and I hope that you are seeing a good mix of both tech/non-tech ways that we are doing this in EDU 290. Wed, 04 Dec 2019 13:29:21 -0500 https://nowcomment.com/documents/161131?scroll_to=1537315 https://nowcomment.com/documents/161131?scroll_to=1537315 Good point here about the role of "control" in the use of the tech, or what the tech is designed to control in terms of learning and demonstrating that learning. Wed, 04 Dec 2019 13:28:47 -0500 https://nowcomment.com/documents/161130?scroll_to=1537314 https://nowcomment.com/documents/161130?scroll_to=1537314 ... I seem to recall that you talked about this a bit with your first paper, and it will be interesting to think with you more about if your ideas have shifted. Wed, 04 Dec 2019 13:27:59 -0500 https://nowcomment.com/documents/161130?scroll_to=1537312 https://nowcomment.com/documents/161130?scroll_to=1537312 ... making sure that we are integrating tech for authentic purposes, supporting meaningful learning goals, too. Wed, 04 Dec 2019 13:27:12 -0500 https://nowcomment.com/documents/161130?scroll_to=1537311 https://nowcomment.com/documents/161130?scroll_to=1537311 ... and those can come through in a variety of ways. Indeed, thinking of tech as political is one way to (metaphorically) think about how serious it can be for some educators. Wed, 04 Dec 2019 13:26:31 -0500 https://nowcomment.com/documents/129754?scroll_to=1267549 https://nowcomment.com/documents/129754?scroll_to=1267549 This is a good point, Tiffany, and I think that we need to constantly be thinking about the ways in which we both encourage and (to sound a bit didactic) demand that our students use the technology as a creative tool. This is difficult to do in the constantly busy school day, but I think that we need to be diligent about moving students more and more toward creation and away from consumption (alone). Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/129754?scroll_to=1267547 https://nowcomment.com/documents/129754?scroll_to=1267547 An interesting point here... what are the ways in which we think about our own guiding principles, our "north stars" that help us make decisions about technology use? How do we help model, for students, the kinds of intentional, purposeful decision-making that we want them to take up in their own technology use? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/129754?scroll_to=1267546 https://nowcomment.com/documents/129754?scroll_to=1267546 This is an interesting point about how we interrogate our daily decision-making with tech. What are we using? When? Why? By continuing to disrupt our own thinking about when, why, and how we use tech in different ways, we are modeling a thoughtful, critical approach for our students and colleagues. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/129754?scroll_to=1267528 https://nowcomment.com/documents/129754?scroll_to=1267528 This is definitely a topic we will be pursuing... soon. Thinking about what "counts" as being personalized, whether through the software/AI as compared to what teachers do to scaffold and support learning in different ways. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/129754?scroll_to=1267516 https://nowcomment.com/documents/129754?scroll_to=1267516 My hope is that you are beginning to think more about when, why, and how to push students into an active, creative mode for using technology. As you note, part of the systemic problem is that we are shown systemic solutions, but they don't work in all classrooms or contexts. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/129754?scroll_to=1267515 https://nowcomment.com/documents/129754?scroll_to=1267515 One of the lines that I use often in PD sessions with teachers is something like this - "How might this work your kids, in your classroom?" I know that there is no single, perfect ed tech tool, so I want teachers to think contextually. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/125308?scroll_to=1210836 https://nowcomment.com/documents/125308?scroll_to=1210836 So good to hear that you are embracing the "Selwyn spirit" here as you think about the role of ed tech in your classroom. In particular, as you think about a tool like Gimkit, what do you think you should be considering? Regardless of how we feel about school culture overall, and the ways in which "learning" is positioned as simply "remembering for the test," do tools like this have value for the long term? In other words, as something more than a "review" for a test, what good might these types of tools be for self-directed learners? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/117379?scroll_to=1142523 https://nowcomment.com/documents/117379?scroll_to=1142523 This is where I would write my thoughtful summary... Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/117209?scroll_to=1140119 https://nowcomment.com/documents/117209?scroll_to=1140119 As we prepare for our "reading laterally" activity next Monday, please read, view, and discuss work from the Stanford History Education Group via NowComment. Please offer one initial comment on something you notice in the video, and one initial comment on something you notice in the article. Then, reply at least once to each of the other members of your group. For instance: What do you notice about the way that the researchers from the SHEG describe the ways most people read online? How does this compare to your own reading habits? As you consider what the SHEG has discovered in their research, and the fact that we have midterm elections coming up in two weeks, what might you want to discuss with your friends and family?  Finally, as you consider the tools that we have been learning about in HON 206, are there ways that you might be able to change your own online reading habits to combat some of the challenges that the SHEG describes? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/117207?scroll_to=1140117 https://nowcomment.com/documents/117207?scroll_to=1140117 As we prepare for our "reading laterally" activity next Monday, please read, view, and discuss work from the Stanford History Education Group via NowComment. Please offer one initial comment on something you notice in the video, and one initial comment on something you notice in the article. Then, reply at least once to each of the other members of your group. For instance: What do you notice about the way that the researchers from the SHEG describe the ways most people read online? How does this compare to your own reading habits? As you consider what the SHEG has discovered in their research, and the fact that we have midterm elections coming up in two weeks, what might you want to discuss with your friends and family?  Finally, as you consider the tools that we have been learning about in HON 206, are there ways that you might be able to change your own online reading habits to combat some of the challenges that the SHEG describes? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/117206?scroll_to=1140113 https://nowcomment.com/documents/117206?scroll_to=1140113 As we prepare for our "reading laterally" activity next Monday, please read, view, and discuss work from the Stanford History Education Group via NowComment. Please offer one initial comment on something you notice in the video, and one initial comment on something you notice in the article. Then, reply at least once to each of the other members of your group. For instance: What do you notice about the way that the researchers from the SHEG describe the ways most people read online? How does this compare to your own reading habits? As you consider what the SHEG has discovered in their research, and the fact that we have midterm elections coming up in two weeks, what might you want to discuss with your friends and family?  Finally, as you consider the tools that we have been learning about in HON 206, are there ways that you might be able to change your own online reading habits to combat some of the challenges that the SHEG describes? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/117210?scroll_to=1140120 https://nowcomment.com/documents/117210?scroll_to=1140120 As we prepare for our "reading laterally" activity next Monday, please read, view, and discuss work from the Stanford History Education Group via NowComment. Please offer one initial comment on something you notice in the video, and one initial comment on something you notice in the article. Then, reply at least once to each of the other members of your group. For instance: What do you notice about the way that the researchers from the SHEG describe the ways most people read online? How does this compare to your own reading habits? As you consider what the SHEG has discovered in their research, and the fact that we have midterm elections coming up in two weeks, what might you want to discuss with your friends and family?  Finally, as you consider the tools that we have been learning about in HON 206, are there ways that you might be able to change your own online reading habits to combat some of the challenges that the SHEG describes? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/117211?scroll_to=1140121 https://nowcomment.com/documents/117211?scroll_to=1140121 As we prepare for our "reading laterally" activity next Monday, please read, view, and discuss work from the Stanford History Education Group via NowComment. Please offer one initial comment on something you notice in the video, and one initial comment on something you notice in the article. Then, reply at least once to each of the other members of your group. For instance: What do you notice about the way that the researchers from the SHEG describe the ways most people read online? How does this compare to your own reading habits? As you consider what the SHEG has discovered in their research, and the fact that we have midterm elections coming up in two weeks, what might you want to discuss with your friends and family?  Finally, as you consider the tools that we have been learning about in HON 206, are there ways that you might be able to change your own online reading habits to combat some of the challenges that the SHEG describes? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/117208?scroll_to=1140118 https://nowcomment.com/documents/117208?scroll_to=1140118 As we prepare for our "reading laterally" activity next Monday, please read, view, and discuss work from the Stanford History Education Group via NowComment. Please offer one initial comment on something you notice in the video, and one initial comment on something you notice in the article. Then, reply at least once to each of the other members of your group. For instance: What do you notice about the way that the researchers from the SHEG describe the ways most people read online? How does this compare to your own reading habits? As you consider what the SHEG has discovered in their research, and the fact that we have midterm elections coming up in two weeks, what might you want to discuss with your friends and family?  Finally, as you consider the tools that we have been learning about in HON 206, are there ways that you might be able to change your own online reading habits to combat some of the challenges that the SHEG describes? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/111907?scroll_to=1096849 https://nowcomment.com/documents/111907?scroll_to=1096849 Usually what happens in a survey like this is that – through of what is known as "a representative sample" – researchers can say with a certain amount of statistical certainty that the survey results reflect the broader population. Indeed, it is impossible to survey everyone. Perhaps surveying a research strategy you can use one of your later inquiry pathway projects. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/111910?scroll_to=1091860 https://nowcomment.com/documents/111910?scroll_to=1091860 As you prepare to read and annotate the article, consider the audience for the document -- parents of teens -- and think about the ways in which this information about teens is being presented. Then, either in the video and in the document itself, find one key fact/statistic presented by the Common Sense survey and respond in 3-5 sentences by considering the following: How does this statistic compare/contrast with other, similar data that you have heard or seen before? Who could benefit from knowing this information? In what ways? Teens themselves? Parents? App developers? Advertisers? Others? Finally, knowing this information, how is it relevant and useful to you, personally? To our broader conversations about creating digital identities? -- Then, offer a response to each of your classmates who have also commented upon the document and engage in a dialogue about the data... and the implications for your own digital life. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/111907?scroll_to=1091856 https://nowcomment.com/documents/111907?scroll_to=1091856 As you prepare to read and annotate the article, consider the audience for the document -- parents of teens -- and think about the ways in which this information about teens is being presented. Then, either in the video and in the document itself, find one key fact/statistic presented by the Common Sense survey and respond in 3-5 sentences by considering the following: How does this statistic compare/contrast with other, similar data that you have heard or seen before? Who could benefit from knowing this information? In what ways? Teens themselves? Parents? App developers? Advertisers? Others? Finally, knowing this information, how is it relevant and useful to you, personally? To our broader conversations about creating digital identities? -- Then, offer a response to each of your classmates who have also commented upon the document and engage in a dialogue about the data... and the implications for your own digital life. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/111908?scroll_to=1091857 https://nowcomment.com/documents/111908?scroll_to=1091857 As you prepare to read and annotate the article, consider the audience for the document -- parents of teens -- and think about the ways in which this information about teens is being presented. Then, either in the video and in the document itself, find one key fact/statistic presented by the Common Sense survey and respond in 3-5 sentences by considering the following: How does this statistic compare/contrast with other, similar data that you have heard or seen before? Who could benefit from knowing this information? In what ways? Teens themselves? Parents? App developers? Advertisers? Others? Finally, knowing this information, how is it relevant and useful to you, personally? To our broader conversations about creating digital identities? -- Then, offer a response to each of your classmates who have also commented upon the document and engage in a dialogue about the data... and the implications for your own digital life. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/111911?scroll_to=1091861 https://nowcomment.com/documents/111911?scroll_to=1091861 As you prepare to read and annotate the article, consider the audience for the document -- parents of teens -- and think about the ways in which this information about teens is being presented. Then, either in the video and in the document itself, find one key fact/statistic presented by the Common Sense survey and respond in 3-5 sentences by considering the following: How does this statistic compare/contrast with other, similar data that you have heard or seen before? Who could benefit from knowing this information? In what ways? Teens themselves? Parents? App developers? Advertisers? Others? Finally, knowing this information, how is it relevant and useful to you, personally? To our broader conversations about creating digital identities? -- Then, offer a response to each of your classmates who have also commented upon the document and engage in a dialogue about the data... and the implications for your own digital life. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/111909?scroll_to=1091859 https://nowcomment.com/documents/111909?scroll_to=1091859 As you prepare to read and annotate the article, consider the audience for the document -- parents of teens -- and think about the ways in which this information about teens is being presented. Then, either in the video and in the document itself, find one key fact/statistic presented by the Common Sense survey and respond in 3-5 sentences by considering the following: How does this statistic compare/contrast with other, similar data that you have heard or seen before? Who could benefit from knowing this information? In what ways? Teens themselves? Parents? App developers? Advertisers? Others? Finally, knowing this information, how is it relevant and useful to you, personally? To our broader conversations about creating digital identities? -- Then, offer a response to each of your classmates who have also commented upon the document and engage in a dialogue about the data... and the implications for your own digital life. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/111904?scroll_to=1091840 https://nowcomment.com/documents/111904?scroll_to=1091840 As you prepare to read and annotate the article, consider the audience for the document -- parents of teens -- and think about the ways in which this information about teens is being presented. Then, either in the video and in the document itself, find one key fact/statistic presented by the Common Sense survey and respond in 3-5 sentences by considering the following: How does this statistic compare/contrast with other, similar data that you have heard or seen before? Who could benefit from knowing this information? In what ways? Teens themselves? Parents? App developers? Advertisers? Others? Finally, knowing this information, how is it relevant and useful to you, personally? To our broader conversations about creating digital identities? -- Then, offer a response to each of your classmates who have also commented upon the document and engage in a dialogue about the data... and the implications for your own digital life. Tue, 09 Apr 2024 06:44:07 -0400 https://nowcomment.com/documents/107104?scroll_to=1059631 https://nowcomment.com/documents/107104?scroll_to=1059631 Here is the comment Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/107104?scroll_to=1053422 https://nowcomment.com/documents/107104?scroll_to=1053422 As you continue to read the ISTE standards, I encourage you to share comments that address the following: What is working well for you in relation to technology and teaching? What is not working as well as you would like? What might be your "+1" goal for this school year? Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/107104?scroll_to=1053421 https://nowcomment.com/documents/107104?scroll_to=1053421 ... what does technology bring to your teaching that would not otherwise be possible? How would you (begin to) address this question? What works well for you? What would you like to improve or change? Fri, 29 Oct 2021 07:55:39 -0400 https://nowcomment.com/documents/107104?scroll_to=1053420 https://nowcomment.com/documents/107104?scroll_to=1053420 ... as you listen to this segment with Mark Gura, consider the ways in which you are engaging in your own professional learning. What are the kinds of activities that you participate in, both during school time as well as outside? How and in what ways do you collaborate with other JIA teachers? Fri, 29 Oct 2021 07:55:39 -0400 https://nowcomment.com/documents/107104?scroll_to=1053419 https://nowcomment.com/documents/107104?scroll_to=1053419 … as you listen to this second segment about the policies, consider the types of policies (implicit and explicit) that are already in place in JIA courses, schedules, procedures, etc. What do these policies encourage you and your students to do? What do they discourage? Fri, 29 Oct 2021 07:55:39 -0400 https://nowcomment.com/documents/107104?scroll_to=1053418 https://nowcomment.com/documents/107104?scroll_to=1053418 ... as you listen to this first segment about the mindsets that people need to engage in successful use of educational technology, what resonates for you? What examples might you be able to share? Fri, 29 Oct 2021 07:55:39 -0400 https://nowcomment.com/documents/104690?scroll_to=1035231 https://nowcomment.com/documents/104690?scroll_to=1035231 Make a good point here, Michelle, about the ways that technologies can be used to reinforce traditional methods of teaching or, when used in creative ways, can push students – and teachers – into more innovative thinking. Again, it depends on what we are using the technology for and asking students to do with it that matters. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1035230 https://nowcomment.com/documents/104690?scroll_to=1035230 We are definitely going to dig into this a little more fully when we read Warschauer in a few weeks. For the moment, I think it again points out the variety of definitions that we use when we discuss "learning," as well as the ways that technology can allow for/invite learning to happen. In other words, are we. using technology to "deliver" a prescribed set of content, or are we using it as a way to encourage creative and divergent thinking? Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1035229 https://nowcomment.com/documents/104690?scroll_to=1035229 You raise a good point, Michelle, in terms of the self-paced instruction and the purpose of learning. In this particular example, I think it's important to note that the definition of learning does center on this self-paced design. Depending on exactly what we want students to know and be able to do, this could be effective, but it could also be detrimental. For instance, if we value creativity and divergent thinking, does this particular task invite or allow for that type of experience with educational technology? Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1035228 https://nowcomment.com/documents/104690?scroll_to=1035228 Thanks, Susan, for pointing out this particular piece and discussing how the researchers did – in fact – see a change/difference with the use of educational technology. Depending on exactly what the intervention is designed to do, I often wonder whether or not the effect of the technology is really about the learning or, at a deeper level, really reflects the pedagogical approach. For instance, in much of the existing research about reading on screens versus reading imprint, the unquestioned assumption is that people are reading with the intent to answer comprehension level questions about the text. That is but one way to read, and I find it interesting to consider how our own perceptions related to good teaching and good learning well, in the long run, affect our overall perceptions of good technology uses well. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1035227 https://nowcomment.com/documents/104690?scroll_to=1035227 Thanks, Susan and Michelle, for raising the point about the visuals. They do include images of what was shown on the computer screen in the original article. I just didn't embed them here and now comment. If you want to go back and take a look at it, you should be able to find them here: http://www.jstor.org/stable/20151781?seq=5&refreqid=excelsior%3A0cc09f4116040a1896d71329d52aa454#page_scan_tab_contents Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104691?scroll_to=1035226 https://nowcomment.com/documents/104691?scroll_to=1035226 Thanks, John, for your thorough discussion of the research designs in each of these segments from the articles. You're definitely noting the relative strengths and weaknesses of different research designs, and as you continue to think about how you might explore educational technology in your own work, I would also encourage you to think about the ways that the technologies themselves are described. What is it that the researchers in these different decades focused on when describing the different technologies? How is it that they attributed value to what the technology was and what it could do? Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104693?scroll_to=1035225 https://nowcomment.com/documents/104693?scroll_to=1035225 Thanks, Michelle, for your thoughts on this. Indeed, thinking about knowledge making through "hyper cards" or any kind of hypertext connection is still something that – even with tools like Onenote, Evernote, Google keep, and others I don't know that everyone fully considers the possibilities. In addition, I'm not sure that this is how many students experience school, or how teachers continue to construct knowledge making opportunities. To what extent do we – even here in graduate school – really allow for diverse and hyperlinked opportunities for knowledge making? Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104693?scroll_to=1035224 https://nowcomment.com/documents/104693?scroll_to=1035224 You raise an interesting point, Susan, about the fact that – just because the computers were there – it doesn't necessarily mean that everyone begin using them immediately and to their full capability. Part of this, of course, is just a learning curve for everyone, including the teachers. Part of it, however, also has to do with mindset. Helping others develop an open-minded and constructive approach to technology use is always difficult, especially when we are simply unaware of the possibilities. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104693?scroll_to=1033201 https://nowcomment.com/documents/104693?scroll_to=1033201 Hosted on the Internet Archive, this video about Hypercard (26:50) is described as: An introduction to Apple's Hypercard. Guests include Apple Fellow and Hypercard creator Bill Atkinson, Hypercard senior engineer Dan Winkler, author of "The Complete Hypercard Handbook" Danny Goodman, and Robert Stein, Publisher of Voyager Company. Demonstrations include Hypercard 1.0, Complete Car Cost Guide, Focal Point, Laserstacks, and National Galllery of Art. Originally broadcast in 1987. Copyright 1987 Stewart Cheifet Productions. We are going to watch one segment of the video, both because I can't embed the media from the Internet Archive (and this segment was on YouTube) as well because you just got done doing lots of reading. Please view the video and respond to these questions: How is Hypercard described? Given the focus of computer-aided instructions in the 1980s, and the fact that this was pre-WWW, what was unique, interesting, useful, or engaging about this program? What potential purposes could Hypercard -- as a component of teaching and learning -- and why/how was it different from other programs? Though the video doesn't talk about it in particular, in what ways might this use of technology position teachers? In what ways might it position students? In short, who has power and agency as you look at the way technology is described? Please offer at least two initial comments on the video, as well as two responses to your classmates. Despite the impulse to make comments on the clothing, hairstyles, and eyewear, please try (try!) to keep your comments focused on the content of the video. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104695?scroll_to=1033203 https://nowcomment.com/documents/104695?scroll_to=1033203 Hosted on the Internet Archive, this video about Hypercard (26:50) is described as: An introduction to Apple's Hypercard. Guests include Apple Fellow and Hypercard creator Bill Atkinson, Hypercard senior engineer Dan Winkler, author of "The Complete Hypercard Handbook" Danny Goodman, and Robert Stein, Publisher of Voyager Company. Demonstrations include Hypercard 1.0, Complete Car Cost Guide, Focal Point, Laserstacks, and National Galllery of Art. Originally broadcast in 1987. Copyright 1987 Stewart Cheifet Productions. We are going to watch one segment of the video, both because I can't embed the media from the Internet Archive (and this segment was on YouTube) as well because you just got done doing lots of reading. Please view the video and respond to these questions: How is Hypercard described? Given the focus of computer-aided instructions in the 1980s, and the fact that this was pre-WWW, what was unique, interesting, useful, or engaging about this program? What potential purposes could Hypercard -- as a component of teaching and learning -- and why/how was it different from other programs? Though the video doesn't talk about it in particular, in what ways might this use of technology position teachers? In what ways might it position students? In short, who has power and agency as you look at the way technology is described? Please offer at least two initial comments on the video, as well as two responses to your classmates. Despite the impulse to make comments on the clothing, hairstyles, and eyewear, please try (try!) to keep your comments focused on the content of the video. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104694?scroll_to=1033202 https://nowcomment.com/documents/104694?scroll_to=1033202 Hosted on the Internet Archive, this video about Hypercard (26:50) is described as: An introduction to Apple's Hypercard. Guests include Apple Fellow and Hypercard creator Bill Atkinson, Hypercard senior engineer Dan Winkler, author of "The Complete Hypercard Handbook" Danny Goodman, and Robert Stein, Publisher of Voyager Company. Demonstrations include Hypercard 1.0, Complete Car Cost Guide, Focal Point, Laserstacks, and National Galllery of Art. Originally broadcast in 1987. Copyright 1987 Stewart Cheifet Productions. We are going to watch one segment of the video, both because I can't embed the media from the Internet Archive (and this segment was on YouTube) as well because you just got done doing lots of reading. Please view the video and respond to these questions: How is Hypercard described? Given the focus of computer-aided instructions in the 1980s, and the fact that this was pre-WWW, what was unique, interesting, useful, or engaging about this program? What potential purposes could Hypercard -- as a component of teaching and learning -- and why/how was it different from other programs? Though the video doesn't talk about it in particular, in what ways might this use of technology position teachers? In what ways might it position students? In short, who has power and agency as you look at the way technology is described? Please offer at least two initial comments on the video, as well as two responses to your classmates. Despite the impulse to make comments on the clothing, hairstyles, and eyewear, please try (try!) to keep your comments focused on the content of the video. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104691?scroll_to=1033198 https://nowcomment.com/documents/104691?scroll_to=1033198 In the document below, I have selected key passages out of the following three articles, purposefully picked from three different decades and describing three different populations of students: Canelos, J., Dwyer, F., Taylor, W., Belland, J., & Baker, P. (1989). The Effect of Embedded Learning Strategies in Microcomputer-Based Instruction. The Journal of Experimental Education, 57(4), 301–318. Frear, V., & Hirschbuhl, J. J. (1999). Does interactive multimedia promote achievement and higher level thinking skills for today’s science students? British Journal of Educational Technology, 30(4), 323–329. Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of Technology Immersion on Middle School Students’ Learning Opportunities and Achievement. The Journal of Educational Research, 104(5), 299–315. As you read, I want you to provide at least two comments on each article (six total) as well as two replies to classmates on each article (six total). For your two initial comments on each article, please address the following: With the first of your comments, address some aspect of the research design. In what ways was the study framed (experimental, quasi-experimental, case study, etc)? What are the advantages and disadvantages of framing a research study about educational technology in this manner? With the second comment, address some aspect of the discourse surrounding educational technology. How is the technology described? What is its purpose (as a component of teaching and learning)? In what ways does this use of technology position teachers? In what ways does it position students? In short, who has power and agency as you look at the way technology is described? Then, of course, please reply to two of your classmates in a substantive manner. In short, your goal for discussion this week is to analyze the research designs of each study as well as to engage in substantive dialogue about what "counts" as technology, teaching, and learning in each example, drawn across multiple decades. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104692?scroll_to=1033199 https://nowcomment.com/documents/104692?scroll_to=1033199 In the document below, I have selected key passages out of the following three articles, purposefully picked from three different decades and describing three different populations of students: Canelos, J., Dwyer, F., Taylor, W., Belland, J., & Baker, P. (1989). The Effect of Embedded Learning Strategies in Microcomputer-Based Instruction. The Journal of Experimental Education, 57(4), 301–318. Frear, V., & Hirschbuhl, J. J. (1999). Does interactive multimedia promote achievement and higher level thinking skills for today’s science students? British Journal of Educational Technology, 30(4), 323–329. Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of Technology Immersion on Middle School Students’ Learning Opportunities and Achievement. The Journal of Educational Research, 104(5), 299–315. As you read, I want you to provide at least two comments on each article (six total) as well as two replies to classmates on each article (six total). For your two initial comments on each article, please address the following: With the first of your comments, address some aspect of the research design. In what ways was the study framed (experimental, quasi-experimental, case study, etc)? What are the advantages and disadvantages of framing a research study about educational technology in this manner? With the second comment, address some aspect of the discourse surrounding educational technology. How is the technology described? What is its purpose (as a component of teaching and learning)? In what ways does this use of technology position teachers? In what ways does it position students? In short, who has power and agency as you look at the way technology is described? Then, of course, please reply to two of your classmates in a substantive manner. In short, your goal for discussion this week is to analyze the research designs of each study as well as to engage in substantive dialogue about what "counts" as technology, teaching, and learning in each example, drawn across multiple decades. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/104690?scroll_to=1033197 https://nowcomment.com/documents/104690?scroll_to=1033197 In the document below, I have selected key passages out of the following three articles, purposefully picked from three different decades and describing three different populations of students: Canelos, J., Dwyer, F., Taylor, W., Belland, J., & Baker, P. (1989). The Effect of Embedded Learning Strategies in Microcomputer-Based Instruction. The Journal of Experimental Education, 57(4), 301–318. Frear, V., & Hirschbuhl, J. J. (1999). Does interactive multimedia promote achievement and higher level thinking skills for today’s science students? British Journal of Educational Technology, 30(4), 323–329. Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of Technology Immersion on Middle School Students’ Learning Opportunities and Achievement. The Journal of Educational Research, 104(5), 299–315. As you read, I want you to provide at least two comments on each article (six total) as well as two replies to classmates on each article (six total). For your two initial comments on each article, please address the following: With the first of your comments, address some aspect of the research design. In what ways was the study framed (experimental, quasi-experimental, case study, etc)? What are the advantages and disadvantages of framing a research study about educational technology in this manner? With the second comment, address some aspect of the discourse surrounding educational technology. How is the technology described? What is its purpose (as a component of teaching and learning)? In what ways does this use of technology position teachers? In what ways does it position students? In short, who has power and agency as you look at the way technology is described? Then, of course, please reply to two of your classmates in a substantive manner. In short, your goal for discussion this week is to analyze the research designs of each study as well as to engage in substantive dialogue about what "counts" as technology, teaching, and learning in each example, drawn across multiple decades. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103411?scroll_to=1025417 https://nowcomment.com/documents/103411?scroll_to=1025417 Thanks, Michelle, for raising this point about technology and motivation. This is definitely one of the contentions that Kolb is pushing upon, helping us think more clearly about what we mean when we say "engagement" and why we would want students to spend time using technology first place. I'll be curious to learn more about the ways that you make these types of decisions for your own students in the lab. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103411?scroll_to=1025416 https://nowcomment.com/documents/103411?scroll_to=1025416 I think that you raise an important point, Susan, about the ways in which educational technology can be used, often poorly, and the ideas that we are trying to express through the experiences in the DET. The further question, then, would be to consider whether or not we are fully meeting those goals, and, subsequently, actually using technology in the ways Dr. Kolb describes. I'll be curious to hear your continually evolving thoughts on this matter. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103416?scroll_to=1025415 https://nowcomment.com/documents/103416?scroll_to=1025415 Thanks, Michelle, for sharing this example of the QCPR. I had never heard of it, and it is quite interesting to think about the ways in which we can use this type of response of technology to help students, in the moment, learn what they are doing right and wrong with that immediate feedback. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103415?scroll_to=1025414 https://nowcomment.com/documents/103415?scroll_to=1025414 Thanks, Susan, for bringing up an important point about teachers and the many ways in which they may fear educational technology. I think that one of the challenges in working with other educators is, precisely, helping to narrow down the specific concern or question that is at the core of their fear for using technology. For some, they fear of looking incompetent in front of students. For others, they fear being replaced by a computer. For other still, they fear that the technology is actually impinging on students ability to do higher-level thinking. Getting to the deeper understandings of these fears is critical we want to make substantive progress in the ways that we hope other educators move forward. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103410?scroll_to=1025413 https://nowcomment.com/documents/103410?scroll_to=1025413 Thanks, Allison, for offering your take on the different perspectives. I'm glad that you see some optimism in this model, and that the benefits outweigh the costs. Along the lines of the preservationist, however, I would also question whether or not students are actually engaged in higher level thinking about mathematics and if their experience is truly helping them understand the ideas at a conceptual level. That is my one fear about this kind of "personalized" learning. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103410?scroll_to=1025412 https://nowcomment.com/documents/103410?scroll_to=1025412 You raise another important point here, Adam, about the atmosphere in the classroom. The extent to which this technology introduces great motivational tools for personalized learning is, in effect, in competition with the type of classroom community and norms that this teacher is creating. In other words, one of my fears is that this type of "personalized" learning is really just a different type of babysitting, keeping students in a very complacent, yet measurable, pattern while teachers are not given the time, space, or ability to be creative with their lesson planning and strategies. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103410?scroll_to=1025411 https://nowcomment.com/documents/103410?scroll_to=1025411 Thanks, Allison, for pointing out these elements. I'm especially interested in thinking about teachers feelings of confidence/competence, and this is a topic that will, a few more times throughout EDU 807. As we consider the ways in which teachers are evaluated that often by student performance on standardized tests and very sporadic observations – we have to take into account the fact that confidence and competence are things that most teachers cannot take risks on. When we introduce technology into the mix, we have to be very cautious and thoughtful about what, specifically, we are doing with and for teachers. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103410?scroll_to=1025410 https://nowcomment.com/documents/103410?scroll_to=1025410 Adam, this is an insightful follow-up to Ryan's initial post. Part of teaching, of course, is always in the moment and anecdotal. I think that that will continue to be true though matter how much technology we give teachers to use. The bigger point that you raise, and that we will consider even more, is what data points are being collected and measured as "successful?" Are we actually looking at time on task, the number of correct responses in a quiz, or are we trying to assess whether or not students truly understand mathematical concepts that they had been presented? Measuring those three things take entirely different types of tools (and time frames). Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103410?scroll_to=1025409 https://nowcomment.com/documents/103410?scroll_to=1025409 Ryan and Allison – I just wanted to make a meta-comment here about the fact that I appreciate Ryan's initial post for its depth and complexity, and appreciate that you, Allison, were willing to "listen" attentively to what Ryan had to say and reconsider some of your own ideas. I may share this as an example in class when we meet tonight if that's OK! Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103409?scroll_to=1025408 https://nowcomment.com/documents/103409?scroll_to=1025408 Thanks, Rebekah, for sharing your thoughts on structures and procedures related to the use of educational technology. I agree, and your Harry Wong reference brings back lots of memories for me, too. We need to think about how we can set up procedures and protocols for using technology that make the experience meaningful and useful. Wed, 27 Nov 2019 10:36:05 -0500 https://nowcomment.com/documents/103409?scroll_to=1025407 https://nowcomment.com/documents/103409?scroll_to=1025407 Thanks, Michelle, for telling this story about your son. It is good to know that this approach works for some students, and with a great deal of success. I think one of the challenges, for educators on the whole, is trying to figure out what variables we can tweak and change to offer students enough of a personalized experience while still working to move forward together as a class in a thoughtful, sustained manner. While these technologies do allow for personalization, I wonder if students are getting the deep, meaningful type of understanding of mathematics, literature, history, science, and other subjects when moving through it quickly and at their own pace... Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103409?scroll_to=1025406 https://nowcomment.com/documents/103409?scroll_to=1025406 ... I'm no expert on motivation, either from a psychological perspective broadly, or with my own children! One of the things that does concern me, especially for adolescents, is that it seems as though many technologies introduced in schools – like Khan Academy – still relies heavily on extrinsic rewards and doesn't necessarily help them "come to realize that learning on their own volition is tremendously rewarding." This, in turn, leads us to have the types of high school graduation rates/dropout factories that exists in our country. At any rate, I don't have an answer, and I appreciate that you are willing to engage in the question. Maybe we'll figure some element of this out together over the next semester of 807! Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103409?scroll_to=1025405 https://nowcomment.com/documents/103409?scroll_to=1025405 … Thanks all for you for looking at this through critical lens, raising significant questions about when, how, and why the use of an educational technology such as Khan Academy is brought to the classroom. I, too, often think about the ways in which the technology is actually pushing students to be more critical or creative, as compared to simply consuming material. In this case, it seems like a lot of consumption, and not much criticality or creativity. Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103408?scroll_to=1025404 https://nowcomment.com/documents/103408?scroll_to=1025404 I think that this particular thread is interesting because you are touching on key ideas related to motivation and the ways in which intrinsic and extrinsic rewards (and punishments) affect students. Yes, a tool like Khan Academy can allow students some degree of risk-taking. However, I also wonder to what extent is it encourages students to do deeper, more substantive thinking about the topics related to mathematics as compared to simply getting through their lessons. What you imagine are some of the potential downsides? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103408?scroll_to=1025403 https://nowcomment.com/documents/103408?scroll_to=1025403 Thanks, Michael, for your thoughts about student and teacher motivation. At one level, I absolutely agree with you. We know that human nature is such that people, for the most part, want to learn. One of the things I would encourage you to think about, however, with a tool like Khan Academy is whether or not it accurately and appropriately taps in to this motivation. Is the way in which this type of classroom structured helping students build on their intrinsic motivation and interest? Or is there something else at play? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103408?scroll_to=1025402 https://nowcomment.com/documents/103408?scroll_to=1025402 Thanks, Corrine, for making the point that not all students learn in the same way, nor that every educational technology tool is effective as the next (depending on the purpose). Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103407?scroll_to=1025401 https://nowcomment.com/documents/103407?scroll_to=1025401 Thanks, John, for the reminder. I haven't really thought about Second Life in quite some time. I wonder how active it is still as an online learning space? Is Second Life tool that you use regularly? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103407?scroll_to=1025399 https://nowcomment.com/documents/103407?scroll_to=1025399 Thanks, Susan, for your reply. I think that it is definitely a question you want to push on more and more over the semester. The number of classes total, the number of students in those classes, and completion rates are certainly valid measures. And yet at the same time, I'm going to encourage you to think about other potential measures of success – both for your instructors and for your students. How do we know that they are truly "engaged" in an online learning experience? Can we measure that solely through the number of hours logged in the LMS? Scores on tests? Or, perhaps, are there other measures that we might want to pursue… Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103407?scroll_to=1025397 https://nowcomment.com/documents/103407?scroll_to=1025397 I think that you ask an important question here, Michael, and one that you have no clear, definitive answer for. Depending on the question that you asked – in the data that you collect and analyze – you can get vastly different answers to the question of whether or not technology is effective and useful? Will be looking at these ideas a little bit more later on in the semester, and for now I would encourage you to continue thinking about what, specifically, it takes to develop an effective measure of the impact of educational technology in your own work setting. What types of data do you collect? How do you demonstrate success? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103407?scroll_to=1025395 https://nowcomment.com/documents/103407?scroll_to=1025395 Thanks, Michael, for sharing your thoughts on the ways that educational technology is used in your context. I'm curious to learn more about the corporate classroom and why workstations are set up in this particular manner. I would assume that corporations are going more and more mobile, but your comments leave me to believe otherwise. What is it about the standard corporate classroom and workstation setup that makes training more effective and efficient? What are the types of activities that students are engaged in when using technology in the settings? Curious to learn more… Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1025393 https://nowcomment.com/documents/103406?scroll_to=1025393 Thanks, Michelle, for telling a little bit more about your lab context in medical school. I'm always interested in finding out more about the different opportunities available in other educational and business sectors. My background is definitely in K-12. That said, I'm really curious to know more about how we might hope that very savvy five-year-old to become even better at using the simulation, leading to more higher order thinking and better problem solving. What are the steps that need to happen between the time that child enters kindergarten and goes to medical school? What are the digital literacy skills and dispositions that would be most useful? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1025391 https://nowcomment.com/documents/103406?scroll_to=1025391 For whatever reason, I wasn't able to access this article. Do you have it available with another link? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1025389 https://nowcomment.com/documents/103406?scroll_to=1025389 As you consider the different possibilities for what "it" is, I wonder how you might invite teachers to examine a number of different "its," considering the affordances and constraints of various tools? Even within an LMS, there are dozens of different tools that can be leveraged in different ways. How might be encourage our colleagues to zero in and decide on exactly what "it" is and the way that the tool can be used most effectively? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1025387 https://nowcomment.com/documents/103406?scroll_to=1025387 I agree with you here, Michelle, the web does create different opportunities than what Larry Cuban could have imagined 25 years ago. That said, what do you think the specific skills are that students learn from using the web in 2018? What specific skills should they be prepared to use? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1025386 https://nowcomment.com/documents/103406?scroll_to=1025386 Thanks, Michelle, for raising this point. I agree that it is somewhat unreasonable to expect everyone to be at the same skill level, regardless of age. I wonder how we might be able to turn this idea 90°, thinking about the way that a generation who may not have quite as much experience with technology could, alternatively, help the younger generation prepare to be more critical and creative with their work? In other words, the younger generation probably knows how to make programs work, having extensive experience navigating the web and using different software. But do they know all the creative insights and opportunities? How might an older generation help ask the right types of questions to keep moving the younger generation forward in productive ways? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103406?scroll_to=1025384 https://nowcomment.com/documents/103406?scroll_to=1025384 Thanks, Ryan, for starting this thread, as well as to you Adam and Michelle for moving it forward. It is interesting, as you note, to consider the many types of skills that students in K-12 and college education leave with, and how well those skills transfer – or not – to the work setting. To what extent the school, in general, and teachers, of all subject areas, bear responsibility for preparing students to be digitally literate? Even if we agree on where the responsibility lies, what are the specific skills and dispositions that they should be teaching? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103405?scroll_to=1025369 https://nowcomment.com/documents/103405?scroll_to=1025369 It is interesting to think about what, specifically, we would expect to see differently in a classroom that is fully immersed in technology and using it in its full creative capacity. What do you think, specifically, we might need to do over the next 7-10 years in order to make these changes come about? Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103405?scroll_to=1025368 https://nowcomment.com/documents/103405?scroll_to=1025368 Thanks, Allison, for raising this point as well. Certainly, much of the resistance change can be attributed to the fact that people are, indeed, afraid of making changes that would make them look incompetent or ineffectiveness teachers. Also, we need to remember that sometimes teachers will choose not to change because they feel that a technology for new practice undermines their core pedagogical beliefs. This is definitely something we will continue to explore as we go further in the semester, and we will read a piece by Ertmer later on that addresses these ideas directly. Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103405?scroll_to=1025367 https://nowcomment.com/documents/103405?scroll_to=1025367 Thanks, Corrine and Rebekah, for pointing out some of the innovations and changes that are, indeed, occurring. I think that one of the challenges that Larry Cuban would point out – mostly because he still blogs about these types of issues so I know you still thinking about them – is to ask whether or not these changes are substantive at the core, or whether they are just making all practices more "efficient." It's an interesting challenge, for sure, as I know that some things have changed, and yet I also wonder what things are remaining static despite our best efforts. When we see teachers using technology in critical and creative ways, then those are certainly things that we want to recognize. Wed, 27 Nov 2019 10:36:04 -0500 https://nowcomment.com/documents/103405?scroll_to=1025165 https://nowcomment.com/documents/103405?scroll_to=1025165 Rebekah, you make an excellent point here when you note that "Describing a flexible daily schedule does not imprint easily as it was not what they had done in school." In addition to changing the ways in which teachers teach, we also need to focus on the larger system in which educational technologies are being used. What do parents -- and students for that matter -- expect to have happen on a regular basis in classrooms (and online)? What happens when we upset that apple cart? Wed, 27 Nov 2019 10:36:03 -0500 https://nowcomment.com/documents/103405?scroll_to=1025164 https://nowcomment.com/documents/103405?scroll_to=1025164 Allison is echoing what you all began hinting at above... that the district can have all kinds of technology, and yet that doesn't change the ways in which teachers teach and learners learn. Beyond the tech itself, what are the meaningful ways in which teaching needs to shift, too? Wed, 27 Nov 2019 10:36:03 -0500 https://nowcomment.com/documents/103405?scroll_to=1025163 https://nowcomment.com/documents/103405?scroll_to=1025163 An interesting conversation unfolding here, especially about the ways that the technology itself (transparencies, PPTs, other?) mediates the act of teaching. What is it, for instance, that this biology teacher (or hundreds of thousands of other teachers like him/her) assumes about the way that students learn? How does that assumption guide this use of technology? Wed, 27 Nov 2019 10:36:03 -0500