Most recent public comments by Ms Jennifer Chang Wathall https://nowcomment.com/users/37043 https://nowcomment.com/documents/100537?scroll_to=996096 https://nowcomment.com/documents/100537?scroll_to=996096 Because these lessons for 3-4 hours long teachers could no longer lecture for that period of time so learning well pedagogy really changed. Sometimes groups of students worked on projects, sometimes individually and students were given mini workshops during the 3-4 hours periods. Every 3 month ish unit focused on developing one skill from the five skill framework we designed: creativity, communication, collaboration, critical thinking and conscience. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=993801 https://nowcomment.com/documents/100537?scroll_to=993801 Making learning a seamless process! Exactly how professional development and any type of learning should be conducted. A continuous process with support and guidance is how both students and teachers both learn. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=993800 https://nowcomment.com/documents/100537?scroll_to=993800 I agree with you Robert. This redefinition of her learning could not have been conceived without the tech and gives her the opportunity to create a completely different way to learn. Wed, 04 Apr 2018 03:28:43 -0400 https://nowcomment.com/documents/100537?scroll_to=991654 https://nowcomment.com/documents/100537?scroll_to=991654 The presence of a role model/ facilitator/ teacher will always be of the utmost importance to support learning connected or not. The inter personal relationships and rapport that teachers build with their students cannot be replaced by a video or textbook and adolescents need guidance from adults to help them find their passion and interests. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=991653 https://nowcomment.com/documents/100537?scroll_to=991653 I am so pleased to read about examples of connected learning for athletics program that are not dependent on the online worlds. The most important idea about connected learning is the shared purpose o the group, focus on production and openly networked infrastructures. Technology can help support sustained connection when learners are meeting face to face and when they are not. Mon, 02 Apr 2018 15:18:47 -0400 https://nowcomment.com/documents/100537?scroll_to=991652 https://nowcomment.com/documents/100537?scroll_to=991652 Connected learning takes into consideration students' interest, passion and provides a network of support for learners to pursue learning that can lead to future opportunities. This beautifully aligns with the Triple E framework where technology is used to engage, enhance and extend student's learning. Sun, 01 Apr 2018 02:04:42 -0400 https://nowcomment.com/documents/100537?scroll_to=991649 https://nowcomment.com/documents/100537?scroll_to=991649 I love the idea of unbundling content, instruction and credentialing and this provides an opportunity for students to learn in a multitude of ways and gaining credentials from different educational bodies. At the same time the power of face to face inter-personal connections should not be lost so this should be built into any student's learning program. I also think physical activity and health is a very important factor and this is better served by getting groups of students together to team build and develop socio emotionally. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=991646 https://nowcomment.com/documents/100537?scroll_to=991646 Knowledge in this day and age has become a commodity. Students can freely and easily access knowledge and information so what has become important is what student do with that knowledge. I like Ito's point about helping students to connect to knowledge. To me this means students need to interpret, analyse, transfer and apply the knowledge they have access to. Higher order thinking skills need to be cultivated to support students to be able to do this. At the same time everyone needs the facts and skills (lower order) in order to be able to understand and critically evaluate so it's not one or the other. That's a false dichotomy. Sun, 01 Apr 2018 00:46:03 -0400 https://nowcomment.com/documents/100537?scroll_to=991645 https://nowcomment.com/documents/100537?scroll_to=991645 Student directed and interest driven learning is an interesting area that has been research and talked about by many leading educators including Sir Ken Robinson. I particularly enjoyed his book about helping students find their passion and allowing students to be in their "element". https://www.amazon.com/Element-Finding-Passion-Changes-Everything/dp/0143116738 I think educational institutions need to start designing a curriculum that gives students opportunities to find their passion. The last school I taught at developed an entire curriculum called elements which were created and designed based on teacher's passions and interest. There were courses in marine biology through scuba diving, cryptography, movie making and musical theatre to name a few. Students were free to choose any elements courses based on their own interests. All of these courses were hosted on a platform that allowed students to access anytime anywhere. Blocks of learning lasted around 3-4 hours so the only way to facilitate this type of program was through technological tools. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100531?scroll_to=989121 https://nowcomment.com/documents/100531?scroll_to=989121 Level 2 looks like a pre and post survey of: knowledge, skill, or attitudes. I have recently looked at TPACK rubrics to allow teachers to self assess their levels and progress. Level 3 Looks at the application of the knowledge and skills and transformative practice so I think you would have to have some organisational support to be able to support this data. Data could be collected from colleagues who are mentoring a teacher and regular meetings could be set up tp collect qualitative data. Data could also be collected by students and what they observe before and after the teacher's ETPD. In other words a 360. Level 4 This is program level impact and I suppose would include all the data collected from the other levels. I would also be asking teachers throughout to track their TPACK levels and set targets for improvements. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100531?scroll_to=989120 https://nowcomment.com/documents/100531?scroll_to=989120 I am not sure I agree with: Awareness: The extent to which participants were aware of the purpose and goals of the professional development prior to the training People often don't know what they don't know! So I do not believe people should always know the detailed goals and purpose but have a general idea. It the "extent" that I have a problem with. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100531?scroll_to=989119 https://nowcomment.com/documents/100531?scroll_to=989119 This model not only reflects the three knowledge domains that teachers need to consider when integrating technology, but incorporates the individual as being part of an organization encouraging interactions such as sharing, collaborating inquiring and by reflecting. This model gives opportunities to collect both quantitative data and qualitative data to give a full picture of the ETPD. You cannot measure inquiry, collaboration directly but we can assess whether the four phases do support ETPD. Tue, 27 Mar 2018 03:21:51 -0400 https://nowcomment.com/documents/100531?scroll_to=989118 https://nowcomment.com/documents/100531?scroll_to=989118 I like this phrase: you cannot truly randomise as participation is normally voluntary so already you have data which may be more positive or attract a certain demographic. A great point Ashley! Tue, 27 Mar 2018 00:09:30 -0400 https://nowcomment.com/documents/100531?scroll_to=989117 https://nowcomment.com/documents/100531?scroll_to=989117 Random assignments cannot always guarantee that the group is without certain characteristics and we are relying on probability to reduce the chance of RCT to be compromised. In the quasi experimental there may be some unaccounted characteristics of the control and experimental group and this could compromise the results. Statistics is all about probabilities and we can infer and suggestion relationships however we can not conclude anything is 100% certain. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100531?scroll_to=989115 https://nowcomment.com/documents/100531?scroll_to=989115 I found this really useful in version 4 of the WWC guidelines page 11 (I can't copy and paste here) https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf Mon, 26 Mar 2018 23:57:45 -0400 https://nowcomment.com/documents/100531?scroll_to=989112 https://nowcomment.com/documents/100531?scroll_to=989112 Ashley: I completely agree with you about PD being "Throughout the school year". You collect data at different points of time and also collect different types of feedback which gives a more comprehensive assessment of the PD rather than a one off! Mon, 26 Mar 2018 23:46:04 -0400 https://nowcomment.com/documents/100531?scroll_to=989111 https://nowcomment.com/documents/100531?scroll_to=989111 I think we are starting with a premise that is weak. Firstly PD needs to be ongoing and continuous and this implies that feedback then should be ongoing and continuous. A one off PD with one off feedback is not going to transform practice. Guskey (1995) discussed the importance of professional development being viewed as a process rather than an isolated single event. An effective and successful professional development model should be continuous and support teachers’ growth. Guskey (2000) developed a five-tiered, hierarchical framework to evaluate professional development courses and they consist of: 1) collecting teachers’ responses to the professional development course through surveys; 2) finding out what teachers actually learned from the professional development course; 3) whether there is organizational support for the teacher from a school level to allow teachers to apply their newly acquired skills in their practice; 4) collecting information about how teachers use their new knowledge and skills in their instruction; and 5) collecting information and data on the impact of the newly acquired knowledge and skills on student learning. Guskey (2000) proposed that these five levels for evaluation are critical to collecting and analyzing data to design quality professional development with the success at each level dependent on the success of the previous level. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/97749?scroll_to=963894 https://nowcomment.com/documents/97749?scroll_to=963894 Oh Pam- what you have shared saddens me so much! There is a time and place for Khan academy but it should not be the main mode to learn mathematics! These tests are driving curriculum and what teachers are doing. It should be learning that drives curriculum! Fri, 23 Feb 2018 22:38:41 -0500 https://nowcomment.com/documents/97745?scroll_to=960119 https://nowcomment.com/documents/97745?scroll_to=960119 I agree with you Todd in that we don't need to reinvent the wheel but how about providing opportunities for our students to be innovative? If we want to promote creativity with our students and allow them to be innovators hw to we guide and develop that? Wed, 21 Feb 2018 06:57:04 -0500 https://nowcomment.com/documents/97745?scroll_to=960118 https://nowcomment.com/documents/97745?scroll_to=960118 Teachers can learn knowledge, skills and be exposed to different types of dispositions through professional development however we must understand also the culture of change and the challenges that come with any new skills/technology for teachers to learn. Michael Fullan talks about managing this culture of change and the 6 secrets of managing change based on practice. https://michaelfullan.ca/wp-content/uploads/2016/06/2008SixSecretsofChangeKeynoteA4.pdf Wed, 21 Feb 2018 06:54:52 -0500 https://nowcomment.com/documents/97745?scroll_to=960117 https://nowcomment.com/documents/97745?scroll_to=960117 HI Todd, I am very curious to hear what didn't work and why do you think they failed miserably. I wonder if they were cumbersome to use or was it more the resistance of your teachers? Jennie Wed, 21 Feb 2018 06:48:43 -0500 https://nowcomment.com/documents/97745?scroll_to=958151 https://nowcomment.com/documents/97745?scroll_to=958151 This article talks about innovative tech tools using two dimensions : distance and dependence. I think the key idea for me is whether a tool can enhance learning. Education is about learning and also fostering skills such as collaboration, creativity and critical thinking. If a tool can provide those opportunities then I think the tool in being used innovatively. I think it is important to let students use the technology to support learning- not just teachers. Tue, 20 Feb 2018 00:39:30 -0500 https://nowcomment.com/documents/97745?scroll_to=958145 https://nowcomment.com/documents/97745?scroll_to=958145 11 factors that influence tech integration success: My ideas include whether teachers have received PD, The ease of use of the tool, technical support within the institution, time for teachers to play with a tool using the PURIA model e.g. https://www.uwlax.edu/uploadedFiles/Academics/conted/TMT/2016-TMT-handout-Kratky.pdf Fri, 23 Feb 2018 18:29:29 -0500 https://nowcomment.com/documents/97749?scroll_to=958131 https://nowcomment.com/documents/97749?scroll_to=958131 I think in service training should give teachers opportunities to be creative however until we get rid of standardized testing this will be a huge challenge. The biggest inhibitors to teachers' creativity is standardized testing and now in some places teachers'' pays are adjusted according to the results of these standardized tests. The assessment model needs to change and be a lot more creative to have any impact in pedagogy. I liken standardized testing to trying to sum up the wether with one number. Maybe in the morning it was beautiful and sunny but in the afternoon there is a shower that cools down the temperature. How would you summarize/ judge a child with one number?? Fri, 23 Feb 2018 15:46:47 -0500 https://nowcomment.com/documents/97749?scroll_to=958124 https://nowcomment.com/documents/97749?scroll_to=958124 I understand that because of technology many jobs will no longer exist because of automation. However, I am not against the idea of having content such as CSS in order to be able to develop 21st century skills in our students. Yes technology has becomes commodity and students can access it any time however in order to develop critical thinking there must be some content to be able to play with. Then through this process students will understand how to create their own knowledge and understanding and adapt to this changing, dynamic world. Students will not understand how to innovators if they have never been exposed to a process of innovation. Mon, 19 Feb 2018 23:37:34 -0500 https://nowcomment.com/documents/97749?scroll_to=958094 https://nowcomment.com/documents/97749?scroll_to=958094 I am trying to interpret his meaning as that ed tech tools are for teachers and teaching rather than learning? I am not sure that I agree with the comment that technology results in thinking of education as a factory. I do not think technology produces the same people and same product. I think when used appropriately technology can foster creativity and foster critical thinking skills. Ed technology needs to be used in away that enhances learning snd used by students (as well as teachers) Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96803?scroll_to=954278 https://nowcomment.com/documents/96803?scroll_to=954278 If “individualized learning” was so effective then why isn't this DET program designed in this way? Instead, based in research, this DET program has been designed to include face to face interactions, same learning goals but different avenues for us to achieve them and a lot of collaboration! Sun, 18 Feb 2018 12:00:14 -0500 https://nowcomment.com/documents/96803?scroll_to=954274 https://nowcomment.com/documents/96803?scroll_to=954274 I love the idea that a lot of data can be collected from students on a digital environment to be analyzed and inform teaching and learning for the future. It can provide comprehensive (big data) feedback (or as Ron Ritchhart calls it feedforward) to curriculum designers of what effective online learning environments look like. The risks include the loss of personal interactions and the affective side of learning. Thu, 15 Feb 2018 22:30:57 -0500 https://nowcomment.com/documents/96803?scroll_to=954272 https://nowcomment.com/documents/96803?scroll_to=954272 I cannot say the old assessment model Pisa adopted is the end all be all of success of an education system. In Dec 2017 OECD released a new framework called Global Competencies which reflect more of what we want our students to learn. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf It will be interesting to see how nations fare under this new model. I know I have not dealt with the prompt but these little side comments have me distracted! Sun, 18 Feb 2018 12:15:17 -0500 https://nowcomment.com/documents/96803?scroll_to=954270 https://nowcomment.com/documents/96803?scroll_to=954270 Why is it always acceptable to boast about being at math? Belittle-ring and trivializing math learning is a huge problem worldwide and it is the norm to boast how bad you are at math. This is just unacceptable. The problem lies with current practices and how this breeds the false notion of that some people are math people and some are not. Sun, 18 Feb 2018 12:11:02 -0500 https://nowcomment.com/documents/96803?scroll_to=954265 https://nowcomment.com/documents/96803?scroll_to=954265 I couldn't think of anything worse that this phrase "individualized learning" The most damaging statement is that the curriculum is being served up to them? Where is the opportunity for discussion, interaction and the emotional side of learning? We are social beings and this strips students of every opportunity to be social. This is also an extremely divisive idea: putting students who are "failing" maths who are 15 years with 8 year olds. How humiliating for the poor student. This is ability tracking at its worse!!!! The students are not failing math- the system is failing the students, I really could go on and on about this... Sun, 18 Feb 2018 12:00:14 -0500 https://nowcomment.com/documents/96345?scroll_to=947652 https://nowcomment.com/documents/96345?scroll_to=947652 Hi Pam, I meet many educators in certain part of the world who still write on the board , lecture and "deliver" material to students. There is no technology in the classroom as some schools have computer labs that need to be booked in advance. I know this is hard to believe but many places have very limited resources still. Sun, 11 Feb 2018 03:53:55 -0500 https://nowcomment.com/documents/96348?scroll_to=947650 https://nowcomment.com/documents/96348?scroll_to=947650 My understanding matches your understanding Cedric and also you have extended my thinking in that maybe people collected a library of these cards to cover many topics. A bit like a more interactive encyclopedia that was lighter and could be update in an easier fashion than reprinting books! Sun, 11 Feb 2018 03:51:12 -0500 https://nowcomment.com/documents/96348?scroll_to=947649 https://nowcomment.com/documents/96348?scroll_to=947649 Hi Sarah You have reminded of an aspect to the hypercard in that you do not need internet and there's limited finite information on the card. So this be sharing means sharing the floppy disc I think Sun, 11 Feb 2018 03:48:04 -0500 https://nowcomment.com/documents/96348?scroll_to=947648 https://nowcomment.com/documents/96348?scroll_to=947648 Hi Pam Thank you for pointing that out. I didn't even think about that aspect in that the www has so much more information and students nowadays need a higher level of abstraction and critical thinking about when to use and how to find relevant information Sun, 11 Feb 2018 03:45:59 -0500 https://nowcomment.com/documents/96348?scroll_to=947647 https://nowcomment.com/documents/96348?scroll_to=947647 I suppose teachers could have asked students to pull together information for a project- perhaps even an e portfolio on a particular topic with lots of explanations from the students Sun, 11 Feb 2018 03:44:07 -0500 https://nowcomment.com/documents/96348?scroll_to=944574 https://nowcomment.com/documents/96348?scroll_to=944574 Bill says the hypercard is a software erector set allowing the average user to put together and search for different bits of information. Is this a pre cursor to www? I think when this was introduced the interactivity must have been a very novel idea! Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/95760?scroll_to=944559 https://nowcomment.com/documents/95760?scroll_to=944559 Hi Todd we are so much more than glorified textbook as we bring the affective side to education. There is a time and a place for everything but I worry about the movement on the UK that promotes only direct instruction as the best way to learn. hmmmmm. Wed, 07 Feb 2018 06:07:09 -0500 https://nowcomment.com/documents/96345?scroll_to=944558 https://nowcomment.com/documents/96345?scroll_to=944558 Wow that's so good to know! I am running an online course and they have a whole list of things to complete every week! I need to rethink that! Sat, 10 Feb 2018 14:58:44 -0500 https://nowcomment.com/documents/96345?scroll_to=943324 https://nowcomment.com/documents/96345?scroll_to=943324 I completely agree with you Robert in that we need to have more structured self pacing if we going to adopt technology in this way. I think the role of the teacher still has a place and provides not only motivation to students but guidance, prompts, questions to support the learning that is happening with the tech. Sat, 10 Feb 2018 14:58:44 -0500 https://nowcomment.com/documents/96345?scroll_to=943310 https://nowcomment.com/documents/96345?scroll_to=943310 This study reported no statistical significance difference between technology immersion and reading/ math achievement. This all depends on how the technology was used e.g. in the SAMR model if the tech was used as a mere substitution with little learning enhancement then this would account for little differences, Sun, 11 Feb 2018 23:37:32 -0500 https://nowcomment.com/documents/96345?scroll_to=943303 https://nowcomment.com/documents/96345?scroll_to=943303 This study adopted an experimental design where 21 schools were given laptops and 21 schools represented the control group- without laptops. Something interesting is that treatment students attended school less regularly than control students. Was this because students with laptops thought they could learn everything without the teacher and most of the learning was self paced, self directed and individualized? Tue, 06 Feb 2018 15:27:07 -0500 https://nowcomment.com/documents/96345?scroll_to=943294 https://nowcomment.com/documents/96345?scroll_to=943294 It appears that treatment and control groups not only had the difference in terms of ed tech but the instructional strategies were completely different which may account for the differences in learning. The control group were exposed to lectures while the treatment group were given problem and inquiry based learning environments. Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/96345?scroll_to=943285 https://nowcomment.com/documents/96345?scroll_to=943285 We have to be cautious about internal validity here. How do we know all the students in both experimental and control groups had the same foundation knowledge and baseline? Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/96345?scroll_to=943284 https://nowcomment.com/documents/96345?scroll_to=943284 Despite the fact the study states a quasi experimental approach was adopted, we can also look for other elements that describe this type of research design. There is no random assignment of participants- they were a target population of "naturally assembled" intact groups. The causal impact of some kind of intervention was incorporating real world situation through using interactive multi media to assess any differences in cognitive development. Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/96345?scroll_to=943275 https://nowcomment.com/documents/96345?scroll_to=943275 I couldn't agree with this finding about more about self paced instructional models. I think this also falls under the terms self directed and personalized learning and we need to be careful that it is not "individualized" learning to such an extent that students lose momentum and start to procrastinate. Learning need to incorporate a variety of different strategies as students need to be exposed and experience different strategies. . Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/96345?scroll_to=943271 https://nowcomment.com/documents/96345?scroll_to=943271 The study outlined that 180 freshman students were randomly assigned one of nine treatment groups. Incentives in terms of extra credit were given to participate so this may have bias the sample in terms having a higher attitude to learning and motivation. Wed, 07 Feb 2018 10:32:49 -0500 https://nowcomment.com/documents/95752?scroll_to=941453 https://nowcomment.com/documents/95752?scroll_to=941453 You have brought up so many good points but let's talk about the big one! Standardized testing has been the downfall of many educational systems around the world. As you have pointed out Ashley, it is a benchmark used to rate/ judge teachers which is used punitively and has a negative impact in instruction as teachers end up teaching to the test! Finland has a system with very little Standardized testing and they do pretty well in terms of international PISA rankings (not that is the end all be all test btw) Sat, 03 Feb 2018 22:57:30 -0500 https://nowcomment.com/documents/95752?scroll_to=941452 https://nowcomment.com/documents/95752?scroll_to=941452 Wow! That is shocking and highlights the importance PD! We cannot tell teachers to use technology if there is no ongoing support and PD! That' why the two of us have jobs! Sat, 03 Feb 2018 22:51:51 -0500 https://nowcomment.com/documents/95752?scroll_to=941451 https://nowcomment.com/documents/95752?scroll_to=941451 I think this is a great idea and means that classes are not disrupted. Compared to some Asian schools (sometimes 6 weeks!) , US schools have much, much longer summer holidays and this time could be utilized. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95752?scroll_to=937607 https://nowcomment.com/documents/95752?scroll_to=937607 Changing teachers' beliefs involve huge shifts in the learning catalyst standards: collaborator, designer, facilitator snd analyst. In my opinion I think may educators already strive to met the three standards under "Empowered professional": learner, leader and citizen. Perhaps standard 3a:" Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community" would be one that may require a shift in belief and pedagogy as this standard alludes to collaboration I think. Wed, 31 Jan 2018 02:18:57 -0500 https://nowcomment.com/documents/95752?scroll_to=937604 https://nowcomment.com/documents/95752?scroll_to=937604 This whole section seems to describe the theory of knowledge and how we know things. I vaguely remember studying epistemology for my under graduate degree. I suppose type B relates to my role as a workshop leader in that I am trying to provide an experience for participants to change their beliefs! I also like to use Michael Fullan's implementation dip to help teachers understand that it is normal and natural to experience a dip when learning something new. we call this the learning pit! Wed, 31 Jan 2018 02:18:57 -0500 https://nowcomment.com/documents/95752?scroll_to=937594 https://nowcomment.com/documents/95752?scroll_to=937594 After listening to Megan's views on student centered we need to be very careful that this does not mean learning individually and in isolation! Perhaps it should be student/s centered with a plural so we ensure that is collaboration and communication. Wed, 31 Jan 2018 01:55:30 -0500 https://nowcomment.com/documents/95752?scroll_to=937592 https://nowcomment.com/documents/95752?scroll_to=937592 This is a very interesting finding in that even though there is increased accessibility, teachers are using technology at a low level and not adopting a constructivist approach. Will it really take six years for a teacher to shift their pedagogy? Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95760?scroll_to=937580 https://nowcomment.com/documents/95760?scroll_to=937580 Hi Coop It's us again! I actually agree with her comments about Skinner's box and Khan academy. The unique and special quality about teachers and teaching is that we foster inter-personal relationships and use out social skills as well as emotions. I think learning is conducive in these types of situations otherwise would all learn from machines- how boring would that be? Wed, 31 Jan 2018 09:04:27 -0500 https://nowcomment.com/documents/95760?scroll_to=937578 https://nowcomment.com/documents/95760?scroll_to=937578 I also found this challenging to listen to as the conversation kept starting and stopping with the host interrupting and focusing on points that were not interesting or relevant in my opinion. I also like how Megan brought up teaching students about social justice and how to critically think. Wed, 31 Jan 2018 02:20:00 -0500 https://nowcomment.com/documents/95760?scroll_to=937577 https://nowcomment.com/documents/95760?scroll_to=937577 There are a small number of people worldwide who are leading the education reform however unfortunately the majority of teachers are teaching the way they were taught. I love to use this example of how little progress has been made in education: If a doctor from 50 years ago was to visit a hospital now, operations, procedures and equipment would be hard to recognize because of the exponential growth in technology in medicine. If a teacher from 50 years ago were to visit a classroom now what differences would they see? I think very little, sadly! Wed, 31 Jan 2018 00:37:17 -0500 https://nowcomment.com/documents/95760?scroll_to=937575 https://nowcomment.com/documents/95760?scroll_to=937575 Megan describes a class design that promotes no interaction- students sitting in isolation. We need to be teaching students 21st C skills and this type of classroom design is still "individualized" learning which is not necessarily a good thing. How does social constructivism fits in? Are we just trying to encourage students to absorb and regurgitate knowledge? Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95760?scroll_to=937574 https://nowcomment.com/documents/95760?scroll_to=937574 I love Megan's comment about Khan academy etc as being glorified textbooks. At the end of the day these resources still promote direct instruction so where is the collaboration and developing communication skills with this type of learning. I would call this "individualized" learning rather than personalized. I am not a fan! Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/94518?scroll_to=934404 https://nowcomment.com/documents/94518?scroll_to=934404 School culture and in fact the society you live in plays a huge role in how active a teacher becomes in their own PD. In Singapore the government invests a lot into PD for their teachers as teachers are seen as professionals and education is so highly valued. I know this is not always the case in every society. Teachers are not only highly valued in Asian cultures but are also remunerated accordingly. Sun, 28 Jan 2018 08:59:58 -0500 https://nowcomment.com/documents/94520?scroll_to=933747 https://nowcomment.com/documents/94520?scroll_to=933747 I like your point Coop about "no affordances for this work" and can see agree with this point. Bias? well if a builder comes to your house to fix your roof and makes a hole in your roof with the hammer do you blame the hammer or the builder? I love this conversation- you are really pushing my thinking! I think I am splitting hairs :) Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94518?scroll_to=933715 https://nowcomment.com/documents/94518?scroll_to=933715 I tend to agree you with when it comes to TPACK not necessarily being the same as trans-disciplinary . Trans disciplinary includes branches outside one particular content and TPACK seems to describe a particular framework for technology integration. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94520?scroll_to=933712 https://nowcomment.com/documents/94520?scroll_to=933712 I am going to hold my ground :) Why would we be using a hammer in the first place for screws? That is not the purpose of the hammer and so we need to also choose the right tools for the right job. Once you have decided to use a hammer then it's up to you how well and efficiently you use it. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94520?scroll_to=927963 https://nowcomment.com/documents/94520?scroll_to=927963 My thinking is also evolving and considering different levels in each knowledge area. For example you may have teachers with low content knowledge and high tech knowledge or high content knowledge with low pedagogical knowledge. We could then build a model to help teachers develop their weaknesses and strengths. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94520?scroll_to=927961 https://nowcomment.com/documents/94520?scroll_to=927961 I really like the use of the Venn diagram to show the different relationships between and with all three knowledge areas. I would have also liked to have seen a horizontal table with lots of examples of when these three knowledge areas intersect. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94520?scroll_to=927957 https://nowcomment.com/documents/94520?scroll_to=927957 Here is a great point about how to use the same piece of technology well and how to use it very badly which supports my argument that technology is unbiased and neutral! Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94520?scroll_to=927954 https://nowcomment.com/documents/94520?scroll_to=927954 Hmmm...I am not sure I agree with this statement 100%. It's not the actual tool that is biased it is the person that is using the tool that is biased. I think most if not all technological tools are neutral and unbiased and it is how they are used that becomes whether that tool is of value or not. I can use very rudimentary, boring online graphical software in such a way that learning is enhanced, inquiry is encouraged and engagement of students is up. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94518?scroll_to=927953 https://nowcomment.com/documents/94518?scroll_to=927953 I did a quick Google to distinguish these terms which are often confusing: According to Oxforddictionaries.com: multidisciplinary is an adjective that describes, “combining or involving several academic disciplines or professional specializations in approach to a topic or problem.” Interdisciplinary is an adjective that describes, “of or relating to more than one branch of knowledge.” Transdisciplinary is also an adjective that describes, “relating to more than one branch of knowledge.” I really like how Mishra emphasizes the need for discipline specific content knowledge (under the TPACK model) but that many creative thinkers exhibit trans disciplinary thinking. Now this idea is very challenging to fit into the TPACK model as it involves developing students in branches/ disciplines outside of a particular content area. I suppose this idea is why there are many different disciplines and experiences offered at school in order to develop the person as a whole. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94518?scroll_to=927949 https://nowcomment.com/documents/94518?scroll_to=927949 I am going to continue to present the argument that TPACK is also creative and can develop creativity. Mishra defines creativity as a "goal orientated process of developing solutions that are Novel, Effective and Whole (NEW)". This is something teachers can develop in our students by exposing them to situations that require solutions to be developed and encouraging NEW. In the technological knowledge area we can create many opportunities for NEW development and it is up to the teacher's pedagogical knowledge and strengths to be able to do this effectively. In teachers' content knowledge area there are many opportunity for NEW because for students- a lot of content is that have not be exposed to before! As an example I can think of problem based project in math where teachers present content which could be approached in a NEW way, integrate technology in a NEW way and employ pedagogical strategies to allow for the development of NEW. Wed, 24 Jan 2018 02:00:44 -0500 https://nowcomment.com/documents/94518?scroll_to=927947 https://nowcomment.com/documents/94518?scroll_to=927947 The 21st C skills involve developing competencies such as collaboration, communication, creativity and critical thinking with our students. Some studies have shown that employers want their employees to also possess ICT skills. I am beginning to think this falls under the umbrellas of pedagogical and content knowledge areas as well as technological knowledge in the TPACK framework. 21st C skills can be taught and should be taught explicitly (King, 2014). As an example to develop students collaboration skills, teachers should give students opportunities to: Practice empathy Delegate and share responsibility for decision-making Help others to succeed Take responsibility for one’s own actions Manage and resolve conflict and work collaboratively in teams Build consensus Make fair and equitable decisions Listen actively to other perspectives and ideas Encourage others to contribute Exercise leadership and take on a variety of roles within groups The strategies listed above should be part of teacher's instruction- their pedagogy. Technological skills are also more increasingly important snd desired by future employers. I think the TPACK model aligns with 21st C skills and gives teachers another dimension to think about under the three knowledge areas. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/93678?scroll_to=923946 https://nowcomment.com/documents/93678?scroll_to=923946 Hi George The study was conducted with students- undergraduates who pretty young and classed as digital natives. Jennie Sun, 21 Jan 2018 00:52:01 -0500 https://nowcomment.com/documents/93678?scroll_to=921689 https://nowcomment.com/documents/93678?scroll_to=921689 I haven't read the book Quiet but many people have told me about it! The books apparently talks about why our society rewards extroverts and it is important to remember that not everyone is an extrovert! Great point Sarah! I think in a classroom setting we need to give our students a variety of different experiences and not always the same one. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/93675?scroll_to=921674 https://nowcomment.com/documents/93675?scroll_to=921674 I agree with you again Sarah. I suppose it depends on the definition of authentic. I don't want to mix up authentic and real life. Sometimes we learn math for the beauty and creativity so I would prefer to use te word learning in context! Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/103403?scroll_to=1017383 https://nowcomment.com/documents/103403?scroll_to=1017383 I agree with you again Sarah. I suppose it depends on the definition of authentic. I don't want to mix up authentic and real life. Sometimes we learn math for the beauty and creativity so I would prefer to use te word learning in context! Sat, 28 Apr 2018 14:29:34 -0400 https://nowcomment.com/documents/103403?scroll_to=1017381 https://nowcomment.com/documents/103403?scroll_to=1017381 I agree with you Sarah. How do we measure engagement levels and distinguish the difference between this and being "busy". I think you are right in that we need to study the affect of the technology over months to see the true impact. Sat, 28 Apr 2018 14:29:31 -0400 https://nowcomment.com/documents/93675?scroll_to=921672 https://nowcomment.com/documents/93675?scroll_to=921672 I agree with you Sarah. How do we measure engagement levels and distinguish the difference between this and being "busy". I think you are right in that we need to study the affect of the technology over months to see the true impact. Thu, 18 Jan 2018 00:58:00 -0500 https://nowcomment.com/documents/93675?scroll_to=920873 https://nowcomment.com/documents/93675?scroll_to=920873 I think this sentence is key and explains how EEE is different to other frameworks that do not focus on learning goals. There is a big assumption however that teachers already know how to use tech in their classrooms in order to be able to encourage EEE. New teachers still need a framework (in my opinion) to follow to help them to understand how to integrate tech in a meaningful way. I also like the PURIA model https://www.uwlax.edu/uploadedFiles/Academics/conted/TMT/2016-TMT-handout-Kratky.pdf to build teachers' confidence when trying out a new tool! Wed, 17 Jan 2018 01:47:24 -0500 https://nowcomment.com/documents/93675?scroll_to=920872 https://nowcomment.com/documents/93675?scroll_to=920872 This sentence is key when we think about how to integrate technology. The use of tech should be aligned to good teaching and good pedagogy and also encourage EEE! I love this model Extend Enhance and Engage as this encourages tech to be used at a level that promotes not only engagement, but higher order thinking and learning extend beyond the classroom. This is the goal for using tech in the classroom. Wed, 17 Jan 2018 01:38:47 -0500 https://nowcomment.com/documents/93678?scroll_to=920871 https://nowcomment.com/documents/93678?scroll_to=920871 I understand these are the levels teachers go through when integrating technology but we need to be careful of the substitution phase when encouraging technology integration. Princeton conducted a study https://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away and found that handwriting notes instead of typing notes was more effective for synthesizing and understanding information. Another example where substitution shouldn't necessarily be recommended, would be if a teacher used "death by powerpoint" instead of writing notes on the board. I think there is very little gained in terms of learning at the substitution level. It's the level above from augment upwards that learning can be impacted with the use of technology. I would like to see technology used to encourage more collaboration as Dr Puentendura suggested with his Geography example. My example of an activity that would be at the transformative levels would be to ask students to create a website which included videos, pictures and explanations of the different proofs by induction. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/92741?scroll_to=915902 https://nowcomment.com/documents/92741?scroll_to=915902 Hi George, I think we need to be careful about not overusing direct instruction. We want our students to be self directed however fostering creativity and collaboration are also very important skills . Where does inquiry based learning fit here and also where does social constructivism fit? We need to give our students a variety of experiences to prepare them for the world :) Thu, 11 Jan 2018 17:51:06 -0500 https://nowcomment.com/documents/92739?scroll_to=915901 https://nowcomment.com/documents/92739?scroll_to=915901 Hi Julie, I couldn't agree with you more! I often visit schools that are so proud of their smartboards but they are still using old fashioned methods such as lecturing and employing an overuse of direct instruction. Smartboards are so "ten years ago" in my opinion. They focus learning on a front of a classroom and I believe we need to have flexible fronts and more collaborative learning. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/92739?scroll_to=915900 https://nowcomment.com/documents/92739?scroll_to=915900 Hi Dr Troy, Without naming schools but some of the more old fashioned, well established institutions without 1:1 systems also teach in very old fashioned ways. I would say this varies even in Asia. Last year I trained a school that had Apple Tvs, 1:1 and was very well equipped to integrate technology extremely well. (in Korea) whereas a few hours by plane another school I trained were still giving lectures by writing laborious notes on the whiteboard. Thu, 11 Jan 2018 07:20:46 -0500 https://nowcomment.com/documents/92739?scroll_to=915899 https://nowcomment.com/documents/92739?scroll_to=915899 Hi Ben, I agree with you in that tech is another resource and that it replaces other tedious strategies. Not all pedagogical strategies are replaced and it can be a tool in our toolbox to use. Thu, 11 Jan 2018 07:16:42 -0500 https://nowcomment.com/documents/92739?scroll_to=915898 https://nowcomment.com/documents/92739?scroll_to=915898 Hi Dr. Troy, From my experience, when ed tech is used appropriately the digital tool can support and enhance conceptual understanding on a much deeper level in a more efficient way. Instead of asking students to carry out long, laborious computations, beautiful applets and graphing software can help students understand challenging math concepts in a fraction of the time, it can provide a more motivating environment, and empower students by giving them more self direction. I hear you in regards to teachers feeling threatened about using tech however I think that is due to lack of PD and understanding how to integrate tech in a meaningful and effective way. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/92739?scroll_to=913849 https://nowcomment.com/documents/92739?scroll_to=913849 My experience leads me to feel that we are not making significant shifts with ed tech for k-12 on a global level. There are pockets in the world where tech is embraced and these regions are well resourced. Most regions still teach math as the did 50 years ago! The inequities with internet access do not help this situation. To support a shift in K-12 schools PD needs to focus on how an ed tech is used to enhance learning . There are still several systems around the world that believe calculators create lazy learners! Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92739?scroll_to=913848 https://nowcomment.com/documents/92739?scroll_to=913848 Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92739?scroll_to=913847 https://nowcomment.com/documents/92739?scroll_to=913847 In my opinion I think this scenario is the current state of affairs. Many schools are integrating technology to improve productivity in some way while preserving student- teacher relationships. Many schools have moved to 1:1 systems however computers have not taken over instruction or replaced teachers. I think this is the beauty of teaching- the human interactions and relationships you build with students. In my travels I see many teachers still using instructional practices from 50 years ago with the occasional input of technology so I do think technology could be used more to enhance learning. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92739?scroll_to=913846 https://nowcomment.com/documents/92739?scroll_to=913846 I couldn't agree more in that schools have progressed from being institutions that encourage students to memorize "large bodies of non functional knowledge" to learning environments that encourage constructivism, collaboration and communication. When I think back to my own experiences of school, before the internet and before computers, what was rewarded was knowledge building rather than building understanding. In my own classroom I try encourage the development of communication, collaboration, creativity and critical thinking alongside the mathematical content. Students are encouraged to construct their own meaning and understanding. Wed, 27 Nov 2019 10:35:51 -0500 https://nowcomment.com/documents/92741?scroll_to=913817 https://nowcomment.com/documents/92741?scroll_to=913817 Tue, 09 Jan 2018 02:21:05 -0500