Most recent public comments by Robert Norman https://nowcomment.com/users/37211 https://nowcomment.com/documents/100537?scroll_to=993585 https://nowcomment.com/documents/100537?scroll_to=993585 This restructured idea of learning as an ongoing process is somewhat analogous to the Behrens and DiCerbo rethinking of testing. Instead of making it an isolated event, it's an ongoing, seamless process. Here, a similar, but larger idea is presented: making learning a seamless process, not walled-off from social contexts. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=993581 https://nowcomment.com/documents/100537?scroll_to=993581 I think that some of the criticism people have about government agencies elevating randomized experiments over qualitative research is that those randomized experiments don't recreate these elements: social relationships and cultural context. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=992970 https://nowcomment.com/documents/100537?scroll_to=992970 I would say this is another example of Redefining in the SAMR model. These creative projects that use video games as the canvas are something that few people outside of programmers would have imagined during the Pac-Man days. Full-scale performances like this one might appeal to the artistic or dramatic side of a student who would never get involved in a traditional play, so they certainly Redefine participation if schools are willing to explore. Mon, 02 Apr 2018 15:29:01 -0400 https://nowcomment.com/documents/100537?scroll_to=992960 https://nowcomment.com/documents/100537?scroll_to=992960 Yes, this is a good point that is easy for me to lose sight of since my job and education all center around online learning. These peer interest groups can and do extend beyond networked environments. Mon, 02 Apr 2018 15:18:47 -0400 https://nowcomment.com/documents/100537?scroll_to=992956 https://nowcomment.com/documents/100537?scroll_to=992956 Thinking about the SAMR model, Clarissa's self-fashioned network of screenwriting learning could be Redefining, since she is creating a learning space that was impossible 25 years ago. This example could parallel Ito's example from the video above, where the student connected various resources to launch his web comic platform. Wed, 04 Apr 2018 03:28:43 -0400 https://nowcomment.com/documents/100537?scroll_to=992890 https://nowcomment.com/documents/100537?scroll_to=992890 For me, part of what determines whether unbundling will be successful is market forces, and those forces depend on which field you are going into. For example, in liberal arts, the degree is almost always required if you want to get a job as, say, a teacher or professor. However, in computer science, certifications in specific areas, such as Linux servers, Cisco systems, etc., can open just as many or more career doors as a degree in computer science. If employers are willing to give credence to these "badges" as she calls them, then I see that as a viable option. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=992567 https://nowcomment.com/documents/100537?scroll_to=992567 I don't believe that isolated sources of content are enough for a robust learning experience for student. As Ito says, the pure content itself is free and abundant from many sources. For example, you can easily Google Lord Byron's "Manfred" and find the full text from dozens of sources. To make learning connections, however, requires making connections. For some of those advanced learners like her previous example of the web comics developer, those connections are obvious. To those learners, it might occur to them to scaffold the full text with background about Romantic poetry, closet dramas, and a history of 19th century England. However, making those connections for oneself is rare, as Ito points out, and I believe making those connections between content is where the sweet spot is for educators. Mon, 02 Apr 2018 12:37:04 -0400 https://nowcomment.com/documents/100537?scroll_to=992522 https://nowcomment.com/documents/100537?scroll_to=992522 We read about communities of interest in several articles last semester, with some authors making the case that they have to be student-led, and they have to be outside the realm of traditional education to be effective. I'm interested to see if Ito agrees. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100537?scroll_to=992521 https://nowcomment.com/documents/100537?scroll_to=992521 It's noteworthy that Ito points out that her assumptions about learning and technology are not necessarily based on skill or digital fluency. As she points out, it many ways she is more advanced at using digital media than her daughter, but the real divergence is the assumption about how education has to be structured. Now, to think about what the technologies assume about student learning is an interesting question. If software engineers are trying to appeal to as many users as possible, then they are going to want to appeal to both demographics--the digital natives who expect to drop into education at any point, and more traditional learners who expect a more structured approach. From interacting with learning software such as Khan Academy, I would say that educational technology is in the process of transforming itself into something that appeals more to digital natives, incorporating elements such as profile pictures, achievements, and the ability to switch from one learning path to another. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100530?scroll_to=990993 https://nowcomment.com/documents/100530?scroll_to=990993 It's interesting for me to revisit this discussion after our meeting last night, because when Julie and I were designing our short research project, I had the assumption in my mind that we would be measuring student achievement, and she had the assumption that we would be measuring teacher achievement. It was a surprising moment that led to some reflection on my part, so I really like what you put forth here: tying both students and teachers into the PD evaluation process. Thu, 29 Mar 2018 17:58:49 -0400 https://nowcomment.com/documents/100530?scroll_to=990991 https://nowcomment.com/documents/100530?scroll_to=990991 Sarah, I hear you. When you say that admin might support certain tech without buy-in from teachers, more often than we would like, those contracts before any teacher input is given. Thu, 29 Mar 2018 17:56:03 -0400 https://nowcomment.com/documents/100530?scroll_to=990990 https://nowcomment.com/documents/100530?scroll_to=990990 I think this is one of the key areas that many of us are pushing back against when it comes to randomized experiments. They are very highly prized because, statistically, they have generalizability where other studies do not. However, one of the things that Dr. Deschryver would point out is that generalizability might not apply to ill-structured domains the same way is does to well-structured domains. It's something I think about now every time I read a research article. Thu, 29 Mar 2018 17:53:54 -0400 https://nowcomment.com/documents/100530?scroll_to=990988 https://nowcomment.com/documents/100530?scroll_to=990988 Sometimes I get the sense that we rely so heavily on end of session surveys because it's really the only thing we can do at that moment that doesn't require a ton of follow-up for everyone involved. Are we taking the easy way out, or is it really the most logical way to start measuring effectiveness? Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/100530?scroll_to=990987 https://nowcomment.com/documents/100530?scroll_to=990987 Julie and I actually talked about this a bit more last night, and she brought up the point that sometimes this back end log data can be misleading, which I would certainly grant. Students with different learning styles are going to have different "click through" speeds, which may or may not predict achievement. I think this is the reason why a predictive model based on this kind of data has seemed to be so elusive, but I still think it's worth pursuing. Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/100530?scroll_to=989932 https://nowcomment.com/documents/100530?scroll_to=989932 One recurring theme I've heard from educators specifically in K12 is that administration has trouble committing to programs (either tech or otherwise) for various reasons. Perhaps it's the local school board, perhaps the state department of education, perhaps national trends. In looking at educational tools and what makes them successful, I keep coming back to this idea of administrative/organizational support and how vital it is. Thu, 29 Mar 2018 17:56:03 -0400 https://nowcomment.com/documents/100530?scroll_to=988899 https://nowcomment.com/documents/100530?scroll_to=988899 In thinking about how you would collect this data, for level 2, learning, you could collect test data. Pre- and post-test data would be valuable in measuring learning. For level 3, Behavior, the data collection would probably take more time, and would likely involve some qualitative data. I am picturing some observations, perhaps some interviews. For Impact, you might need a longer-range data collection. This might be a multi-stage research project where data is collected year upon year in a single school system, for example. Mon, 26 Mar 2018 14:47:41 -0400 https://nowcomment.com/documents/100530?scroll_to=988813 https://nowcomment.com/documents/100530?scroll_to=988813 I always appreciate a mixed methods study that uses actual quotes from the participants to support the data analysis of the qualitative findings. Of course, it's not possible with all quantitative studies, but even the large-scale studies that involve thousands of students could include a few interviews from the sample population. This sort of study might be mostly quantitative in nature with a qualitative sheen, but if the quantitative requirements would first satisfy the WWC standards, the qualitative aspect could make the findings accessible to a various readers. Mon, 26 Mar 2018 10:29:38 -0400 https://nowcomment.com/documents/100530?scroll_to=988812 https://nowcomment.com/documents/100530?scroll_to=988812 I kind of chuckle at the phrase "given the constraints of schools and real-world learning environments." I'm glad they acknowledge this, but for me, those constraints are so wildly varied that they seem impossible to control for. Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/100530?scroll_to=988811 https://nowcomment.com/documents/100530?scroll_to=988811 The authors make a good case here for TPACK being as relevant to assessment of education as it is to education itself. This is something that has been on my mind since I've been developing PD for educational tools. It's helpful to keep in mind that the same TPACK framework is equally applicable to the assessment of that PD as it is to the development and execution of the PD. Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/100530?scroll_to=988809 https://nowcomment.com/documents/100530?scroll_to=988809 The first thing I think of is sample selection. With professional development, you often have a self-selected population, not a randomly selected one, so already you don't have the prerequisites for a true experimental study. Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/100530?scroll_to=988806 https://nowcomment.com/documents/100530?scroll_to=988806 I like to pair evaluation data with usage rates or other back-end data. It's one thing for participants enjoy a session on a piece of software, but it's more helpful for me to compare that with actual adoption. Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/97747?scroll_to=960829 https://nowcomment.com/documents/97747?scroll_to=960829 Technology changes, which changes the economy, and the economy "redefines the value of talents." Dr. Zhao uses the examples of literacy rates and email of talents that have increased in value. I would add examples of talents that are less important now thanks to technology: mental mathematical computation, memorization, and legible handwriting. I think we've all seen that when the value of certain talents decrease, they are often removed from the curriculum. I've seen people get fighting mad when lamenting the disappearance of cursive handwriting. This leads into the conversation about creative talent, where he uses Grand Theft Auto as an example. The field of videogames is one that uses technical expertise and artistic expertise, opening opportunities that weren't available 50 years ago. Wed, 21 Feb 2018 12:00:08 -0500 https://nowcomment.com/documents/97747?scroll_to=960793 https://nowcomment.com/documents/97747?scroll_to=960793 Dr. Zhao places education outside of teaching and instruction, which are three words that most people would list as synonyms. This is a provocative statement that makes the audience think a bit deeper about what education actually is. It it's not teaching or instruction, then what is it? Sun, 25 Feb 2018 22:16:45 -0500 https://nowcomment.com/documents/97747?scroll_to=960788 https://nowcomment.com/documents/97747?scroll_to=960788 On Common Core: "...the concept itself constrains the power of technology." Sun, 25 Feb 2018 22:20:58 -0500 https://nowcomment.com/documents/97747?scroll_to=960648 https://nowcomment.com/documents/97747?scroll_to=960648 "We're talking about 1:1 today; we were talking about 1:1 ten years ago." This made me think about the aspects of technology that move slower than we would like--sometimes agonizingly slow. In my own area of research for this class, I think collaborative tools is one of those things. There are some amazing real-time collaborative tools out there, but most digital collaboration in my institution happens the same way it did ten years or even twenty years ago--emailing attached files. This is one of the frustrations you have if you're the one trying to implement new technology. Wed, 21 Feb 2018 10:47:53 -0500 https://nowcomment.com/documents/97747?scroll_to=960639 https://nowcomment.com/documents/97747?scroll_to=960639 The article we read was in 2002 and this is 2014, so I predict we will hear more about topics such as synchronous video, social media, and adaptive learning. Wed, 21 Feb 2018 10:41:00 -0500 https://nowcomment.com/documents/97743?scroll_to=959627 https://nowcomment.com/documents/97743?scroll_to=959627 Here, the authors discuss how dependent innovation is on the context of the school. Much like conservative and liberal and relative terms whose meaning depends on the social context, it's useful to remember that innovation depends on the context as well. In schools that a tech-deprived, a small deployment of tech tools is innovation. In schools that are tech-rich, that same deployment may be a step backwards. Tue, 20 Feb 2018 18:02:56 -0500 https://nowcomment.com/documents/97743?scroll_to=959589 https://nowcomment.com/documents/97743?scroll_to=959589 This seems to refer to TP: technology and pedagogy, or how to use a specific technology for actual teaching. Below, the authors give several good examples of how this can either be a successful combination or not. Tue, 20 Feb 2018 17:02:46 -0500 https://nowcomment.com/documents/97743?scroll_to=959586 https://nowcomment.com/documents/97743?scroll_to=959586 I don't have an answer with data, but I have experience with both children and adult learners. In my observations, there are some that are bortn with a natural facility with technology that gives them a certain advantage over their peers, but that advantage can be leveled out with user-friendly applications. For example, when video editing was an arcane, expensive undertaking, very few people in the world could even attempt it, much less excel at it. Now that video editing tools are widely available, a wider group of users can rise to beginner and intermediate level than before. Sun, 25 Feb 2018 22:25:14 -0500 https://nowcomment.com/documents/97743?scroll_to=959527 https://nowcomment.com/documents/97743?scroll_to=959527 I predict some of the factors will be critical thinking skills, student engagement, and access to technology outside the classroom. Tue, 20 Feb 2018 15:43:08 -0500 https://nowcomment.com/documents/96802?scroll_to=954155 https://nowcomment.com/documents/96802?scroll_to=954155 I've read a bit about communities of learning that really take advantage of technology outside of the traditional structure of education, but it seems those really have to be "grassroots" in order to have any effect. For instance, my nephew does lots of research about World War II on his own and with a certain clique in his school, but if I tried to organize it in some way, it would kill it immediately. Thu, 15 Feb 2018 20:03:31 -0500 https://nowcomment.com/documents/96802?scroll_to=954154 https://nowcomment.com/documents/96802?scroll_to=954154 That's an interesting connection! Do you think self-pacing detracts from those soft skills, or maybe doesn't do anything to develop them? Thu, 15 Feb 2018 20:00:48 -0500 https://nowcomment.com/documents/96802?scroll_to=954151 https://nowcomment.com/documents/96802?scroll_to=954151 One of the most exhilarating things about technology is that it very often spreads these kind of toolkits. If you go to Google and search for software to make video games, you can find some very complex tools available to the consumer, many times for free. And for each of those tools, you will find hundreds of YouTube videos about design. It almost makes me think that there is some sort of innate teaching/designing impulse that waits for a delivery mechanism like the internet to come along to distribute it. Thu, 15 Feb 2018 19:57:39 -0500 https://nowcomment.com/documents/96802?scroll_to=951884 https://nowcomment.com/documents/96802?scroll_to=951884 At the Federal level, I think the most appropriate action would be to put forth standards and benchmarks about educational technology to improve communication and evaluation. Recent federal programs that attempt radical change in the funding model of education (Race to the Top, No Child Left Behind) tend to have unintended consequences for curriculum. Wed, 14 Feb 2018 09:30:45 -0500 https://nowcomment.com/documents/96802?scroll_to=951874 https://nowcomment.com/documents/96802?scroll_to=951874 He says that it's very hard to create an engagement mechanism in an area like gaming. It seems like the key to scaling upward in this area would be to pinpoint these engagement mechanisms and make them part of the game designer's toolkit. As every gamer knows, it often takes one fundamental flaw in a game to make a gamer turn it off completely. Every game is a very complex ecosystem with lots of moving parts. Trying to make them fun is one challenge, but trying to make them educational is a challenge within a challenge. The benefit, as he points out, is that you then have a perfect test environment that produces valuable data about the learning process as the users navigate the game itself. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=951869 https://nowcomment.com/documents/96802?scroll_to=951869 One embedded assumption is the value of instructor feedback. There have been lots of studies about student motivation, and one of the findings that occurs again and again is the fact that students place a high value instructor feedback. Even in studies that try to "push" peer feedback, those peers still often find instructor feedback to be more valuable. The fact that education executives from the private sector place a premium on feedback should be somewhat heartening to those who are wary of ed corporations. Wed, 14 Feb 2018 09:14:21 -0500 https://nowcomment.com/documents/96802?scroll_to=951825 https://nowcomment.com/documents/96802?scroll_to=951825 This is a conversation we were having last week--how tightly should pacing be controlled? Here, Hughes argues for self-pacing, but frequent feedback and interventions, which to me is a fairly recent combination of ideas in education. Digital tools make self-paced curriculum more possible than a traditional classroom. Wed, 14 Feb 2018 09:10:22 -0500 https://nowcomment.com/documents/96345?scroll_to=947728 https://nowcomment.com/documents/96345?scroll_to=947728 That little extra credit tidbit stood out for me too. Sun, 11 Feb 2018 17:39:12 -0500 https://nowcomment.com/documents/96345?scroll_to=945598 https://nowcomment.com/documents/96345?scroll_to=945598 I do particularly like the studies that are primarily quantitative, but include some interview components as well to get some direct quotes from the participants. Sometimes those qualitative elements help shed some light on the issue that we might not get right away from the data. Thu, 08 Feb 2018 15:04:44 -0500 https://nowcomment.com/documents/96345?scroll_to=945569 https://nowcomment.com/documents/96345?scroll_to=945569 This is a concept I wrestle with when I think about types of research, populations, and samples sizes. I listened to one statistician who claimed that the right representative sample can be even more accurate than a complete census, because even a census has the weakness of missing particular hard-to-find populations that a sample size could account for by adjusting the model. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=945417 https://nowcomment.com/documents/96345?scroll_to=945417 If you substituted another learning strategy for the treatment group, how do you imagine the outcome might have been different here? Thu, 08 Feb 2018 12:39:06 -0500 https://nowcomment.com/documents/96345?scroll_to=945413 https://nowcomment.com/documents/96345?scroll_to=945413 To me, it shows that educational innovation is always searching for a way to spring forth, even when world wide networks have yet to give us opportunities for collaboration. With techniques like these, instructors are looking for the best way to pace a course, but the thinking is necessarily more local than global. I think it has a lot to say about the present day, especially in online course design, which is one of my primary areas of concern. The issue of pacing as a component of course design is even more apparent now than it was during this time period, because online course designers have to make more deliberate, more public, more transparent decisions about sequencing and interaction, and it's all part of the course record. Thu, 08 Feb 2018 12:33:28 -0500 https://nowcomment.com/documents/96345?scroll_to=945411 https://nowcomment.com/documents/96345?scroll_to=945411 And of course, a lot would depend on the student population you're working with. Some have better success with smaller projects and more deadlines, some with larger projects and fewer deadlines. Sat, 10 Feb 2018 14:58:44 -0500 https://nowcomment.com/documents/96347?scroll_to=945283 https://nowcomment.com/documents/96347?scroll_to=945283 It almost reminds me of a very primitive version of OneNote--at once an organizational and sandbox environment, but without the network capabilities. In terms of teaching and learning, it would be less of a collaborative tool and perhaps more of a lesson planning or demonstration tool. Thu, 08 Feb 2018 09:43:49 -0500 https://nowcomment.com/documents/96345?scroll_to=943775 https://nowcomment.com/documents/96345?scroll_to=943775 Do you think including something like a post-survey would have been a good idea to measure those perceptions, or would that just muddy the waters? Thu, 08 Feb 2018 15:04:44 -0500 https://nowcomment.com/documents/96345?scroll_to=943772 https://nowcomment.com/documents/96345?scroll_to=943772 Do you think a better alternative would have been for the control group to also go through the investigative process, but without the multimedia? To me, that seems like it might be a more valuable comparison. Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/96345?scroll_to=943769 https://nowcomment.com/documents/96345?scroll_to=943769 I believe there are studies out there that show that at least two required deadlines per week in an online course is key to student success. Sat, 10 Feb 2018 14:58:44 -0500 https://nowcomment.com/documents/96347?scroll_to=943766 https://nowcomment.com/documents/96347?scroll_to=943766 This closed ecosystem of information really anticipated what users would want when the web came to full fruition. Notice how the "find" bar accepted simple commands like "find horse." One of the interviewers was actually surprised that it sounded like plain English rather than an arcane script. The program anticipates the need for a desktop, or central hub that includes calendars and other organizational tools. The home screen that they show is fairly similar to a mobile OS. Imagine if instead of using the term "cards" the programmers used "apps." Thu, 08 Feb 2018 09:04:57 -0500 https://nowcomment.com/documents/96347?scroll_to=943763 https://nowcomment.com/documents/96347?scroll_to=943763 In 1987, let's keep in mind that most computer interfaces were command line, which is forbidding for anyone who doesn't know the commands. The programmers here and programmers in general try their best to break down the barriers between users and creation by offering user-friendly interfaces. At this point, graphical interfaces were just becoming possible with increasing processor power. It's amazing to hear the word hypertext used here when it wouldn't be part of the mainstream lexicon for another 10 years. Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/96345?scroll_to=943145 https://nowcomment.com/documents/96345?scroll_to=943145 This study seems to imagine technology in a realistic way--not so much as an abstract savior, but as a mobile cart that contains tools that can potentially improve student engagement. I like the realist approach, because it keeps expectations within the realm of reality. I don't see a lot of discussion about instructors or their role--the discussion is mainly focused on students and administrators. I'm glad administrators were included in the discussion section, because many studies I read about the transformational potential of technology ignore the fact that administrative buy-in is absolutely key in making anything happen. Sun, 11 Feb 2018 23:36:44 -0500 https://nowcomment.com/documents/96345?scroll_to=943142 https://nowcomment.com/documents/96345?scroll_to=943142 Again, the software described sounds like an excellent way for students to engage in scientific inquiry, but I can hear and feel the limitations of the software at the time. Here, students have the power to collect and view, and the power to be assessed, but it doesn't sound like students can add anything to the existing structure of the software. The communication seems like a one-way affair. Sat, 10 Feb 2018 12:00:23 -0500 https://nowcomment.com/documents/96345?scroll_to=943141 https://nowcomment.com/documents/96345?scroll_to=943141 Here, I see a lot of evidence of the "enhancement" stage as opposed to the "transforming" stage, which makes sense for the time period this was written in. The phrase "improving the quantity and quality of what [students] know" positions students a bit more passively than most modern scholarship would. Instead of students being a receptor, modern ed tech usually envisions students as evaluators and creators. Tue, 06 Feb 2018 14:45:52 -0500 https://nowcomment.com/documents/96345?scroll_to=943133 https://nowcomment.com/documents/96345?scroll_to=943133 This is a quasi-experimental study because it uses an intact population instead of a random sample. Elsewhere I've seen these called prospective observational studies. The advantage here is that there is no disruption to the participants, since the groups were self-forming. The disadvantage is that without random assignment, only association can be established, not causation. Mon, 05 Feb 2018 17:33:49 -0500 https://nowcomment.com/documents/96345?scroll_to=943130 https://nowcomment.com/documents/96345?scroll_to=943130 This is an experimental study. The advantage here is that having a group of schools as a control group and a group of schools as a treatment group allows for the comparison of outcomes that the authors are looking for. The disadvantage might be that you don't get the personal detail that you would with a case study that relied on interviews and observation. Mon, 05 Feb 2018 17:28:43 -0500 https://nowcomment.com/documents/96345?scroll_to=943127 https://nowcomment.com/documents/96345?scroll_to=943127 The technology is described in greater detail below, but the comments about self-paced instruction are interesting in their positioning of students. One of the sources (Carrier) questions the validity of allowing students to exercise their own judgments about pacing and order. I think most 21st century readers would recoil from this kind of blunt authoritarian stance toward students. (However, in my professional experience, most who design online courses do believe that student pacing should be more structured than unstructured, even if they won't admit it.) Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/96345?scroll_to=943098 https://nowcomment.com/documents/96345?scroll_to=943098 The word "treatment" tells me that this is an experimental study with a control group and a treatment group. The advantage of an experimental study is that if the sample is random and the assignment is random, then the results are generalizable to a larger population. In education in particular, randomized experiments seem to carry more weight than, say, qualitative experiments for initiatives such as No Child Left Behind. Note however that students in this study signed up to receive extra credit; therefore, they are a self-selected population, not a randomly selected population. The assignment to control or treatment group seems to be random, however. The disadvantage is that if you are exploring a new phenomenon that you don't know much about, it's not always apparent what variables you should be controlling for in an experiment. In this case, however, the experiment is a straight-ahead comparison where the independent variable seems to be the materials themselves, so I can't find fault with the design. Mon, 05 Feb 2018 17:05:49 -0500 https://nowcomment.com/documents/95751?scroll_to=941270 https://nowcomment.com/documents/95751?scroll_to=941270 This happens to be one of the areas I worry about a lot being an online administrator. I don't have numbers for the classrooms themselves, but for households, the most current stats I have are that broadband access plateaued at around 70% in 2015 and has been on the decline ever since. The reason is that more and more people's sole internet access is through their cell phone. http://www.pewinternet.org/2015/12/21/home-broadband-2015/ Sun, 04 Feb 2018 14:46:32 -0500 https://nowcomment.com/documents/95759?scroll_to=941268 https://nowcomment.com/documents/95759?scroll_to=941268 They also get audio and visual cues for right and wrong answers. It seems like a small thing, but I'll always remember my daughter clicking, hearing the little "magic" tone and saying "Smiley face!" (Can you tell I love Khan Academy?) Sat, 03 Feb 2018 14:46:02 -0500 https://nowcomment.com/documents/95759?scroll_to=941267 https://nowcomment.com/documents/95759?scroll_to=941267 ...who gets to make the standards? I guess the answer is, whoever takes the initiative, right? The next question would be, who vets the standard? For that, I would have to say educators themselves. Sat, 03 Feb 2018 14:41:52 -0500 https://nowcomment.com/documents/95751?scroll_to=940586 https://nowcomment.com/documents/95751?scroll_to=940586 I was reading a source that studied user satisfaction after a forced LMS change, and some of the dissatisfaction seemed to stem from the fact that the change was mandatory. Najmul Islam, A. (2014). Sources of satisfaction and dissatisfaction with a learning management system in post-adoption stage: A critical incident technique approach. Computers in Human Behavior, 30, 249-261. Sat, 03 Feb 2018 10:33:29 -0500 https://nowcomment.com/documents/95751?scroll_to=940582 https://nowcomment.com/documents/95751?scroll_to=940582 In normal parlance, yes, I believe perceptions are very easily changed (frighteningly so), but beliefs are glaciers. Of course, theorists often have their own surgical application of terms, and it seems that Ertmer often uses the term belief as a synonym for vision, as in para 38: "Ertmer et al. (2001) reported that teachers’ visions for, or beliefs about, classroom technology use did not always match their classroom practices" It struck me as being fairly close to a fleeting perception, but that might just be because that concept is on my mind. Sat, 03 Feb 2018 11:02:26 -0500 https://nowcomment.com/documents/95751?scroll_to=940580 https://nowcomment.com/documents/95751?scroll_to=940580 When I remember my institution in 2005, it seems that expectations about technology were much different. I remember having colleagues who just didn't "do" technology, and at that time it was still an acceptable option (but becoming less so). Did you have a similar memory of the mid-2000s? Fri, 02 Feb 2018 12:13:23 -0500 https://nowcomment.com/documents/95759?scroll_to=939700 https://nowcomment.com/documents/95759?scroll_to=939700 I see it in my college all the time. The number one reason students drop out is due to family situations, not academics. I think this is an area were Student Services departments can work with Academic Affairs to try to come up with creative solutions. Fri, 02 Feb 2018 13:55:03 -0500 https://nowcomment.com/documents/95759?scroll_to=939696 https://nowcomment.com/documents/95759?scroll_to=939696 Much of the innovation we strive for is bound by administration, and often administration is bound by some sort of governing board. Even so, I still think it's important to have some standards like these to reach for. Sat, 03 Feb 2018 14:41:52 -0500 https://nowcomment.com/documents/95759?scroll_to=937726 https://nowcomment.com/documents/95759?scroll_to=937726 I think some of what she is referring to in educational reform is the shifting role of the teacher. One of the ISTE standards is Facilitator, and that's a word that sparks some strong reactions from faculty I've worked with who see that role as more passive than "teacher" or "professor." However, I think that perception is certainly shifting, as more educators enter the workforce who might have experienced a facilitator model first hand in their own education. Wed, 31 Jan 2018 09:26:08 -0500 https://nowcomment.com/documents/95751?scroll_to=936143 https://nowcomment.com/documents/95751?scroll_to=936143 The research I'm doing for EDU802 is related here--I'm specifically examining perceptions of Learning Management Systems. Many of the articles that I'm looking at address the perception of technology in general, and two concepts pop up again and again: Perceived Usefulness and Perceived Ease of Use. In other words, will it help me, and is it easy? I wonder if these two perceptions would be categorized as "beliefs" in Ertmer's framework? Sat, 03 Feb 2018 11:02:26 -0500 https://nowcomment.com/documents/95751?scroll_to=936142 https://nowcomment.com/documents/95751?scroll_to=936142 Now this seems like a distinction that TPACK was designed to unravel: beliefs vs. knowledge. Would it be reasonable to say that knowledge could be described as content knowledge and beliefs (about teaching) would fall under the pedagogy category? One ISTE standard I see affected here is 5c: "Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning." Content knowledge may not affect this standard very much, but beliefs about instructional practices (pedagogy) would have a big impact on how instructors view those design principles--whether they "buy in" to them. For me, I think buying into a new set of design principles is even harder than learning unfamiliar technology. Fri, 02 Feb 2018 12:20:55 -0500 https://nowcomment.com/documents/95751?scroll_to=936140 https://nowcomment.com/documents/95751?scroll_to=936140 This seems to be related to ISTE 1a: "Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness." Allowing for some difference in technological expertise (2005 vs. 2018), I think the needle has moved considerably in a positive direction on what applications the average teacher is familiar with. Still, even if teachers are more technologically competent, I still think there is plenty of room to improve in the reflection aspect that the standard mentions. Reflecting on the use of technology in the classroom (what worked, what didn't, what might work) is very important to making technology an effective learning tool. Sun, 04 Feb 2018 15:45:15 -0500 https://nowcomment.com/documents/95759?scroll_to=936137 https://nowcomment.com/documents/95759?scroll_to=936137 Here she talks about personalized, learning which relates to ISTE 5a: "Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs." The hosts quotes her "banking theory of education" and she connects them to 20th century education reformers like B. F. Skinner, and the influence that the entrepreneurial mindset and its impact on the classroom. In my experience with some of these adaptive learning technology, while they may receive their funding from billionaires who also own grocery chains, do an admirable job when it comes to adaptive learning. With Pearson MyMathLab, for istance, I have seen pass rates go from 35% to 70% at my institution. Mon, 29 Jan 2018 17:57:02 -0500 https://nowcomment.com/documents/95759?scroll_to=936130 https://nowcomment.com/documents/95759?scroll_to=936130 She talks about collaborative tools here, which is an area of interest for all of us. ISTE 4C states: "Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally." Answering the questions about whether this will be easy or difficult, I've found in my institution, this idea has been met enthusiastically, which was a surprise to me. I introduced videoconferencing a semester ago, and this past semester we had a professor from Howard University lecture to one of our classes in a community college in Arkansas. I wouldn't call it easy to implement exactly, but once you take those barriers away, this type of collaboration is much closer than many of us thought. Mon, 29 Jan 2018 17:45:30 -0500 https://nowcomment.com/documents/94522?scroll_to=934465 https://nowcomment.com/documents/94522?scroll_to=934465 The answer to that, in my experience, has varied wildly at the institutions I have worked at. To get at the heart of it, I think the acceptance of varied representations depends largely on the administrative structure, whether we're talking about a board of regents, a board of trustees, a school board, or even on the departmental level. Many classes are tied to state standards, but the implementation of those standards often depends on the interpretation of local administrators. However, I have seen a general, glacial move toward more project-based learning in my career, so that's something. Sun, 28 Jan 2018 13:08:34 -0500 https://nowcomment.com/documents/94517?scroll_to=934464 https://nowcomment.com/documents/94517?scroll_to=934464 With that example, I was thinking of visual projects I'm sometimes tasked with, usually during professional development workshops. For instance, I had one creative task to build a graduation cap out of various colored paper. When I tried to think of a creative, multi-colored design, my brain just wanted to do single-colored and symmetrical! Sun, 28 Jan 2018 13:03:14 -0500 https://nowcomment.com/documents/94517?scroll_to=933765 https://nowcomment.com/documents/94517?scroll_to=933765 That's a good way to think of it. If you are truly doing all elements of TPACK, then you would have to be 21st century literate in at least one aspect, right? Sat, 27 Jan 2018 11:01:33 -0500 https://nowcomment.com/documents/94517?scroll_to=933764 https://nowcomment.com/documents/94517?scroll_to=933764 Yes, this exactly. I usually see it in the form of "We have to teach them how to be critical thinkers!" But I don't think you can be a critical thinker without a bedrock of content knowledge, otherwise you don't know what you're criticizing. Personally, with the continuum you mention, I definitely fall short in the creative category. Every time I try to be creative, my brain ends up looking for a formula, and then I realize I'm not really being creative anymore. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/94517?scroll_to=933748 https://nowcomment.com/documents/94517?scroll_to=933748 Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94522?scroll_to=928338 https://nowcomment.com/documents/94522?scroll_to=928338 I think describing the function would be appropriate in most cases, like the authors do throughout most of this article. Calling them social media hubs would work for pieces like this one that are introducing a theoretical framework. Of course, even describing social media like MySpace or Facebook in general terms in 2005 wouldn't exactly describe the very specific mode of communication that Twitter would unleash on the world just a year later. Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/94522?scroll_to=927005 https://nowcomment.com/documents/94522?scroll_to=927005 This description of online learning holds up quite well, especially the notion of online courses forcing educators to think about core pedagogical issue. As an online administrator, I find that process to be one that happens every semester, with each new faculty member, and each new online course. Results are highly varied, of course. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/94522?scroll_to=927002 https://nowcomment.com/documents/94522?scroll_to=927002 In this section about Technology and Pedagogy Knowledge, the only thing that occurred to me that might be mentioned is cloud computing, which has grown in importance considerably since the original publication of this framework. At this point, many collaborative tools are even hosted on SaaS servers. Sat, 27 Jan 2018 20:24:07 -0500 https://nowcomment.com/documents/94522?scroll_to=927001 https://nowcomment.com/documents/94522?scroll_to=927001 Again, I think the authors wisely generalize their language here. Instead of talking about the screen size of the Nokia 1100, they discuss the varied nature of representations, which could apply to the future iPad, virtual reality, and much more. Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/94522?scroll_to=927000 https://nowcomment.com/documents/94522?scroll_to=927000 It looks like the authors anticipated our current topic ten years ago! In this section where they introduce technology knowledge, I think they played it very smart by keeping it generalized. Some articles 10 or 15 years ago that mention deprecated sites and software, such as MySpace or AOL Instant Messenger. Such a reference becomes a laugh line for future readers, so I think the authors are wise to keep it general here. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/94522?scroll_to=926985 https://nowcomment.com/documents/94522?scroll_to=926985 I would say this is one area that could be revised ten year later. Although it still is true that there may be a technology gap between teachers and their students, I think that gap is much narrower now than it was ten years ago, thanks in part to a heavier focus on tech-based professional development. Fri, 26 Jan 2018 18:17:40 -0500 https://nowcomment.com/documents/94517?scroll_to=926955 https://nowcomment.com/documents/94517?scroll_to=926955 I like the idea that Dr. Mishra introduces about combinatorial creativity, aka (in)Disciplined learning. It actually explains a lot about where creativity comes from. For instance, for Hitchiker's Guide to the Galaxy to exist, there had to be an author who knew enough about science and enough about the arts to cross-pollinate the two in a creative way. I still would not equate trans-disciplinary learning with TPACK, but would say it's one aspect of learning that could be part of the TPACK framework. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94517?scroll_to=926929 https://nowcomment.com/documents/94517?scroll_to=926929 This is similar to when he discussed being a video game designer. As he said, you can't be only a programmer--you have to also be an artist. In his diagram of 21st century learning, the first thing he pointed out is content knowledge. Later, however, he agrees with the notion that standardized testing is the cause of the decline in creativity, but I would question whether the content knowledge is there to allow for the divergent and convergent thinking that he mentions. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/94517?scroll_to=926885 https://nowcomment.com/documents/94517?scroll_to=926885 From my understanding, 21st century literacy != TPACK. With 21st century literacy, I think of the example of hypertext. In EDU800 we read an article by Coiro & Dobler that explored reading comprehension of hypertext, which is what I consider to be a good example of 21st century literacy. It requires a different (often greater) cognitive load to process than regular text. Unless I'm wrong, however, the concept of literacy itself doesn't come pre-packaged with a well-defined framework like TPACK that can be used as a research construct. I would envision 21st century literacy as an element than can be examined through the lens of TPACK. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/93679?scroll_to=922489 https://nowcomment.com/documents/93679?scroll_to=922489 It has only been a few months since we launched, but I am seeing some of the heavier users start to adopt more of that dialogic frame of mind. If they haven't implemented it, they're at least thinking about it. I try to introduce tech in fun-size nuggets, so I'm rolling out these features slowly so they don't get scared away! Thu, 18 Jan 2018 18:17:26 -0500 https://nowcomment.com/documents/93676?scroll_to=922488 https://nowcomment.com/documents/93676?scroll_to=922488 Very interesting perspective! I think anyone who has taught has seen that communication technology definitely breaks down the barriers between you and your students, enabling more frequent communication, but that also creates more opportunities to do work outside of the classroom, which comes into play in a environment like your school. Thu, 18 Jan 2018 18:14:53 -0500 https://nowcomment.com/documents/93676?scroll_to=921025 https://nowcomment.com/documents/93676?scroll_to=921025 Here is a quote from the article we read: My early articles (Clark, 1983, 1985a) claimed, in part, that media are "mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition" (1983, p. 445) Clark, R. E. (1983). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. Fri, 19 Jan 2018 08:30:14 -0500 https://nowcomment.com/documents/93679?scroll_to=920177 https://nowcomment.com/documents/93679?scroll_to=920177 I am an online administrator, and one of my primary jobs is to implement and support educational software and hardware. One of the tools we introduced recently was ilos, which is a video capturing, editing, and hosting solution. This SAMR model describes quite well how I have explained it to faculty who are early adopters: first, it's most helpful to just enhance what you're currently doing. Add some extra video tutorials here and there just to supplement. Eventually, however, I do have in mind a transformation that could occur, where professors are not simply reproducing lectures for example, but using the video as a social hub with embedded questions and video responses from students (all of which ilos enables). Wed, 27 Nov 2019 10:35:53 -0500 https://nowcomment.com/documents/93676?scroll_to=920174 https://nowcomment.com/documents/93676?scroll_to=920174 The professional development angle is always something to keep in mind when we visualize implementation of educational technology, and you raise some excellent questions. There do seem to be assumptions that the technology will be implemented smoothly (as is often the assumption), but of course we know that not all deployment is equal. It sometimes takes a rigorous training program to produce positive results. Professional development program can even harm achievement if implemented improperly. Tue, 16 Jan 2018 13:50:09 -0500 https://nowcomment.com/documents/93676?scroll_to=920156 https://nowcomment.com/documents/93676?scroll_to=920156 I'm glad the author pointed out the "bells and whistles" effect. I know I read a study last semester that indicated that new technology did increase student engagement by simple virtue of being new, but that effect wore off quickly, and perhaps even had a negative effect in the long run. The author here builds in the assumption that the bells and whistles effect will indeed wear off, and only at that point can effectiveness of technology be truly determined. Tue, 16 Jan 2018 13:43:14 -0500 https://nowcomment.com/documents/93676?scroll_to=920140 https://nowcomment.com/documents/93676?scroll_to=920140 I actually like this assumption, that 21st century educators are less likely to assume that the technology is going to go into full AI mode and teach the class for us or perform miracles. This reminds me of the Clark vs. Kozma debate we returned to several times in EDU800: the question of whether technology actually impacts learning or not. This assumption seems to fall into the Clark camp, which is that media doesn't actually influence learning directly. Wed, 27 Nov 2019 10:35:53 -0500 https://nowcomment.com/documents/92738?scroll_to=917977 https://nowcomment.com/documents/92738?scroll_to=917977 Very true. My group researched professional development for online faculty preparation last semester and several of the studies pointed to the need for peer coaching and participating in a "live" environment as students would. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92743?scroll_to=916659 https://nowcomment.com/documents/92743?scroll_to=916659 I definitely agree. If you had the same situation in this video, but without Khan Academy, it would be harder to be responsive to student mistakes. When you don't know if a student is struggling until you grade the paper days (maybe weeks) later, it's hard to give that immediate feedback we see in this example. Mon, 15 Jan 2018 15:05:37 -0500 https://nowcomment.com/documents/92743?scroll_to=916658 https://nowcomment.com/documents/92743?scroll_to=916658 I haven't used Khan Academy as a tool in my professional life, but I have used it as a parent with my oldest son and daughter. As the teacher in this video points out, one of the best parts about programs like Khan Academy is the sense of progress. Khan Academy has come a long way in this regard. The site used to be somewhat bare bones, but now you get audio and animation feedback for correct answers, you have achievements, profiles, unlockables, and other "gamified" elements. It becomes addicting for kids like mine who grew up playing iPad games. Another excellent feature of Khan Academy is that it sends you a weekly report of the activity of each student you have enrolled, and an update about their progress. Thu, 11 Jan 2018 14:36:16 -0500 https://nowcomment.com/documents/92738?scroll_to=916487 https://nowcomment.com/documents/92738?scroll_to=916487 "The hang up I currently see with teachers is how uncomfortable they are with communicating through these mediums and the idea that they will not be effectively teaching students if they are not directly explaining material to them face to face." I described a similar situation in my experience at the college level elsewhere in this article. It takes quite a bit of time for people to build up a level of trust with new technology, especially when it is perceived to be taking over certain functions that the teacher feels responsible for. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92738?scroll_to=916486 https://nowcomment.com/documents/92738?scroll_to=916486 "Just trying out the latest strategy without investing a lot of time and effort and faculty development does not help the students in the longer term." Unfortunately, I have seen a lot of this during my time at K12 institutions. Sometimes it takes the form of "Let's get everyone Chromebooks so we can at least say we tried something." Sometimes it looks like, "We have $10,000 in grant funds that can only be used for technology. I know you don't even have paper and pencils, but how many iPads can we put you down for?" I think one of the biggest factors to solve implementation problems is high-quality professional development that includes real case studies from institutions of similar size. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92738?scroll_to=916471 https://nowcomment.com/documents/92738?scroll_to=916471 In my institution, it depends on the program. There are some programs—nursing, for example—that must evolve and adopt new techniques and technology because they have accrediting bodies. These programs have no choice but to adapt. Other programs, like Math, are more varied. Some instructors stick to “chalk and talk” and some instructors eagerly adopt MyLab software, lecture capture, videoconferencing, Poll Everywhere, and social media into their classrooms. This article used an example of how universally adopted overhead projectors were. I began to think about all of the classroom technology that my department supports, and the most universal requirement on campus is the digital projector, which is a replacement for the old overheads. It seems to me that most professors are willing to adopt technology that enables the simple display of information to a large group. One reason may be that a projector is content-neutral. An overhead projector doesn’t attempt to teach anything, so it doesn’t infringe on the professor’s specialty. It’s not a replacement for the teacher, but an extension—an amplifier. Sun, 14 Jan 2018 16:40:30 -0500 https://nowcomment.com/documents/92738?scroll_to=916298 https://nowcomment.com/documents/92738?scroll_to=916298 Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92738?scroll_to=916293 https://nowcomment.com/documents/92738?scroll_to=916293 My context for this post comes mainly from my time working at two-year colleges. The concept of students relying more on technology and the teacher becoming a “coach” strikes me as a prescient scenario considering this was written in 1993. Since the advent of user-friendly learning software, combined with pedagogical trends that discourage lecture-only instruction, I have seen movement in certain areas (mainly in remedial/learning support classes) toward instructors as facilitators. In the implementation, I have seen professors flourish in this role, and I have seen professors fiercely resist this role. As one Math professor told me, “I’m not a lab monitor; I’m a teacher.” Even though I personally am what this author would call a “technophile,” I can sympathize with the professor that feels part of his role is being usurped by animations and voice-overs brought to you by Pearson or McGraw-Hill. I personally saw the transition begin around 2009, and continue steadily. Now, with learning support classes in particular, the educational software model is the norm at many two-year colleges. The professor’s role as coach or facilitator is fairly well-established. I have seen modest and major gains in student success in learning support courses, so I don’t hear as many objections to this scenario at my college. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92738?scroll_to=916144 https://nowcomment.com/documents/92738?scroll_to=916144 The drive for productivity is becoming even more pronounced in both K12 and higher ed, with many systems adopting a productivity funding model. Of course, it would be hard to argue against wanting increased productivity, but too often at the K12 level, administrators try to solve problems by throwing iPads at them. Working in online administration, I often find myself in the paradoxical situation of tamping down enthusiasm about the latest technology, because I don't want it to become a mystical talisman that will bring us to 100% efficiency. As the naive quotes about the computer above show, there can be a naive optimism about new technology that can warp perceptions, which can lead observers to thinking modest gains are failures. Wed, 27 Nov 2019 10:35:52 -0500