Most recent public comments by George T. https://nowcomment.com/users/37281 https://nowcomment.com/documents/97748?scroll_to=964384 https://nowcomment.com/documents/97748?scroll_to=964384 Who is to say Dr. Zhao's ideas that letting the student determine what they want to learn is the best education structure? I or others might think that in today's society the best skills or knowledge might be X to succeed. The skills and knowledge or the time change from generation to generation and adjust to society's needs like the economics supply and demand. He is correct in his thoughts of the needs for creativity but there always have been and probably always will be a small set of education knowledge (common core). It just changes to fit the needs of the society it is in. What is important in one location and time might not be the same in another location or time. Sun, 25 Feb 2018 08:33:56 -0800 https://nowcomment.com/documents/97748?scroll_to=964307 https://nowcomment.com/documents/97748?scroll_to=964307 Sorry Dr. Troy but I must disagree right off the bat. I do not think that technology entices us to be innovators. I think some people are already innovators and they just use tools around them in different ways to provide another functional use. I don't think the tools (new or old tech) entice people who are not naturally innovative to be innovative. Sat, 24 Feb 2018 22:08:37 -0800 https://nowcomment.com/documents/97748?scroll_to=964306 https://nowcomment.com/documents/97748?scroll_to=964306 I agree that thought process. Most technology is created for profit or for less overhead or for better efficiencies....not for enhanced education and knowledge. It is corporate America that has the money to design and build it for a profit of some kind. What happens is once the technology has been created we try to find other ways to use it .....to make more money. Why you ask? Because there is big money to be made by selling technology to schools around the world! Sat, 24 Feb 2018 21:53:25 -0800 https://nowcomment.com/documents/96803?scroll_to=957255 https://nowcomment.com/documents/96803?scroll_to=957255 The difficulty in trying to mirror places like Finland is that they think differently as a society as a whole. Their unique ideas on in education will most likely never be accepted in most other countries like the U.S. Mon, 19 Feb 2018 06:32:07 -0800 https://nowcomment.com/documents/96803?scroll_to=957030 https://nowcomment.com/documents/96803?scroll_to=957030 There is a lot of interesting things that Finland does and doesn't do with their education systems including their higher-ed. My son has a friend that even moved there to go to college for free (in certain degrees). Sun, 18 Feb 2018 11:46:56 -0800 https://nowcomment.com/documents/96803?scroll_to=957009 https://nowcomment.com/documents/96803?scroll_to=957009 Advances in neuron brain mapping might be able to provide some insights though... Sun, 18 Feb 2018 09:25:04 -0800 https://nowcomment.com/documents/96803?scroll_to=957008 https://nowcomment.com/documents/96803?scroll_to=957008 The most difficult data to collect is probably the most important, internalized feelings and motivation. You can provide all the surveys or interviews you want but teens will be teens. They are at an age where confidence to tell all is not a possibility. Most teens have so many things going on internally that even they don't know how they feel and if they did it would change with the wind. Someone like the teacher that spends hours a day with them is probably the best resource for gathering that information. ...but that is a manual and time intensive task. Sun, 18 Feb 2018 09:25:04 -0800 https://nowcomment.com/documents/96803?scroll_to=957007 https://nowcomment.com/documents/96803?scroll_to=957007 I think it is great that we are still flexible enough to change the tests. It shows, we may move slow but we do try to find new ways to measure and provide accountability in a fair way. We just don't have a good historical record of trying to account for the all aspects of society. Sun, 18 Feb 2018 09:15:17 -0800 https://nowcomment.com/documents/96803?scroll_to=957006 https://nowcomment.com/documents/96803?scroll_to=957006 Math is a rudimentary subject and is found in most every part of life. The are many different forms of math. In old retail days we were taught how to give back someones change by starting with the cost and adding to it from the cash and change drawer until it equaled the amount of the original bill that was used for the purchase. That is a form of math that is efficient and is not considered to be intellectual math. There are hundreds of ways to use math and measurement and geometry in construction that they never teach in a classroom. It is more of a "Effective or Efficient Math". It is math that is fast and extremely accurate but usable by many in the trade. Some of it is a visual math or a type of counting or uses a tool that is not a calculator but provides an exact answer regardless of the technique. I think classrooms might need to acknowledge these different forms of math and their uses to remove the stigma of being or not being a math person. Sun, 18 Feb 2018 09:11:02 -0800 https://nowcomment.com/documents/96803?scroll_to=957005 https://nowcomment.com/documents/96803?scroll_to=957005 ...but I think I am seeing the term differently than you are. I see you going at a much faster and higher quality rate than myself and a few others. Whether that is due to your availability for study time, or intellect, or previous experience, or self-driven motivation, the DET program works for you and they are flexible enough to work with others even if it means more personalized instruction for us/them. Sun, 18 Feb 2018 09:00:14 -0800 https://nowcomment.com/documents/96803?scroll_to=957003 https://nowcomment.com/documents/96803?scroll_to=957003 Individualized learning, to me means work at a pace that works for the person....if they are self motivated enough to be productive. Many students in K12 have not learned the discipline of working on their own. Students I think are ok, if they are studying with different ages but in a virtual environment where they have no idea of the ages of the other kids. My kids will play online games with kids from 8-60 years old and respect them all the same and judge their ability from their performance. The avatars they use and the names they use hide all the details of age and sex. Sun, 18 Feb 2018 08:54:05 -0800 https://nowcomment.com/documents/96349?scroll_to=947811 https://nowcomment.com/documents/96349?scroll_to=947811 That's a nice way of calling me different! I like it! Sun, 11 Feb 2018 16:10:10 -0800 https://nowcomment.com/documents/96349?scroll_to=945914 https://nowcomment.com/documents/96349?scroll_to=945914 What I saw as being unique for that time period was the use of utilizing modules to automatically create program scripting to for interactions with other modules/subroutines. This is one of the earliest forms of AI that I have ever seen. Think about it. Their program automatically wrote new software based on the interaction were wanted to see. We take for granted that when you click on an object and move it over that it will just move. But there is a tone of just basic logic and then code to make it happen. For instance, when you left click a spot on the screen and entire program must be running at that time to identify that the mouse clicked. And at the same time another program has been keeping track of the mouse location. And then another program is drawing and erasing the mouse every pixel it moves. And this is all just to click a mouse!!! Then there are a bunch of other code that needs to interact based on what these programs identify. In a sense these guys also in the beings of creating the first upper layer of software called an OS, operating system. Thu, 08 Feb 2018 18:19:24 -0800 https://nowcomment.com/documents/96349?scroll_to=945909 https://nowcomment.com/documents/96349?scroll_to=945909 Well the description of the technology is all about the power at the user's fingertips. It is about how they can use, add and change the functions and data at will....and share the new card stacks and functions to public bulletin boards (Pre-Internet sharing). (interesting but I didn't hear anything about sharing raw data) Thu, 08 Feb 2018 18:05:06 -0800 https://nowcomment.com/documents/96349?scroll_to=945899 https://nowcomment.com/documents/96349?scroll_to=945899 Hummmm.....Teachers can use as an organizational and data storage tool. They could keep track of student grades, comments, notes and calendar items. Students could use it to learn how to organize, identify and create subject mind maps with links ...if the cards were able to show a certain level of big picture link connections between cards. Young kids could use it as story booking writing and reading. And of course they could use it for learning basic programming logic. Thu, 08 Feb 2018 18:19:24 -0800 https://nowcomment.com/documents/96349?scroll_to=945896 https://nowcomment.com/documents/96349?scroll_to=945896 I think some of the strongest educational uses of the cards were in the modifications of the scripting of the so-called buttons. These buttons were what we called pre-programmed subroutine modules and these guys created some easier to use programming language for their interactions with other button modules. This was the scripting language they were mentioning. Modifying this simplistic scripting language and watching the change in the reactions is a great way to learn and understand basic discrete (bit-wise)logic like "and, or, nor, if/then/else and not". Wed, 21 Feb 2018 09:13:41 -0800 https://nowcomment.com/documents/96349?scroll_to=945893 https://nowcomment.com/documents/96349?scroll_to=945893 After listening to the clip and seeing what they developed, I don't believe that had education in mind when they created these cards. I think they were developing ways to store, link and retrieve information. Being that I was learning programming during the Pre-screen and monochrome PC era, the biggest aspect of programming was trying to get business task inefficiencies out of them. It was about doing things faster than by hand and that is what I saw and heard during the interview. Wed, 21 Feb 2018 09:13:41 -0800 https://nowcomment.com/documents/95753?scroll_to=944634 https://nowcomment.com/documents/95753?scroll_to=944634 This seems like a interesting dilemma. Does a teacher teach the way: 1. they believe and want to? 2. standardized tests force them to? 3. administrators want the to? 4. public social pressure wants them to? 5. teacher peer pressure wants them to? Wed, 07 Feb 2018 07:59:19 -0800 https://nowcomment.com/documents/95753?scroll_to=941664 https://nowcomment.com/documents/95753?scroll_to=941664 My concern is that they are still not thinking longterm when trying to keep up with new technology. It is good educational systems are doing now with teacher re-education now but what about the future? Moore's Law of technology pace will soon create a faster pace of technology into the hands of everyone. We really need a plan that accepts that there is no way to keep up with most technologies but how to still move forward without falling to far behind. Sun, 04 Feb 2018 21:15:02 -0800 https://nowcomment.com/documents/94517?scroll_to=935993 https://nowcomment.com/documents/94517?scroll_to=935993 Well I think the whole term of being technology knowledgeable is a moving target. Just as I tell anyone interested in technology for a career....you better like learning on your own and by the seat of your pants because if you don't you will be out of a job because what you know now will soon be updated. So the definition of being technology knowledgeable needs to be a floating level comparison to probably geographically located age group of people. The bench mark needs to move with new technology and as certain number of people become comfortable with it. Mon, 29 Jan 2018 12:36:18 -0800 https://nowcomment.com/documents/94521?scroll_to=933410 https://nowcomment.com/documents/94521?scroll_to=933410 I think the TK part could be replaced with the whole 21st Century Literacy section. the overlaps would still function but share a bit more to incorporate the ideas of creativity and problem solving. Fri, 26 Jan 2018 12:24:18 -0800 https://nowcomment.com/documents/94521?scroll_to=933408 https://nowcomment.com/documents/94521?scroll_to=933408 Creative and Problem Solving may need to be included into the new core curriculum for education to become more efficient. More new things and tools students need to learn the more selective and balanced we need to be with the subjects and their depth we teach them and the tools they use. Wed, 27 Nov 2019 07:35:55 -0800 https://nowcomment.com/documents/94521?scroll_to=933402 https://nowcomment.com/documents/94521?scroll_to=933402 Great comment! Being in technology for a living for so long I can definitely agree that the only constant in technology is ....that it will change! I tell anyone interested in technology, they better like learning because that is what they will be doing the rest of their lives if they go into the technology field. Both the hardware and software to technologies change and you have to constantly keep up with updates to the currently technologies or their replacements. Sat, 27 Jan 2018 10:15:25 -0800 https://nowcomment.com/documents/94521?scroll_to=933394 https://nowcomment.com/documents/94521?scroll_to=933394 I think something that is most often overlooked in these scenarios is timing. It might make everyone crazy that teachers might not be completely up to date on how to use these new technologies, but is that bad??? I ask that because, I think the possible time lag that might exist may also coincide with the comfort of parents and students in using the technology AND the cost of the technology becoming more affordable for schools to actually purchase. I personally don't think it would even make a difference if the teachers were on the leading edge of most technologies. They would most likely not get to use it because the parents and students would not be comfortable with it and it would cost too much to bring it to the classrooms. So, I think the whole rhetoric of teachers being behind is irrelevant. Fri, 26 Jan 2018 12:10:07 -0800 https://nowcomment.com/documents/94517?scroll_to=933137 https://nowcomment.com/documents/94517?scroll_to=933137 Ashley, I agree. It is how we use the tools and not what we have memorized that makes the difference. We have many devices to help with holding and locating content info. This allows us to be more creative & efficient at utilizing the information. Fri, 26 Jan 2018 11:15:24 -0800 https://nowcomment.com/documents/94517?scroll_to=933019 https://nowcomment.com/documents/94517?scroll_to=933019 Nice example! ...I think the answer was 42?? Wed, 27 Nov 2019 07:35:55 -0800 https://nowcomment.com/documents/94517?scroll_to=933003 https://nowcomment.com/documents/94517?scroll_to=933003 Trans-disciplinary thinking is just a fancy way of connecting ideas and thoughts. We used to call it "Out of the box" thinking. And sorry to state the obvious but the more you know about a subject and the more subjects you know the more opportunities you have at having unique ideas. And, of course, practicing that type of thinking also helps. Sat, 27 Jan 2018 11:27:00 -0800 https://nowcomment.com/documents/94517?scroll_to=932900 https://nowcomment.com/documents/94517?scroll_to=932900 I see the definitions/disciplines of TPACK assuming the inclusion of creativity. What I mean for that is each of the 3 sections of TPACK (Technology, Pedagogical and Content) all assume their information. But in reality the technology section is part because creative minds were used to create the "Technologies" to use, the ability came from previous "Content knowledge" that was taught and learned by children starting at an early age (pedagogy). So, TPACK's definition assumes the use of creativity or chooses to not define their section origins in such a granular manor. Fri, 26 Jan 2018 11:05:46 -0800 https://nowcomment.com/documents/94517?scroll_to=932863 https://nowcomment.com/documents/94517?scroll_to=932863 After reviewing the TPACK mind-map definition, I believe that 21st Century Literacy framework creates a strange (& different) and larger overlap replacement for TPACK's Technology Knowledge discipline section. So this would place 21st Century Literacy as being TPACK's largest subset of the other two disciplines. Wed, 27 Nov 2019 07:35:54 -0800 https://nowcomment.com/documents/93678?scroll_to=923724 https://nowcomment.com/documents/93678?scroll_to=923724 I think it is good practice for a teacher to only modify in small amounts in case they find that what they modified does not work well thus not ruining the entire lesson. It may also allow them to tweak it til it works better. Sat, 20 Jan 2018 11:04:27 -0800 https://nowcomment.com/documents/93678?scroll_to=923708 https://nowcomment.com/documents/93678?scroll_to=923708 Jen, I think I mentioned this in the video meeting the other day. But I agree with the Princeton study you cited but I think it will be short-lived do to the fact that many kids coming up through the early ranks of K12 don't get or have experience taking hand notes. So their comfort level and effectiveness of note taking is probably with electronic note-taking instead of hand-written on paper. Sat, 20 Jan 2018 21:52:01 -0800 https://nowcomment.com/documents/93678?scroll_to=923707 https://nowcomment.com/documents/93678?scroll_to=923707 You got it right Sarah. But I had a flashback from the past when you talking about bad human interaction. I can remember times when the majority of the tech geeks/nerds that were extremely knowledgeable in what they did had absolutely no people skills. Programming was one of those careers and still is today where a person can do their work and still keep their distance from most everybody. Sat, 20 Jan 2018 10:51:55 -0800 https://nowcomment.com/documents/93678?scroll_to=923706 https://nowcomment.com/documents/93678?scroll_to=923706 When students, as in the real world, each think they have done their part correctly but their systems still do not communicate to each other usually means the same thing in real life....the people are not communicating correctly either. Sat, 20 Jan 2018 10:45:38 -0800 https://nowcomment.com/documents/93678?scroll_to=923705 https://nowcomment.com/documents/93678?scroll_to=923705 Changing the design of the virtual environment I mention above in order to force everyone to not only make their part work but also make it work with everyone else forces them to have a glimpse of the real world. Sat, 20 Jan 2018 10:42:59 -0800 https://nowcomment.com/documents/93678?scroll_to=923701 https://nowcomment.com/documents/93678?scroll_to=923701 I don't teach right now but in the the past I taught a class in computer networking. We had some hardware but not enough of it that everyone one in the class had a full compliment of the necessary hardware in order to do all the assignments during class time. What I did instead was to use simulation software they the students could use in a virtual 2D low end cartoon type environment. It allowed them to see the hardware and place and connect the hardware together using virtual wiring. And then they could click on the pics of the hardware and have access to a representation of the user interface to that device in order to program and diagnose it properly. The devices all reacted as they would in a real environment. This allowed me to watch the process as they worked out their issues. Now looking back I could have designed a bigger networking environment for them to setup but instead give each of them a section of the virtual hardware to configure within the same environment. This would force them to work together in order for communication to work across all their systems. This would have added that social interaction part of deeper learning. Sat, 20 Jan 2018 10:39:36 -0800 https://nowcomment.com/documents/93672?scroll_to=923653 https://nowcomment.com/documents/93672?scroll_to=923653 I see a lot of questions to help determine what will work best within the constraints framework structure and even a 3 point rubric but I see another assumption. Were the students assessed or evaluated in a way that calibrates with the rating & scaling assessment design of the framework? This would be important that the teachers evaluation rating coinsides with the framework's evaluation for assessments because they are used to determine what methods, skills and tools work with others. Sat, 20 Jan 2018 09:36:28 -0800 https://nowcomment.com/documents/93672?scroll_to=923647 https://nowcomment.com/documents/93672?scroll_to=923647 As I see it, teaching frame works could use a living breathing rubric or definition or examples of technology tools and how to best use them and with what other technologies or teaching methods. This could take the form a of a real time wiki of algorithms or match-ups of tools, learning styles and methods to fulfill teaching frameworks like the Tripe-E. Enhancements, corrections and additions could be added as time progresses. It would be a live feedback loop for teachers for existing implementations of frameworks and teaching methods and better use of old tools and the implementation of new tools. Could be another dissertation idea for me??? Sun, 21 Jan 2018 07:19:00 -0800 https://nowcomment.com/documents/93672?scroll_to=923646 https://nowcomment.com/documents/93672?scroll_to=923646 Dr. Troy, I may be thinking to simply but....What I see as the two big assumptions so far in my reading with the Triple-E Framework is the assumptions that: 1. The teachers have have been trained properly in the use of the new technologies as a teaching tool. 2. The students have a good understanding and are comfortable using the new technology tools. This may be short and simple but these are two very important aspects of using any tool. Understanding what a tool is used for is one thing but knowing how and when to use it properly is a mark of a really skilled craftsmen or craftswomen in any industry. Sat, 20 Jan 2018 22:01:47 -0800 https://nowcomment.com/documents/92739?scroll_to=917800 https://nowcomment.com/documents/92739?scroll_to=917800 I believe its more of a sign of the times. Script/Cursive writing for example is a skill that is less critical in this time and age. And more time is needed to learn more relevant or critical information. This is probably a trend that has been on going since the beginning of formal education. Even typing will soon be replaced with voice to text or even thought to text. And if you think about it even the concept of text will be out dated in the future. Text is only a representation of ideas but very inefficient. It takes too many characters and to represent an idea. In the future I can easily see a whole new idea of concept and ideas using all of our senses to convey and store ideas and information. Sat, 13 Jan 2018 06:35:15 -0800 https://nowcomment.com/documents/92739?scroll_to=917798 https://nowcomment.com/documents/92739?scroll_to=917798 Hummm....as for the calculator example, I would say that the true deeper more critical understanding is the theory behind the math. Having an understanding of how to do the math but having somebody else (or machine/calculator/robot) do all the grunt work but thorough understanding as to how to put it to work by applying the correct formulas in the correct situations is more critical than doing the drill and practice of math. Just imagine how much more Einstein could have gotten accomplished if he had a basic smartphone or laptop for running the grunt mathematical calculations. He would have had so much more time to unlock the secrets of our universe. Wed, 27 Nov 2019 07:35:52 -0800 https://nowcomment.com/documents/92739?scroll_to=916722 https://nowcomment.com/documents/92739?scroll_to=916722 What I found when I automated the car assembly lines with robotic systems is that newer more knowledge driven jobs were created because of the robots. So, maybe teachers will just find new or different responsibilities when using new tech for assisting student learning or they can use the time to identify ways to help those that need more special individual help?? Thu, 11 Jan 2018 15:03:44 -0800 https://nowcomment.com/documents/92739?scroll_to=916721 https://nowcomment.com/documents/92739?scroll_to=916721 Then after you get through all of that to use the technology effectively and efficiently....then the next new tech comes out and makes your current one old...and the process starts all over! Sun, 14 Jan 2018 15:54:09 -0800 https://nowcomment.com/documents/92741?scroll_to=916717 https://nowcomment.com/documents/92741?scroll_to=916717 Jen, Yes, I do agree with not over using any one teaching method. Self-driven motivation is extremely important especially with all of this online instruction happening. But personally, even though I'm the tech guy...I am a little biased in teaching and mentoring hands-on creative thinking and problem solving. :) Thu, 11 Jan 2018 14:51:06 -0800 https://nowcomment.com/documents/92741?scroll_to=915832 https://nowcomment.com/documents/92741?scroll_to=915832 I think Khan is a good tool for those that learn well in such an environment. But as educators know, students learn best in many different ways. One of the aspects not mentioned in the video or in many papers on computer based education is why some students prefer to use programs like Khan. I believe many hardcase students might prefer to use Khan type of teaching because they are not seen as being judged by their peers. The anonymity of using Khan to help them with hints and video is not seen by peers so they are not embarrassed or seen as being dumb when asking for help. Thu, 11 Jan 2018 14:51:06 -0800 https://nowcomment.com/documents/92739?scroll_to=915827 https://nowcomment.com/documents/92739?scroll_to=915827 I agree, I think technology is providing us with new tools through the ages. It takes a while before it becomes everyday-everywhere mainstream and no longer new tech. But all tools, even the old calculator slide ruler tool at some point was new tech. In the end its all about what is done with it and can it improve the quality or pace of learning. Wed, 10 Jan 2018 19:36:32 -0800 https://nowcomment.com/documents/92739?scroll_to=915826 https://nowcomment.com/documents/92739?scroll_to=915826 I think we have continually and will continue to have the same discussions with new technology and or ideas or services. Hopefully we find a way to become more efficient with learning, either by using tech so learn at a faster pace or to replace what we don't need to learn. A few examples come to mind: We no longer need to know how to read and write script/cursive. My youngest son of eleven thinks its a foreign language! What about trivia or memorized information?? We can just look that up on our phone. History classes can just cover the big topics and the decade or century that it happened, instead of the date and the specifics. We can look that up also. Hummmm...what if we pushed the envelope even further and went to the STEM stuff. Mathematics are easier now. We can use our phones to locate formulas and even graph functions. All of these advances in technology hopefully allows us to become more efficient so we can spend time learning how to apply these tools learn even more than those who came before us. Wed, 27 Nov 2019 07:35:52 -0800 https://nowcomment.com/documents/92739?scroll_to=915820 https://nowcomment.com/documents/92739?scroll_to=915820 Jen, I can see a future when AI (artificial intelligence) will be able to many tasks of a teacher just as I automated car plants in the past to do the tedious and dangerous jobs on the assembly line. But the upside is new and different jobs were created along the way. AI has come a very long way and is amazing. It is actually being used everyday by scammers around the world trying to use what are called "bots" to create an online relationships with would-be-suitors on dating sites. These bots don't do all the work but they initiate enough of the dialog to provide the scammer with enough knowledge to continue the conversations if they see a possibility of conning someone out of their money. So you never know.... Wed, 10 Jan 2018 19:03:21 -0800 https://nowcomment.com/documents/92739?scroll_to=915818 https://nowcomment.com/documents/92739?scroll_to=915818 Julie, I agree technology will and is changing and should change with technology. But in education the times move slower due to teacher learning the new tech and how to apply it, administration and the public taxes willing to except it and pay for it and just for it to be more mainstream in the homes. I say mainstream in the homes because that is when the public has accepted it and can afford it, when they themselves have it. That is the time when the common denominator between the upper and upper class economics families are the same. Wed, 10 Jan 2018 18:55:44 -0800 https://nowcomment.com/documents/92739?scroll_to=915813 https://nowcomment.com/documents/92739?scroll_to=915813 This is an interesting Star Trek version of the future. This scenario definitely has no issues with cost. LOL! It comes from one of those utopia books or movies. If we look at specific comparisons in my technology minded head, I see a couple similarities right a way. At our CMU remote classrooms we use key FOB's or passcodes to identify and allow people into the centers and classrooms. We track the end game result of tests, exams and class grades with software and teachers can help students with some advise based on their current progress in classes and advisers can help students determine where they need help based on their final grades. The only thing our software will do when a student is so inept at a class is to not allow them to take the next higher level course until they has passed the lower pre-requisite class. And that is only at the adviser level. As for teachers their are some rote learning systems that they can use for students but I believe most of those are aimed at the K12 level ages. It has some interesting scaffolding ideas if ...or I should say when we get that point in our technology and society. But my reference to movies like Star Trek and this scenario is where all ideas come from. We dream of what the possibilities could be and then......we work on achieving them. If know one dreams of them first how will we know to try and achieve them. Wed, 10 Jan 2018 18:46:47 -0800 https://nowcomment.com/documents/92739?scroll_to=915717 https://nowcomment.com/documents/92739?scroll_to=915717 Jeff, I am kind of in your shoes with the computers of long ago. The classes we had with computers were to learn how to do rudimentary programming. We still had typewriting classes without PCs. But the computer lab was just for one class and the major uses of computers in the educational system was with the district wide ISD where they used a mainframe system and terminals via phone modems to be used for administration purposes not for learning. In my school computers were not even being used as tools for other classes just a new skills/trades class with woodshop and metal shop but for nerds like me. LOL Wed, 10 Jan 2018 16:48:35 -0800 https://nowcomment.com/documents/92739?scroll_to=915694 https://nowcomment.com/documents/92739?scroll_to=915694 The recent advancement in technologies has help provide assistance to teachers but has also put a great burden on a financial institution that has stood on stable ground for many many generations. With the rise of inflation, job losses and increasing monthly bills to the school districts and the additional loss of student enrollment schools crumble with no way to stand. Technology does bring efficiency to the work place to save money or make more production for the same or less funding but in a school situation it has not been found to increase student learning in a way that allows them to finish school faster. This would be an example of how it would need to impact a school in order for it to pay off in a monitory way. If technology could truly improve the pace of learning alone leaving the quality where it is, then schools could have a good ROI (return on investment). Think of it, if schools could use technology to speed up student learning without sacrificing current quality they could have students skip have the grades. That means, sorry to say, half the teachers would not be needed. But this would be an example of real monitory cost savings in a K12 institution. Wed, 10 Jan 2018 16:24:35 -0800 https://nowcomment.com/documents/92739?scroll_to=915536 https://nowcomment.com/documents/92739?scroll_to=915536 I believe that teaching problem solving and reasoning are basic to learning and do not require high tech tools. Being a tech geek myself I see many instances of people that are very good at using many technology devices and software but have no real understanding how to utilize them with other technologies or how they essentially work or how they can be approved upon. What makes them tick is just magic to them even though they could be the best in the world in using them. The fact that they are only tools, extensions of our selves, we should have a better understanding how to use these tools to solve problems beyond their normal procedural use. This requires the ability to comprehend a deeper understanding of the tools and and how to view them in ways in which to utilize them. Once problem solving and reasoning is mastered as a talent, learning how to use technology becomes easier and the use of the technologies become more in-depth due to their understanding of how to apply these new technologies as tools with their knowledge of reasoning and problem solving. Wed, 27 Nov 2019 07:35:52 -0800