Most recent public comments by William Callan https://nowcomment.com/users/37374 https://nowcomment.com/documents/100539?scroll_to=991715 https://nowcomment.com/documents/100539?scroll_to=991715 I definitely think that credentialing should be done in multiple areas and opportunities outside of traditional education. This idea that learning happens everywhere, and rewarding people for taking opportunities to educate themselves is a great idea. I think this will definitely allow students to engage in learning on a much more meaningful and deeper level than sitting in a traditional classroom. However, I fear that this will increase the learning gap due to socioeconomics that is discussed in the subsequent text. Allowing credentialing to happen outside of school through tech will just give those who have access an even greater advantage at multiple levels. That shouldn't hinder the movement at all, but push the idea that access to these technologies needs to be treated more as a need for modern life rather than a luxury (like most of us view it now). Sat, 07 Apr 2018 15:50:52 -0400 https://nowcomment.com/documents/100539?scroll_to=991711 https://nowcomment.com/documents/100539?scroll_to=991711 I do feel that some content knowledge is important, but how they use that knowledge is what we really want. So requiring students to spend time to memorize material first, and then working on how to use it is pointless and is often where we lose students attention and eagerness to learn. Give them tasks that require them to use and integrate the information, and then let them use the internet to provide them the base info. This is probably one of the most difficult ideas for people in education to get past. We normally would consider an open-book or take home test to be a cheat or too easy. But if you are truly testing what you should be, the integration of the knowledge and the higher level connections, then a book or internet access shouldn't make any difference to assessing the learning that has taken place. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100539?scroll_to=991702 https://nowcomment.com/documents/100539?scroll_to=991702 I am going to take the easy route on this since I am the first responder and pick the internet as a tech that has changed our traditional notions of learning. The instant access to information makes the memorization of material that was a core part of "education" in the past fairly moot. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100539?scroll_to=991699 https://nowcomment.com/documents/100539?scroll_to=991699 I think this goes to the idea of teachers and teaching. Our idea of teaching as teachers today (and in the past) isn't really working the way that we need it to. Our idealogy of what it means to be a teacher and what teaching should look like needs to change drastically. This will be very hard since all of the assessments for how we characterize learning and good teaching is based on this archaic model that isn't functioning the way that we need it to. Without first changing our guidelines, teacher can't change their teaching design and the real core problem to education today will never be able to adapt appropriately to the needs of the future. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100539?scroll_to=991696 https://nowcomment.com/documents/100539?scroll_to=991696 This connects back to the material we read in week 10 covering gaps in technology knowledge due to socioeconomic issues. The access to the internet and applications can provide opportunities for learning and advancement well beyond what can be provided in schools. Students who have this access will have an advantage than those who cannot afford it. Creating a gap due to socioeconomic status and making it more difficult for those in lower socioeconomic groups to advance and excel. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100529?scroll_to=991695 https://nowcomment.com/documents/100529?scroll_to=991695 I think that the WWC set these standards to make it easier on themselves. I think that they probably believe in the importance of qualitative data, but by setting these rules, it makes it very cut a dry for the group on who gets the stamp and who doesn't. I think the take home is that if you see research that should qualify for the WWC, but doesn't have the approval then perhaps you should ask why. Otherwise, any other research that involves any of the "bans", it shouldn't matter that they don't have the approval because it means nothing for that research group. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/100529?scroll_to=991694 https://nowcomment.com/documents/100529?scroll_to=991694 I agree that recordings, photos, and field notes could really add to the quantitative numbers and enrich the study greatly. Sun, 01 Apr 2018 14:02:09 -0400 https://nowcomment.com/documents/100529?scroll_to=991693 https://nowcomment.com/documents/100529?scroll_to=991693 I think that would be vital to getting the depth and validity that the WWC is looking for. Without a control group, the point of requiring quantitative studies seems pointless. Sun, 01 Apr 2018 13:59:19 -0400 https://nowcomment.com/documents/100529?scroll_to=990460 https://nowcomment.com/documents/100529?scroll_to=990460 1: Questionnaire directly after PD. 2: Pretest/Postest 3: I think a good way measure this would be to have the teacher video record the class. As the framework states, the rubric and expectations should be provided fairly early as well as an adequate amount of time to design a quality lesson plan to implement the PD topic. 4: Comparison of tests/projects/etc from previous classes before the PD and the same activities after. You could also have a teacher teach one class like "normal" and a similar class with the new process implemented and measure the difference in final product, pretest/postest, or some other assessment. Sun, 01 Apr 2018 13:59:19 -0400 https://nowcomment.com/documents/100529?scroll_to=990399 https://nowcomment.com/documents/100529?scroll_to=990399 I think strictly qualitative studies are are omitted by the WWC because of the difficulty in quantifying their validity. However, mixed methods should definitely be considered since they have the quantitative data to show an effect, and the qualitative component to show how that effect is perceived, what is good, and what is bad. This qualitative data can be taken from both sides of the learning dynamic. Teachers can discuss ease of use, perceived effectiveness, and give best practices or perceptions. Students could also provide extremely valuable information from the learners perspective on how the implementation went. Wed, 28 Mar 2018 16:40:26 -0400 https://nowcomment.com/documents/100529?scroll_to=990395 https://nowcomment.com/documents/100529?scroll_to=990395 The "controlled trials" term is the issue. Trying to get anything "controlled" in an educational system and have enough possibilities to randomize the participants is going to be extremely difficult. There are too many variables to try and control for. If you did control for the significant variables, then the randomization is not likely to be in question. Wed, 28 Mar 2018 16:32:46 -0400 https://nowcomment.com/documents/100529?scroll_to=990385 https://nowcomment.com/documents/100529?scroll_to=990385 This is actually fairly similar to what I would like to do for some of my research. The schools I am looking at have already switched to using OER and it is assumed they have had some kind of "PD" to help them with the switch. I want to assess how they are doing now and what they feel was helpful, and what they feel they needed more help with. I also want to see how the change has affected standardized test scores over the years. So, I think it is important to ask if the tech that the PD focuses on was ever used and what "results" and suggestions do the teachers have after their first attempt at implementation in a classroom or what more they need to get them to try implementing it. I also think some pre and post scores showing the effectiveness of the tech is important to know if the PD helped make the tech implementation successful for student learning. Wed, 27 Nov 2019 10:36:01 -0500 https://nowcomment.com/documents/97749?scroll_to=960833 https://nowcomment.com/documents/97749?scroll_to=960833 I too think education can foster creativity and critical thinking, but I think the way many k-12 programs are doing it right now is not accomplishing that. I feel the "standardization" of education in the US has killed the biggest advantage that we had as a country. We were always at the forefront of creation and innovation, but that has dropped off significantly because schools are forcing teachers to focus on certain goals of knowledge and lose the ability to inspire and develop creativity. In our current system, a student has to be really strong to fight the standardization to come out with the uniqueness that creates new and vital advances in all areas of life. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/97749?scroll_to=960830 https://nowcomment.com/documents/97749?scroll_to=960830 Since technologies are rarely created with educators in mind, they often by nature encourage our innovative side to figure out how to use the new technology successfully in the classroom. The simple creation of new tech is a motivator for innovation in the educational world. In a way, online classes are sort of an automation of a classroom. It takes a lot of work in the beginning to set up all the pieces and parts of the class, but once it has started the teacher just needs to add in occasional adjustments and then feedback to the students. The other processes are often fairly autonomous within the class function compared to F2F classes. Some upper level classes are more complex, like doctoral programs, but even at the master's level this is a common practice for online courses. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/97749?scroll_to=960824 https://nowcomment.com/documents/97749?scroll_to=960824 I don't think this is about creativity. It sounds more to me about a mesh between the teachers pedagogical beliefs and the tech's pedagogical usefulness. If the tech is particularly useful in a pedagogical area that the teacher is less confident or finds less useful, then they will not be likely to incorporate the tech. I don't think this requires the teachers to be creative. I also don't think every teacher needs to be creative. A great musician doesn't have to be able to compose music. So great teachers dont have to be able to create curriculum. If they arent creative, then they just need to be open and willing to try new ideas and activities that are created by others. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/97745?scroll_to=958539 https://nowcomment.com/documents/97745?scroll_to=958539 I love innovation in education, but I dont feel like every teacher needs to be innovative. They just need to be willing to try new things and adapt with the changes around them. As I started teaching, everyone always said, "You dont need to reinvent the wheel". I think certain members of education will always have innovative tendencies, but as long as those teachers are willing to share their experiences and ideas, and other teachers are willing to try the new tools and techniques, then not every teacher needs to be an innovator. We all have our specialties and it takes many different styles to help make education successful. Demanding innovation from everyone is not appreciating the differences in people and the importance of that diversity. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/97745?scroll_to=958538 https://nowcomment.com/documents/97745?scroll_to=958538 I think that teacher disposition is the toughest aspect to change in a teacher. Without the disposition to want to change, challenge, and improve, it is almost impossible to add in the knowledge and skills from PD. I think for some, PD can help to change disposition. However, I have known many a teacher that was resistant to change at all levels and I feel those teachers need a "stronger" push than any PD can provide. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/97745?scroll_to=958537 https://nowcomment.com/documents/97745?scroll_to=958537 I think this study puts more of the focus on the teachers. Previous studies were focused on what the school is not doing and now the focus is on the teacher and their part in the incorporation of technology. Like Ashley said in our meeting last week, she had many examples of getting tech for teachers, but not many were actually using it. Schools cant afford to pay so much for tech and have so little usage. This paper gets at that issue and gives ideas on how to address the lack of teacher change. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/97745?scroll_to=958536 https://nowcomment.com/documents/97745?scroll_to=958536 I absolutely feel that 15+ years of teaching have influenced my pedagogical beliefs and the likelyhood that a particular strategy or tool will succeed in my classroom. I have seen certain tools and methods work great and others fail miserably. I will likely take those experiences and adapt my pedagogical experiences around them. That will in turn influence my success with tech/tools that challenge that assumption (like twitter for me unfortunately). I will gladly admit that it is taking me more time than it probably should to get this twitter down because of previous perceptions. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=951984 https://nowcomment.com/documents/96802?scroll_to=951984 I agree, it will be very difficult to create a really good educational game. But I feel in our society and with the amounts of money we are currently pouring into certain parts of education, we should be able to come up with the "toolkit" that you were talking about to build high quality entertaining and educational games. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=951967 https://nowcomment.com/documents/96802?scroll_to=951967 This panel really has some extremes as far as their focus for learning. I think the best is a mix of the panel. None of them really covers all the bases and the best solution is going to incorporate some of the self directed personalized learning, but the solution must also incorporate activities that bolster the soft skills of collaboration, communication, and critical thinking. All of those are extremely important and very difficult to incorporate into the "personalized self-learning" format. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=951948 https://nowcomment.com/documents/96802?scroll_to=951948 Ms Zolt seems to focus more on collaboration and engagement as core values for learning. This is very different from the previous speakers who where talking more about having students working on their own to receive learning tailored for their needs. Ms. Holtz is taking the personalized idea of having a one-on-one collaborator for students to discuss learning and topics. I think this idea is great, but extremely difficult to pull off on a large scale. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=949256 https://nowcomment.com/documents/96802?scroll_to=949256 I think his ideas about educational games has a lot of potential. It is incorporating the idea of personal learning with game learning to create an experience to meet the needs of all the students. I don't know what this assumes about the teachers, but it assumes engagement and self interest is a great way to get students to learn and utilize new material. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=949206 https://nowcomment.com/documents/96802?scroll_to=949206 I am hearing a lot of things that the government is doing, but they seem like the same thing that has always been done. Tell people about this, give grants for technology use, make this more available. I am just not sure they are going to get the results that they want with this same "in the box" thinking. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=949202 https://nowcomment.com/documents/96802?scroll_to=949202 Mr. Hughes described personalized learning as being able to provide additional support and products when needed depending on the student. Extra help for those sections the student is struggling and advancement in areas that the student has mastered. This theoretically enables the learner to constantly be challenged but not overwhelmed. This is very different from personal learning which allows the learner to control their learning process. The learner gets to follow what intrigues them and engages their interest most at that time. Mr. Hughes is describing a personalized approach that is determined by an instructor to address what they see as the needs of the student. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96802?scroll_to=949176 https://nowcomment.com/documents/96802?scroll_to=949176 I find some issues that have yet to be solved with the push to individualized self paced learning. I can see its benefits, but it really lacks the ability for the students to develop those vital "soft-skills" that universities and businesses are demanding from their new applicants. On his other point, I agree with the frequent, yet appropriate, assessment of students to help with interventions and assisted learning. These assessments just need to be in multiple formats beyond testing. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96349?scroll_to=947410 https://nowcomment.com/documents/96349?scroll_to=947410 It is interesting to see how your mind goes to the programming side of education and learning. When I first saw this I automatically thought of those "Pick your own adventure" books that you can pick what happens next in the story. I think you are looking at the education of how to use the technology, and I am looking at the education that can be delivered by someone who knows how to use the tech. I like the different take on it. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96349?scroll_to=947409 https://nowcomment.com/documents/96349?scroll_to=947409 I agree that the initial idea was business driven as much of tech is , because that is where the money is. However, through the video, you can see the excitement that they have for the tech and all the possibilities that they see if enhancing beyond just business. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96349?scroll_to=947408 https://nowcomment.com/documents/96349?scroll_to=947408 I think the importance of hypertext documents like hypercard is that they put the power into the readers hands. When reading a normal document, you must follow the train of thought of the author. They are the guide and they have the power of what and when you get information. As a reader in a hypertext situation, you can choose the section that you want to follow next. You can jump to the discussion then, back to the methods, then to the conclusions if you wanted to. The reader has developed the power to choose their own path through the material. Wed, 21 Feb 2018 12:13:41 -0500 https://nowcomment.com/documents/96345?scroll_to=947407 https://nowcomment.com/documents/96345?scroll_to=947407 That is a very profound statement for researchers. I never thought about using a sample group like that before. That is a very interesting take on how to solve some of the issues we get with certain populations that we want to study. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=947406 https://nowcomment.com/documents/96345?scroll_to=947406 I think the focus is on the effectiveness of the technology. I feel like the researchers almost got distracted by trying to create an quasi experimental approach and should have just focused on a good correlational study. Simply showing that the tech provided good learning results would have been a stronger course for me than their attempt to try and compare back to a "normal" classroom. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=947405 https://nowcomment.com/documents/96345?scroll_to=947405 I am not seeing any major quantifiable benefits. 1 on 1 computers is expensive and difficult to manage for schools systems. The payoff would have to be significant to justify the expense and effort that is put forth. But, this study shows negligible if any benefits to the switch. That would give me significant pause if I were a schools system looking into doing this. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=947404 https://nowcomment.com/documents/96345?scroll_to=947404 What were the socioeconomic standings of the schools? This would play a major role in the ability to use the computer outside of school and possibly the students comfort with the technology, both playing a large role in the effectiveness of the tech. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=947403 https://nowcomment.com/documents/96345?scroll_to=947403 I think the point of this study is really whether the tech is effective. The Galt scores and grade scores show that using the IMM provides success in both grades and pre/post tests. The comparison with the normal classroom was less important and honestly not as well backed since the course design differences are not clear. But I feel the "point" of the study is well supported by the data collected. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=947401 https://nowcomment.com/documents/96345?scroll_to=947401 This makes me think that they multimedia is used as simulations to replace field trips with the professor. In that case, these would be much more relevant to the learning design than in comparison to just lecture content. The wording is not clear as far as I can tell from these excerpts. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=947400 https://nowcomment.com/documents/96345?scroll_to=947400 I found it very interesting that they found self-paced learning was less effective for this study. This helps point out the importance of the instructor still in these early days of technology integration. I wonder if this holds true as time, technology, and pedagogy moves along. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96345?scroll_to=947399 https://nowcomment.com/documents/96345?scroll_to=947399 Extra credit for the assignment definitely affects the type of student who would be involved in the study. This makes me question some of the validity of the study. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/96349?scroll_to=943827 https://nowcomment.com/documents/96349?scroll_to=943827 This reminds me of some of the literacy readings that we did for Dr. Mike and the importance of hyperlink learning and how different that is to traditional reading and learning. The design here seems very simple for us, but you can see how excited they are at the possibilities they forsee with the type of organization and flow that is being shown with Hypercard. Very cool flashback video. Wed, 27 Nov 2019 10:35:56 -0500 https://nowcomment.com/documents/95760?scroll_to=943801 https://nowcomment.com/documents/95760?scroll_to=943801 In my time in education, some of the "smartest" students I have known have underperformed and been unsuccessful in life out of school because they never worked on any other skills beside collecting knowledge. k-12, and in many cases colleges too, reward those who can memorize and don't help those students to develop skills like working with others or critical thinking and creativity to use that knowledge in a productive way outside of academia. It is sad to watch someone flounder in life after achieving so much in school and told they have so much "potential" when as educators we really set them up to fail. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95760?scroll_to=943786 https://nowcomment.com/documents/95760?scroll_to=943786 I found this section a little hard to follow, but I think at one point they talked about how tuition was upwards of 25% of the average families income to attend these charter schools. These schools have a lot more funding and therefore resources as far as tech and quality teachers. The costs also confine the availability to a select few of higher income families which automatically increases the likelyhood of success for the students. This pressure on families to find a way to pay for "better" education is what has been fueling the college increase in cost and will do the same for k-12 if charter schools are given public funding. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95760?scroll_to=943783 https://nowcomment.com/documents/95760?scroll_to=943783 Taking your glorified textbook comment a little further. Aren't all teachers just a glorified textbooks. All the other parts of our job is just being an aid to the student to help guide them through different assignments. Should teachers content knowledge really matter in the tech world now? Should teachers just focus on pedagogical processes and let "textbooks" deliver the content? My point is the "glorified" part of direct instruction can be extremely important. We are all just delivering info, but how that info is conveyed, even in direct instruction, can vary and be learned in varying levels of success. Some direct instruction is vital to provide the basis for the more complex thought. Having Khan as a supplementary material is a great thing and still has its role. it just isnt necessarily the savior that many would like to believe. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95752?scroll_to=941604 https://nowcomment.com/documents/95752?scroll_to=941604 Good point about timing. The biggest impact PD has had on my teaching was one that was given slightly before the beginning of school when I was preparing for the upcoming year. It was easy to implement the changes in some small areas to test it out and then fully integrate it at a later time. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/95752?scroll_to=941596 https://nowcomment.com/documents/95752?scroll_to=941596 I think the idea of "constructing knowledge" using the knowledge in application to create links and meaning rather than just memorization. You can "create" in many different ways and some of those can be done by yourself when reading a book or watching tv. Creating an idea, or a goal, or dream, from the stories or information in a show or book will help the learner make that link to usefulness and therefor make the knowledge true for them. Just a thought. I think of constructivism as just a fancy way of saying "use it or lose it". Use the information in a meaningful way by creating "something", or the information isn't truly integrated and will be lost. Back to the main point, this can still be done with k-12, present info then make sure they use it to create connections and true knowledge with it. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/94521?scroll_to=930285 https://nowcomment.com/documents/94521?scroll_to=930285 This is where trans-dicsiplinary learning should be focused too. Explaining the importance in education of incorporating multiple disciplines and how TPACK is, in itself, a trans-disciplinary technique to bring technology, content, and pedagogy all together into a teaching framework and design. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94521?scroll_to=930266 https://nowcomment.com/documents/94521?scroll_to=930266 I think this would be a great opportunity to start the discussion of the importance of creativity in TPACK. Since most technologies are not made for educational purposes, we as instructors must become more creative in how we use these technologies in combination with our pedagogy. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94521?scroll_to=930261 https://nowcomment.com/documents/94521?scroll_to=930261 I feel that this statement might not be relevant to most teachers today. With the vast majority of teachers in k-12 having been hired in the last 10 years, most of them will have quite a bit of comfort with technology and experienced within their programs in utilizing technology in education. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94521?scroll_to=930190 https://nowcomment.com/documents/94521?scroll_to=930190 I have a problem with this statement. I think that most teachers who don't know a lot about technologies find them very fixed in their function. However, they are taught to use the technology is how they tend to use it. Only with comfort and creativity do teachers branch out and find the technologies to be more protean. I honestly could say the same about a pencil. We are taught pencils are for drawing, but a physics teacher will use them to build a bridge for a raft, a biology teacher may use them as a dissecting tool or a planting aid, and an artist may use them in a sculpture. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94516?scroll_to=930106 https://nowcomment.com/documents/94516?scroll_to=930106 I think technology, education, and one's content are all trans-dicsiplinary. To be able to incorporate all of those into a class brings knowledge from many areas and adds to the educational experience. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/94516?scroll_to=930067 https://nowcomment.com/documents/94516?scroll_to=930067 TPACK doesn't guarantee creativity, but it definitely provides the opportunity for it. Combining new media and technologies with pedagogy to teach content has awesome possibilities for creative incorporations. And I think it will take really creative thinking to use many of the technologies to their fullest potential. When I started learning about tech in schools and distance learning, the consensus throughout my program was that twitter will never be really good to critical or creative thinking. You just cant get deep thought from that type of media. Look now and there are tons of examples of twitter being used in all kinds of educational situations successfully and with great critical thinking outcomes. It just sometimes takes creativity to move past using a media like it is supposed to be used and instead utilizing it in ways beyond the obvious. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/94516?scroll_to=929945 https://nowcomment.com/documents/94516?scroll_to=929945 I feel that TPACK is much more than just a literacy. The pedagogical component is specifically important to TPACK which I don't see as a component of literacy. How to use and communicate with a media doesn't imply that a person is capable of using it to teach with. I have meet many super intelligent people who have vast literacy knowledge in many types of media, but couldn't put together a decent teaching practice to save their life! So, TPACK encompasses literacy but they aren't equivalent IMO. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/93678?scroll_to=922806 https://nowcomment.com/documents/93678?scroll_to=922806 For teachers and teaching, SAMR assumes that they will need to make small steps to incorporate technology, which from my experience is very accurate. Very few teachers have the time to do a massive change in their entire course design all at once. For students and learning, I still think this assumes that technology helps all students which isnt always the case. It does enable certain tasks with VR and collaboration that simply couldnt occur otherwise, but at times technology can be its own worst enemy since the price can make it difficult for some students to utilize. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/93678?scroll_to=922804 https://nowcomment.com/documents/93678?scroll_to=922804 I think true substitution would recreate all aspects of your previous assignment. Typing doesn't replace the hands-on link with the brain that hand-writing does. So a substitute for handwriting notes is using an app that converts handwriting into text. So you can still hand write the notes and create that tactile link, but you are using a tech that clarifies and organizes the notes and allows so much more to be done with them. I guess a teacher would have to make sure that they are still hitting all of the different areas of learning with the new tech that they do with the older media. I think the most difficult part for people in using new technology is realizing all the things they actually do with their current media. You have to understand how your current assignment is reaching students before you can change over to technology and expect to get similar or better results. And with tech, it often takes thinking outside the box to achieve those same tasks and improve upon them. Wed, 21 Feb 2018 12:13:40 -0500 https://nowcomment.com/documents/103403?scroll_to=1017384 https://nowcomment.com/documents/103403?scroll_to=1017384 I am not sure what they mean by Authentic, but the real world applicability is key for all ages. When young students can go home, and "help" their parents count money or tell them about how a seed grows into a tree, that real world usage for them helps make the material stick better and gets them interested in learning more. If you teach them math because they need to know it, it wont be nearly as engaging and exciting as if you give them a way they can go home and use it. I think that is one reason some math teachers lose students attention in those grades 2-6 because they push the practice sheets more than an idea of go home and figure this out about your house.... I still remember my 7th grade teacher giving us homework that involved answers from our own lives. She checked the progress, but there was no set numbers. We gathered the info, did the calculations, and solved a practical "problem". Sat, 28 Apr 2018 14:29:35 -0400 https://nowcomment.com/documents/93675?scroll_to=922803 https://nowcomment.com/documents/93675?scroll_to=922803 I am not sure what they mean by Authentic, but the real world applicability is key for all ages. When young students can go home, and "help" their parents count money or tell them about how a seed grows into a tree, that real world usage for them helps make the material stick better and gets them interested in learning more. If you teach them math because they need to know it, it wont be nearly as engaging and exciting as if you give them a way they can go home and use it. I think that is one reason some math teachers lose students attention in those grades 2-6 because they push the practice sheets more than an idea of go home and figure this out about your house.... I still remember my 7th grade teacher giving us homework that involved answers from our own lives. She checked the progress, but there was no set numbers. We gathered the info, did the calculations, and solved a practical "problem". Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/103403?scroll_to=1017379 https://nowcomment.com/documents/103403?scroll_to=1017379 I think this assumes that all students like technology. I taught low level students in low-socioeconomic areas in High School for 10 years. Many of my students didnt have access to any of the technology that we were using in class at times (computers, internet, youtube, gaming) and rather than being interested, they were intimidated or frustrated. This would often cause them to shut down which is a common response for struggling students. Technology often made it very difficult to reach these students and get them involved without one-on-one guidance from the teacher which isnt really possible in most instances. Sat, 28 Apr 2018 14:29:30 -0400 https://nowcomment.com/documents/93675?scroll_to=922801 https://nowcomment.com/documents/93675?scroll_to=922801 I think this assumes that all students like technology. I taught low level students in low-socioeconomic areas in High School for 10 years. Many of my students didnt have access to any of the technology that we were using in class at times (computers, internet, youtube, gaming) and rather than being interested, they were intimidated or frustrated. This would often cause them to shut down which is a common response for struggling students. Technology often made it very difficult to reach these students and get them involved without one-on-one guidance from the teacher which isnt really possible in most instances. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/93675?scroll_to=922798 https://nowcomment.com/documents/93675?scroll_to=922798 I think this framework assumes that teachers aren't going to apply the same techniques that have worked successfully in their class to the technology they are going to utilize. Relating to real world experiences isn't a technology idea, but a teaching idea that has been around for decades. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/93675?scroll_to=922796 https://nowcomment.com/documents/93675?scroll_to=922796 Going back to a little of what I posted in last weeks articles, why does this framework have to be about tech. You can easily remove every reference to technology, replace it with media, and it will work for all education. I dont feel this is a technology framework. It is a good education framework that good teachers do with all the ways that they introduce material to their students. To make technology successful, just use the same teaching techniques that have been associated with those great teachers and apply it to the technology you want to use. Some technologies make it easier to accomplish certain tasks and provide new possibilities to use. But the "framework" and basics of good quality teaching are the same no matter the media IMO. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/92742?scroll_to=917610 https://nowcomment.com/documents/92742?scroll_to=917610 Khan academy an other programs like it are great for students of all types. I am using one with my pre-schooler not called ABC mouse. I had tried flashcards and other games/activities to work on the alphabet and numbers with her, but ABC mouse has the computer aspect (which like they said in the video has a natural engagement for kids) and is often presented in a game like design. Both increasing engagement and learning. I also agree with Ashley that this should not be the only tool and it is not a silver bullet. But it is a great addition to try and reach students from a different angle than what occurs in most teaching situations. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/92739?scroll_to=917608 https://nowcomment.com/documents/92739?scroll_to=917608 Bah! Smartboards! When I got mine as a teacher, I immediately asked if I could trade it for the handheld models. You could get 6 or so "ipad" like devices that linked with the smartboard and allowed groups to all work on the same item. That was real tech that could help improve effective teaching. The front of the room smartboards were such a waste of money. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/92739?scroll_to=917607 https://nowcomment.com/documents/92739?scroll_to=917607 I personally feel that good teaching is the same with any method used. I had some great teachers who could turn a chalkboard into an amazing learning tool. I have also had teachers using some of the coolest science tech available, and boring everyone to death with little or no real knowledge being passed. I think some techs make tasks of teaching easier, but the aspects of a good teaching method is separate from the tools used. The same great teachers before tech use will likely be great after incorporating tech. At the same time, the bad teachers before will still be bad even with great tech. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92739?scroll_to=917603 https://nowcomment.com/documents/92739?scroll_to=917603 I totally agree that more effective PD and follow up is the paramount to getting teachers to use more tech. A quick "this is how its done" is great for those who are enthusiastic about change. But to get those teachers that are more "comfortable" in their current teaching styles, PD needs to provide more practical uses and even assist with implementation. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/92739?scroll_to=917600 https://nowcomment.com/documents/92739?scroll_to=917600 I feel like I am constantly having that discussion in a lot of our classes in this program. Even previously in this article when the author talked about tech influencing the move to more student-centered learning. I really feel that tech is just a tool and a good teaching design can be utilized with any tool. It just takes some time to figure out how to do it well. Some tools make it easier, but effective teaching is not inherent to any tech IMO. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92739?scroll_to=917598 https://nowcomment.com/documents/92739?scroll_to=917598 Cautious optimism is my mantra for life. When you have any institution with so many different voices having input, nothing happens fast. When you include a workforce that includes teachers who have been "doing what they do" for 25-30 years, they aren't likely going to be changing without a lot of fighting. So the changes will happen with the new teachers, and as the older teachers retire, and the newer teachers become the norm, the use of tech will slowly permeate further into the norm of the education system. The key is to get those new teachers (and the few older teachers that are eager to try new things) to be comfortable and efficient at using technology in classrooms. Wed, 21 Feb 2018 12:13:39 -0500 https://nowcomment.com/documents/92739?scroll_to=917563 https://nowcomment.com/documents/92739?scroll_to=917563 I think that this really isnt a big component of the move to technology. I have seen teachers use tons of tech but still use the same memorization format. Same game, new toys. I think this change is more in the permeation and realization of the importance of making material relevant and more student centered. As a k-12 teacher, this was a big push across all classes, but as a separate entity from the tech push. I think that they work well together, but I don't think that tech is really as much of a factor in this change in education as the constructivist ideal is. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92739?scroll_to=917561 https://nowcomment.com/documents/92739?scroll_to=917561 I took a programming class, and the main focus of the entire class was how this technology could help us with careers later down the road. Every new topic was related to real life examples of possible needs for the tech and how understanding the material could benefit us in the future. As a teacher in k-12 for 10 years, I definitely saw this as a big push for the inclusion of technology in class. We were offered grants and urged to incorporate tech at every possibility because it was the “wave of the future”. Wed, 21 Feb 2018 12:13:39 -0500