Most recent public comments by Pamela Wegener https://nowcomment.com/users/37457 https://nowcomment.com/documents/100537?scroll_to=996644 https://nowcomment.com/documents/100537?scroll_to=996644 I agree with Ito's statement that sitting in a seat for hours is not the best measurement of how much you know. Making the connection between critical thinking, interpretation, and application of content matter is a better measurement. I agree with Robert, this is the area that is the sweet spot in education. I found her example of the MOOC in India whereby they ran out of classroom space and used computers on pallets interesting because the content was a heavy science such as engineering. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100537?scroll_to=996635 https://nowcomment.com/documents/100537?scroll_to=996635 Ito's frame of mind refers to the quest for information and knowledge, and the process of finding it which in her era was laborious. Her daughter's era has an abundance of readily available information and knowledge with little effort to find. I would compare the two generations of seeking information/knowledge as pumping a well in the dessert to drinking from a fire hose. The one example of technology that I think has changed our traditional notions is YouTube. It assumes teachers will be able to educate globally and students can learn anytime, anyplace. Wed, 27 Nov 2019 10:36:02 -0500 https://nowcomment.com/documents/100530?scroll_to=990952 https://nowcomment.com/documents/100530?scroll_to=990952 Sarah, you are right along with my thoughts that ignoring outside factors and assuming that what works fits all is detrimental. Thu, 29 Mar 2018 14:30:40 -0400 https://nowcomment.com/documents/100530?scroll_to=990951 https://nowcomment.com/documents/100530?scroll_to=990951 I agree Robert, evaluating their "click-through" process is valuable. Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/100530?scroll_to=990949 https://nowcomment.com/documents/100530?scroll_to=990949 End of session surveys have minimal impact in my view of measuring the success of PD outcomes. PD content is still fresh in mind, however, once the real application of what is learned takes place, the learner's perception could change. I like the idea of pre-and-post perception surveys followed by either an evaluation or interview once the PD material is practiced over a reasonable amount of time. Wed, 27 Nov 2019 10:36:00 -0500 https://nowcomment.com/documents/97745?scroll_to=963862 https://nowcomment.com/documents/97745?scroll_to=963862 In 2002, professional development and tech support were important in the implementation of technology in the classroom and this still holds true today. Access to technology and ease of use are also important factors in 2018 but not as limited as in 2002. Many of the articles I read in EDU802 claimed there is still a great need for tech support and PD even though this has been discussed for the last ten plus years. Fri, 23 Feb 2018 18:41:06 -0500 https://nowcomment.com/documents/97745?scroll_to=963859 https://nowcomment.com/documents/97745?scroll_to=963859 Unfortunately I don't have teaching experience to relate to these factors, but I agree that personal experiences and social-cultural influences impact beliefs. Before I approach anything new, I consider what I've read, heard, or observed about the topic and examine my comfort level based on previous experiences. Fri, 23 Feb 2018 18:34:26 -0500 https://nowcomment.com/documents/97745?scroll_to=963858 https://nowcomment.com/documents/97745?scroll_to=963858 Thank you Jennie for sharing the PURIA model. I've not seen this before and it is interesting. Fri, 23 Feb 2018 18:29:29 -0500 https://nowcomment.com/documents/97749?scroll_to=963815 https://nowcomment.com/documents/97749?scroll_to=963815 Jennie, I completely agree with you regarding standardizing testing. I like your thought that the assessment model needs to incorporate creative aspects. Fri, 23 Feb 2018 15:46:47 -0500 https://nowcomment.com/documents/97749?scroll_to=963808 https://nowcomment.com/documents/97749?scroll_to=963808 Until there is some type of reward or encouragement for teachers to explore their creativity, it is not going to take place at the speed Zhao wishes. The tech tools exist that can assist with creativity but first there needs to be an interest, which, unfortunately isn't there when there is so much to do to prepare for standardized tests. I went last evening to my son's high school meeting about taking the SAT and other tests he will take his junior year. All the teachers spoke about was how our children should be using Khan Academy and other online tools to prepare for these tests. My son left there and asked if I would bring a laptop with us on spring break so he can study for the SAT (which is the first day back to school from spring break). Where is the creativity in that? Fri, 23 Feb 2018 22:38:41 -0500 https://nowcomment.com/documents/97749?scroll_to=963795 https://nowcomment.com/documents/97749?scroll_to=963795 Zhao argues that every child's talent is valuable. As he mentions, technology's role for education is a tool for students to create and to share expertise on a global and diverse scale. To help change teacher's perceptions I would find a way to demonstrate Zhao's points then ask the teachers to practice them with the students. Unfortunately, as Zhao commented, our country only teaches to the standard and what is mandated by the educational governing body. Fri, 23 Feb 2018 15:02:44 -0500 https://nowcomment.com/documents/97749?scroll_to=963791 https://nowcomment.com/documents/97749?scroll_to=963791 In Zhao's February blog about his new book he states "we need an education that helps everyone to become uniquely creative and entrepreneurial. Education needs to stop preparing students to become a homogenous group of average individuals—mediocre at everything but great at nothing—and to begin helping everyone to become great." This statement leads into his passion for personalized learning. My prediction is that Zhao views the role of technology in education as a means for creativity and personalized learning controlled by the student and not standardized education. Fri, 23 Feb 2018 14:46:06 -0500 https://nowcomment.com/documents/97745?scroll_to=959810 https://nowcomment.com/documents/97745?scroll_to=959810 Very well said Todd...everyone brings something different (talent) to the table and as long as their is a willingness to collaborate, not everyone needs to be the leader or innovator of technology. Tue, 20 Feb 2018 20:41:34 -0500 https://nowcomment.com/documents/96801?scroll_to=954126 https://nowcomment.com/documents/96801?scroll_to=954126 Yes, I remember this article and Popovic's argument was after this article came out so there may be a connection. Thu, 15 Feb 2018 19:44:41 -0500 https://nowcomment.com/documents/96801?scroll_to=954110 https://nowcomment.com/documents/96801?scroll_to=954110 Great point Julie! These are the learning moments I appreciate because it is a perspective I may have not looked for because I'm not teaching but it does make sense that each discipline would be different. Sun, 18 Feb 2018 14:12:08 -0500 https://nowcomment.com/documents/96801?scroll_to=951171 https://nowcomment.com/documents/96801?scroll_to=951171 Mr. Popovic's statement appeared to imply that the education field lacked sufficient data to help with his data-driven "fractions" game. He assumed that teachers needed a mechanism to model math concepts and that students could only be engaged by the characteristics of the games. Other mechanisms were not as engaging according to him. Tue, 13 Feb 2018 15:27:31 -0500 https://nowcomment.com/documents/96801?scroll_to=951170 https://nowcomment.com/documents/96801?scroll_to=951170 I heard Ms. Weiss speak about initiatives that will help enable students and their families to utilize technology for coursework and communication with the school and teachers. That was the first I heard about the partnership with Comcast to provide a low-cost option for broadband for low-income families. The issue is, do they have the technology at home to use the internet? We assume every household has a cell phone (with a data plan) and computer. Sun, 18 Feb 2018 07:45:32 -0500 https://nowcomment.com/documents/96801?scroll_to=951123 https://nowcomment.com/documents/96801?scroll_to=951123 I would describe Mr. Hughes' description of personalized learning as one with no limitations or boundaries. The assumptions are the student can learn at their own pace in a virtual space whereby they are not competing to stay ahead with their classmates. They will receive feedback and assessments with interventions designed for them. Sun, 18 Feb 2018 07:41:58 -0500 https://nowcomment.com/documents/96801?scroll_to=951109 https://nowcomment.com/documents/96801?scroll_to=951109 As Mr. Hughes mentioned, the private companies have the capability to invest in these technologies, whether it is investing in people resources, capital or collaboration opportunities. He mentioned his company's ability to stimulate creativity while scaling by tapping into the expertise of business and educational professionals. The private companies have the ability to test the market to help determine what works best for personalizing learning for students. Wed, 14 Feb 2018 19:35:04 -0500 https://nowcomment.com/documents/96348?scroll_to=947668 https://nowcomment.com/documents/96348?scroll_to=947668 As a parent of boys, I'm familiar with erector sets and I think the facilitator also meant that the knowledge acquired from one card could help expand to the knowledge of additional cards. The knowledge continues to grow in various directions and the cards are the stepping stones. I agree with Jennie too that the cards covered many topics similar to mini encyclopedias. Sun, 11 Feb 2018 15:55:38 -0500 https://nowcomment.com/documents/96348?scroll_to=947427 https://nowcomment.com/documents/96348?scroll_to=947427 Hypercard could be used at different grade levels. From an elementary standpoint, it could be used to help students identify and recognize objects and their common features. For example, students could type the word wheel and scroll through the various cards that contain a wheel. Teachers could use talk-aloud to assess the steps students used to find the wheel or describe the wheels. In secondary classes, students could learn to make new buttons using different visual and sound effects. Sat, 10 Feb 2018 13:18:35 -0500 https://nowcomment.com/documents/96348?scroll_to=947426 https://nowcomment.com/documents/96348?scroll_to=947426 Hypercard was full of information, however, unlike WWW, it wasn't coming at the user in a fire-hose manner. The stacks of information was manageable (what could fit on a floppy disk) as compared to the amount of information available today that teachers and students must sift through to find relevancy. Sun, 11 Feb 2018 03:45:59 -0500 https://nowcomment.com/documents/96348?scroll_to=947425 https://nowcomment.com/documents/96348?scroll_to=947425 I like your comparison to Alexa or Google Home, I do see how for the time (`87) it was command driven. Unrelated...some days when I'm driving and I speak aloud and ask my Jeep to call my office and talk hands free, I wonder, what was my commute like before all of this technology? Did I just jam to the radio and not communicate? (safely of course). Sat, 10 Feb 2018 13:11:13 -0500 https://nowcomment.com/documents/96345?scroll_to=947424 https://nowcomment.com/documents/96345?scroll_to=947424 The authors did mention that computers were accessible at school but if the students are not learning outside of the classroom using technology, they will be a different tech level. Sat, 10 Feb 2018 12:56:22 -0500 https://nowcomment.com/documents/96345?scroll_to=947423 https://nowcomment.com/documents/96345?scroll_to=947423 A paradigm shift beyond the scope of preparing students for standardized tests is part of the school reform mentioned in this study. The shift includes how do we prepare students for 21st Century digital literacy and is its worth as a technology investment. Sat, 10 Feb 2018 12:54:49 -0500 https://nowcomment.com/documents/96345?scroll_to=947422 https://nowcomment.com/documents/96345?scroll_to=947422 Great point Jennie! Sat, 10 Feb 2018 12:51:08 -0500 https://nowcomment.com/documents/96345?scroll_to=947421 https://nowcomment.com/documents/96345?scroll_to=947421 I'm having a difficult time wrapping my mind around the "traditional approach with technology". Although I do not teach, I integrate technology daily in my profession. I struggle with identifying the factors that prevent teachers and students from being motivated to integrate technology into their teaching and learning. Sun, 11 Feb 2018 03:53:55 -0500 https://nowcomment.com/documents/96345?scroll_to=947420 https://nowcomment.com/documents/96345?scroll_to=947420 This study discusses the defining characteristics of interactive multimedia instruction and suggests it should be intentionally designed. This positions teachers to be Analysts (ISTE #7), to use technology in different ways to help students learn and demonstrate a particular skill or competency. Sat, 10 Feb 2018 12:29:19 -0500 https://nowcomment.com/documents/96345?scroll_to=947419 https://nowcomment.com/documents/96345?scroll_to=947419 Pearlman (Gandolfo, 1993) stated that schools were failing because of their lack of using technology tools to enrich learning. Frear states students' lack of interest in science is also a problem schools faced in 1999. Compared to schools today and the increased interest in science, specifically STEM initiatives, do you think technology tools have helped increase this interest in science and better position teachers and students? Sun, 11 Feb 2018 23:33:31 -0500 https://nowcomment.com/documents/96345?scroll_to=947418 https://nowcomment.com/documents/96345?scroll_to=947418 Julie, I agree, I think this is an important result of this study, that the use of multimedia has the potential to increase intrinsic motivation. Sat, 10 Feb 2018 12:02:08 -0500 https://nowcomment.com/documents/96345?scroll_to=947417 https://nowcomment.com/documents/96345?scroll_to=947417 I agree with you Robert about the communication being a one-way route. There was no mention of immediate feedback to the student, either by the multi-media or the teacher. Maybe a sign of the limitations of technology during the 90's. Sat, 10 Feb 2018 12:00:23 -0500 https://nowcomment.com/documents/96345?scroll_to=947415 https://nowcomment.com/documents/96345?scroll_to=947415 I agree with you Jennie. I think embedded instructional strategies used in this study are still true today for self-directed learning. Sat, 10 Feb 2018 11:27:01 -0500 https://nowcomment.com/documents/96345?scroll_to=947413 https://nowcomment.com/documents/96345?scroll_to=947413 Looking back to the 80's, I think college freshmen's exposure to computers (technology) were limited to word processing which makes me think this study's sample population had similar levels of technology knowledge. Sat, 10 Feb 2018 11:25:56 -0500 https://nowcomment.com/documents/96345?scroll_to=947412 https://nowcomment.com/documents/96345?scroll_to=947412 The authors discussed innovative methods using new technologies, which align well with ISTE #5, the use of technology o create personalized learning experiences. This study examined self-paced learning which could be characterized as personalized learning. Sat, 10 Feb 2018 11:23:01 -0500 https://nowcomment.com/documents/96345?scroll_to=947411 https://nowcomment.com/documents/96345?scroll_to=947411 In this experimental study, the sample population, in my opinion, does not lend itself to generalizability. The sample was from one particular course at a university, not representative of all majors and only one class standing, freshman, were included. In my view, freshman may not have as much experience with microcomputer technology as a junior or senior in college. Sun, 11 Feb 2018 23:31:19 -0500 https://nowcomment.com/documents/95759?scroll_to=940792 https://nowcomment.com/documents/95759?scroll_to=940792 I found it difficult to listen to hear view about parents and the fight-back as social justice. Also her comments about students seen only as future workers. Being a parent, my children were able to manage homework, after-school clubs, sports, and family life, and it was hectic. But, their learning didn't suffer, and they didn't have time to engage in unhealthy activities. When I look to my senior citizen years (on a beach hopefully), I see the students of today utilizing their 21st Century workplace skills to care for me. If we don't prepare students for the workplace (even at a young age through collaboration and communication skills) then what are we really preparing them for? Our country's future does rest on their shoulders just like it does now on ours (as voters, etc.). Fri, 02 Feb 2018 14:10:12 -0500 https://nowcomment.com/documents/95759?scroll_to=940787 https://nowcomment.com/documents/95759?scroll_to=940787 I feel as though Erickson should read ISTE 4b: "Collaborate and co-learn with students to discover and use new digital resources." Emphasis on co-learn... Fri, 02 Feb 2018 14:00:23 -0500 https://nowcomment.com/documents/95759?scroll_to=940783 https://nowcomment.com/documents/95759?scroll_to=940783 I don't think in this segment she gives enough credit to the impact a teacher and others in education can have on a student's ability. She states input=output...I agree with Julie, that students who read or take ownership of their learning will be successful regardless of their income or family life. I personally know of several alumni from my university who were either foster children or homeless until they came to college and they are now very successful judges, CEOs, and police officials. Fri, 02 Feb 2018 13:55:03 -0500 https://nowcomment.com/documents/95759?scroll_to=940776 https://nowcomment.com/documents/95759?scroll_to=940776 Erickson mentions you can look at the website and get excited about it, and the students are siloed into the same economic class. I don't agree with her argument that class (economic) status overrides what learning can be accomplished with technology, whether in a charter school, public school, etc. http://www.businessinsider.com/innova-schools-in-peru-offer-great-education-for-cheap-2015-7/#the-product-of-all-this-concerted-cultivation-is-a-student-body-that-gets-excited-about-learning-and-is-familiar-with-modern-technology-now-innova-argues-the-next-generation-can-finally-have-a-fair-shot-at-competing-in-the-global-economy-1111111111110 Sat, 03 Feb 2018 10:23:36 -0500 https://nowcomment.com/documents/95759?scroll_to=940765 https://nowcomment.com/documents/95759?scroll_to=940765 In this section, Erickson speaks about modifying teachers to scale and being replaced by robots. I personally don't see this happening anytime soon, especially when teacher presences is such a concern in blended and online learning. Studies argue the importance of teacher presence to support academic success of students. ISTE#4 Sat, 03 Feb 2018 10:26:38 -0500 https://nowcomment.com/documents/95759?scroll_to=940749 https://nowcomment.com/documents/95759?scroll_to=940749 She mentions Skinner's tool allowing students to go at their own pace, answer a question correctly and move on to the next. I think technology can be used in such a way that it does allow students to take ownership of their learning. Similar to the Khan Academy video we watched in week 1 about high school math students. The students progressed at their own pace, with feedback that was immediate and relevant before they proceeded. Sat, 03 Feb 2018 14:46:02 -0500 https://nowcomment.com/documents/95751?scroll_to=940654 https://nowcomment.com/documents/95751?scroll_to=940654 I feel as though at this point in the article (2005), we would have been on ISTE #1 Learner, and not yet to the role of leaders, seeking out opportunities to implement technology, and definitely not at #5-7 as designer, facilitators, and analysts. Fri, 02 Feb 2018 12:31:46 -0500 https://nowcomment.com/documents/95751?scroll_to=940645 https://nowcomment.com/documents/95751?scroll_to=940645 Sat, 03 Feb 2018 10:31:49 -0500 https://nowcomment.com/documents/95751?scroll_to=940644 https://nowcomment.com/documents/95751?scroll_to=940644 I'm not an expert on PD, but I would think that creative professional development could introduce the technologies and benefits, letting the teachers formulate their own opinions instead of giving them the technologies (without PD) and telling them to use it. Fri, 02 Feb 2018 12:25:24 -0500 https://nowcomment.com/documents/95751?scroll_to=940641 https://nowcomment.com/documents/95751?scroll_to=940641 I agree with you, especially the concept of it is harder to change a belief than learn a technology. My institution is struggling currently with a paradigm shift and I believe it is harder for the institution to accept the belief than it will be to learn the new technology. Fri, 02 Feb 2018 12:20:55 -0500 https://nowcomment.com/documents/95751?scroll_to=940636 https://nowcomment.com/documents/95751?scroll_to=940636 I agree with the statement that ultimately the decision rests with teachers. A district can provide all of the infrastructure and training necessary, but if the teacher's mind is set they don't want to use the technology (to its fullest extent) to aid in teaching & learning, then it won't happen. Vice-versa, if a teacher is up on the current technology trends but doesn't have the infrastructure and training, they will find a way to be an advocate for the school/classroom and continue to seek ways to implement technology in the classroom. Fri, 02 Feb 2018 12:16:44 -0500 https://nowcomment.com/documents/95751?scroll_to=940630 https://nowcomment.com/documents/95751?scroll_to=940630 Ah yes, the mid-2000s...remember how businesses, schools, and the general public freaked in 1999 not knowing what would happen to our computers and systems once the clock switched to 2000? Even if a teacher was new to the system/district in 2005, they still most likely only received the basic computer training of email communications, PowerPoint, Word, maybe some Excel but very limited in the sense of Internet use. Fri, 02 Feb 2018 12:13:23 -0500 https://nowcomment.com/documents/95751?scroll_to=940621 https://nowcomment.com/documents/95751?scroll_to=940621 I fully agree Robert that this aligns well with ISTE #1. Also, TPACK wasn't fully formulated when this article was written, however, Schulman's framework of Pedagogical Content Knowledge was available. The needle is moving in the right direction, but is it moving fast enough? Also, depending on where the up and coming new teachers receive their education, will determine how prepared and competent they are with technology. I know a few universities that are still a decade behind in preparing teachers for the digital age. Fri, 02 Feb 2018 12:09:14 -0500 https://nowcomment.com/documents/95751?scroll_to=940597 https://nowcomment.com/documents/95751?scroll_to=940597 I'm wondering what the study used as a scale to measure/define minimum levels of technical competency. Fri, 02 Feb 2018 12:01:30 -0500 https://nowcomment.com/documents/95751?scroll_to=940594 https://nowcomment.com/documents/95751?scroll_to=940594 In 2013, President Obama created the ConnectEd Initiative to enable 99% of students access to broadband within 5 years. https://tech.ed.gov/connected/ Seems like by now, these numbers should have improved since this was written in 2005. Sun, 04 Feb 2018 14:46:32 -0500 https://nowcomment.com/documents/94517?scroll_to=934161 https://nowcomment.com/documents/94517?scroll_to=934161 My thoughts exactly George...out of the box thinking. Sat, 27 Jan 2018 14:27:00 -0500 https://nowcomment.com/documents/94517?scroll_to=934159 https://nowcomment.com/documents/94517?scroll_to=934159 Trans-disciplinary thinking is weaved within TPACK in my view. For example, in TK, an educator may decide to integrate an app they use for their fitness goals as a tech tool to explain a health sciences concept. On the other hand, the idea of trans-disciplinary thinking is true for how it applies to students. Students' interests outside of their academic pursuits shape how they learn, how they problem solve and how they express their creativity. Sat, 27 Jan 2018 14:25:44 -0500 https://nowcomment.com/documents/94517?scroll_to=934154 https://nowcomment.com/documents/94517?scroll_to=934154 The vision for creativity as being NEW (Novel, Effective, and Whole) is similar to my understanding of TPACK. In TPACK, TK is new, unique, novel ways of applying technology to teaching and learning. PK is effective teaching and classroom strategies and CK is strong content and learning applications as a whole. Sat, 27 Jan 2018 14:12:00 -0500 https://nowcomment.com/documents/94517?scroll_to=934146 https://nowcomment.com/documents/94517?scroll_to=934146 I agree with Ashley and also agree with Maria Popova's statement that creativity can't be forced but it is possible when the content we learn is combined with other resources. Sat, 27 Jan 2018 13:58:09 -0500 https://nowcomment.com/documents/94517?scroll_to=934145 https://nowcomment.com/documents/94517?scroll_to=934145 Dr. Mishra also states in the video that nothing has changed...the 21st Century Learning framework still has the core pieces of TPACK. What has changed is the tools available. I view 21st Century Literacy as a sub-section of TPACK. Wed, 27 Nov 2019 10:35:54 -0500 https://nowcomment.com/documents/94521?scroll_to=934142 https://nowcomment.com/documents/94521?scroll_to=934142 Brings to mind the comment you made in class this week that you always search the internet and other sources when you troubleshoot a tech issue. My own laptop requests "updates" several times a week, I can't image any tech tool or tech administrator is ever really totally "up-to-date" on a daily basis. Sat, 27 Jan 2018 13:15:25 -0500 https://nowcomment.com/documents/94521?scroll_to=934141 https://nowcomment.com/documents/94521?scroll_to=934141 I think there is value including creativity and problem solving in the TPACK discussion. It touches all contexts and is essential in the development of 21st Century skills and knowledge. My children have commented to me that the majority of their coursework is memorizing facts to do well on tests and little room for expression of creativity, especially in problem solving. Sat, 27 Jan 2018 13:09:27 -0500 https://nowcomment.com/documents/94517?scroll_to=931029 https://nowcomment.com/documents/94517?scroll_to=931029 I agree with you that it is important for teachers to be able to model and demonstrate their own ability. Thu, 25 Jan 2018 20:43:43 -0500 https://nowcomment.com/documents/94521?scroll_to=930977 https://nowcomment.com/documents/94521?scroll_to=930977 I had the same thought when reading this. Actually today I interviewed someone for an intern position in my office and I almost felt silly asking them to explain what software packages they use regularly. It is uncommon to hear anyone say these days that they don't use the majority of Microsoft, Adobe, and social media tools. Thu, 25 Jan 2018 20:15:22 -0500 https://nowcomment.com/documents/94521?scroll_to=930970 https://nowcomment.com/documents/94521?scroll_to=930970 Possibly add to the PCK section the changing role of educators toward facilitating and guiding students with the use of technology in a student-centered framework. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94521?scroll_to=930963 https://nowcomment.com/documents/94521?scroll_to=930963 "TK is always in a state of flux" gives a negative connotation that it is impossible to ever master or become effective with technology knowledge. Should technology knowledge be explained and thought of as ways to help personalize and individualize learning in accessible approaches? Sat, 27 Jan 2018 13:15:25 -0500 https://nowcomment.com/documents/94521?scroll_to=930944 https://nowcomment.com/documents/94521?scroll_to=930944 Very well said Todd! Your explanation of how a tool can be adapted and used differently is excellent. The same can be said about digital tools. A science teacher may use the tool to demonstrate a lab procedure, a music teacher may use the same tool to record students and so on. Wed, 27 Nov 2019 10:35:55 -0500 https://nowcomment.com/documents/94521?scroll_to=930934 https://nowcomment.com/documents/94521?scroll_to=930934 A discussion about deeper learning and educators creating new ways for students to use technology to further their own inquiry is needed. The Horizon report for K-12, on page 14 states that upcoming trends will focus on student-centered learning frameworks that provide a greater connection between students, educators, and the 21st century workplace. Thu, 25 Jan 2018 19:42:49 -0500 https://nowcomment.com/documents/93676?scroll_to=925396 https://nowcomment.com/documents/93676?scroll_to=925396 I agree with you Jeff, these are good criteria to determine the effectiveness of applying technology to learning. This would be a good topic or checklist for a professional development session. Mon, 22 Jan 2018 10:44:19 -0500 https://nowcomment.com/documents/93676?scroll_to=925384 https://nowcomment.com/documents/93676?scroll_to=925384 Ashley, you make a great point about the pressure students encounter and the very real need for a conversation to take place. My son is in an international baccalaureate program as a h.s. junior and his teachers all send assignments on snow-days and he had projects assigned during the December holiday break. Of the 10 days off school, 6 of them he was studying. As a parent, I receive a copy of the emails and texts and I couldn't believe my high school child had more homework than me during the break. Mon, 22 Jan 2018 10:40:09 -0500 https://nowcomment.com/documents/93676?scroll_to=919402 https://nowcomment.com/documents/93676?scroll_to=919402 In Cuban's article, the Technophiles scenario stated: "students will come to rely on the machines and one another to teach them and teachers will become coaches to help students with what needs to be learned" (paragraph #53). I think this framework assumes the Technophiles' statement to be true, that all students will someday have technology in their hands. This framework assumes that all students embrace technology which is not true. Some students do not have adequate access to technology beyond school and have not been exposed to its potential by their families or communities. Technology can be intimidating to these students because they may feel "behind" their peers in how to functionally use it. I think this framework also generalizes technology and assumes that any form of it will spark interest or engagement with students. Personally, I know my son in high school is not thrilled at all with his Chromebook because of the computer he uses at home (which he built himself). His generation grew up with the most sophisticated technological devices and most schools (I assume) are not utilizing cutting edge software and technology tools. Wed, 27 Nov 2019 10:35:53 -0500 https://nowcomment.com/documents/93676?scroll_to=919397 https://nowcomment.com/documents/93676?scroll_to=919397 I think this framework assumes that teachers will be able to effectively create a lesson plan that integrates technology to aid or bring value-added enhancement. It assumes the teacher will know what areas of the lesson to incorporate technology tools (substitute a traditional method with technology). It seems to me this framework in itself is a good professional development topic. The framework also assumes that teachers already know how to use various software and tech tools well enough to provide students with a software/technology tour to meet learning goals (as in the Dog Sleds case study in paragraph #10). Another assumption is that teachers will know and understand which technology tool is best to use to enhance learning. How would a teacher know this if the district didn't offer professional development? A conference? Seeking information on their own? Lastly, I think the framework assumes that teachers will be able to effectively model how to use the technology to enhance learning. To me, if their teaching skills were not great before the introduction of technology, the integration of the new tool will not dramatically change their teaching style, skills, and performance. Thu, 18 Jan 2018 11:15:39 -0500 https://nowcomment.com/documents/93679?scroll_to=919276 https://nowcomment.com/documents/93679?scroll_to=919276 I'm not an educator but rather an administrator in higher education with a goal of teaching after this DET program. I did guest teach last summer for an educational ethics course (graduate level) and will use that as my scenario for answering this question. The class was required to read 4 cases each week from a textbook, analyze the cases, and meet in groups in class to discuss. Technology was very limited for the course to LMS discussion board and electronic presentations. To implement a substitution I would use video recordings of the cases or podcasts of the proceedings to break-up the monotonous reading of just text. Similar to what we do with NowComment assignments. I would augment the group in class discussions with Twitter and add an electronic shared document feature to analyze the cases as a group post-class. I predict the students would be more interested and engaged by using technology in what is otherwise a text-heavy course with face-to-face discussion. I think the use of Twitter for following ethical issues in education would provide the students with a deeper engagement of the subject. I really like the SAMR model and will keep this in mind as I prepare for a higher-ed teaching career. Wed, 27 Nov 2019 10:35:53 -0500 https://nowcomment.com/documents/93679?scroll_to=919270 https://nowcomment.com/documents/93679?scroll_to=919270 I'm curious as to how the PD is measured or evaluated to determine what is effective, etc. Has this always been how you conducted the PD or did you add to it such as the group discussions and exploration of tools? Wed, 27 Nov 2019 10:35:53 -0500 https://nowcomment.com/documents/93679?scroll_to=919269 https://nowcomment.com/documents/93679?scroll_to=919269 Very interesting description of how you use technology in PD. From the model, it appears that you currently use technology to augment and modify assignments and it is very timely for the teachers. The breakdown of groups coming together in a session to explore the various tools helps your teachers engage more deeply with the technology and how it applies to the PD focus. How many teachers do you typically have in a PD session? You certainly are busy! Mon, 15 Jan 2018 17:56:44 -0500 https://nowcomment.com/documents/92743?scroll_to=919050 https://nowcomment.com/documents/92743?scroll_to=919050 I like the teacher's comment that the immediate feedback is at each question, each step within the question and not at the end of a section or chapter. Traditionally, if a student became stuck on a problem they would either stop and go back to it, become frustrated and guess at the answer, or give-up. This option allows them to achieve results before moving forward. Mon, 15 Jan 2018 15:05:37 -0500 https://nowcomment.com/documents/92743?scroll_to=919049 https://nowcomment.com/documents/92743?scroll_to=919049 The Khan Academy tool is a great example of how a student-centered approach with immediate feedback can truly help students stay focused, motivated, and accountable for their learning. I liked how the teacher was able to do a deep data dive for each student to see their progress and better coach them through the process. I agree with Jeff that a lot of the success of tools like Khan is dependent on the teacher's ability to connect the students to the learning and manage the classroom. Mon, 15 Jan 2018 15:02:07 -0500 https://nowcomment.com/documents/92739?scroll_to=919045 https://nowcomment.com/documents/92739?scroll_to=919045 Love this thought George! I have co-workers who have been so dependent on technology to "think" for them that they struggle to understand the theory behind the math. The mention of Einstein made me think about the Big Bang Theory sitcom and how those scientists still write-out their calculations before using technology to run the programs. Wed, 27 Nov 2019 10:35:52 -0500 https://nowcomment.com/documents/92739?scroll_to=919025 https://nowcomment.com/documents/92739?scroll_to=919025 I reflect back to the motivation theories also when I think of how technology can be used to effectively engage learning. I do agree with Todd that if an instructor is very skilled at using technology it does make a difference. I've experienced it in my graduate courses whereby certain professors used technology well to motivate us to become critical thinkers and others simply used technology because it was the "right thing to do" and it was not meaningful for us grad students. Mon, 15 Jan 2018 14:38:51 -0500 https://nowcomment.com/documents/92739?scroll_to=918440 https://nowcomment.com/documents/92739?scroll_to=918440 I think higher ed is working slowly and constantly to making significant shifts. As one example, there are many more fully online programs and schools than before. Another is the introduction of various technologies that extends the typical discussion board conversations, such as NowComment, Twitter, NB Desktop, etc. I think it is the nature of education to take things cautiously and slow. Education is not in the 'business' of leading change and making breakthroughs. This was very hard for me to adapt, coming from a business background. Sun, 14 Jan 2018 21:22:24 -0500 https://nowcomment.com/documents/92739?scroll_to=918406 https://nowcomment.com/documents/92739?scroll_to=918406 While reading these scenarios it hit me like a ton of bricks that I did not own (nor my parents) a computer until fours years after I graduated from college! What?! I used the computer labs in high school and college and a fancy electronic typewriter. What I see today with my kids' schooling is that funding technology is not as big of an issue as in the past. Each student in my son's high school is given a Chrome Book to use and all communications are via email or Google shared documents. I agree with what has already been said, that technology is a tool to enhance learning and productivity but it hasn't replaced teachers or the cultural practices of teaching. Sun, 14 Jan 2018 21:05:32 -0500 https://nowcomment.com/documents/92739?scroll_to=918383 https://nowcomment.com/documents/92739?scroll_to=918383 During my high school career, teachers emphasized that computers were the wave of the future and we had to learn how to use them and the basic software in order to be successful after graduation. To that extent, I became very proficient using the computer and those skills still carry with me today as the 'go-to' person at work for technology related questions. Back in my high school days, computers were used for the sole purpose of learning how to use them and not to help us become self-directed learners or help teachers become more productive. I agree with Cuban that in a high-tech world graduates should be able to use the technology but first and foremost I think they should be able to 'breakdown' the technology to understand what is needed as an input to solve a problem and create an output (critical thinking skills). Wed, 27 Nov 2019 10:35:53 -0500