Most recent public comments by Susan Byers https://nowcomment.com/users/41054 https://nowcomment.com/documents/136793?scroll_to=1320684 https://nowcomment.com/documents/136793?scroll_to=1320684 Tue, 09 Apr 2019 18:39:08 -0700 https://nowcomment.com/documents/136793?scroll_to=1320681 https://nowcomment.com/documents/136793?scroll_to=1320681 Tue, 09 Apr 2019 18:38:02 -0700 https://nowcomment.com/documents/136793?scroll_to=1320680 https://nowcomment.com/documents/136793?scroll_to=1320680 Tue, 09 Apr 2019 18:37:25 -0700 https://nowcomment.com/documents/136793?scroll_to=1320679 https://nowcomment.com/documents/136793?scroll_to=1320679 Tue, 09 Apr 2019 18:36:51 -0700 https://nowcomment.com/documents/136793?scroll_to=1320678 https://nowcomment.com/documents/136793?scroll_to=1320678 Tue, 09 Apr 2019 18:36:08 -0700 https://nowcomment.com/documents/136793?scroll_to=1320677 https://nowcomment.com/documents/136793?scroll_to=1320677 Tue, 09 Apr 2019 18:35:27 -0700 https://nowcomment.com/documents/106534?scroll_to=1050668 https://nowcomment.com/documents/106534?scroll_to=1050668 Just when I would have argued that students need every single class, you share these exciting stories of successful students and their pathways to success. Thanks! I do like the idea that students benefit from a liberal arts education. Those experiences with history, literature, second languages, etc., seem to make them well-rounded scholars. However, it takes their time and money. How can we accomplish both? Can you be well-rounded and still have some time to pursue what matters to you? I'm working on the concept. Mon, 30 Jul 2018 05:57:54 -0700 https://nowcomment.com/documents/106534?scroll_to=1050665 https://nowcomment.com/documents/106534?scroll_to=1050665 Sorry, team, I spent last week on the OTHER conversation and just noticed this morning that I was in the "wrong box." Formal and informal learning are both useful and applicable to circumstances. Formal learning provides the dialogue that pushes thinking and interaction with content deeper. Informal learning feeds a different academic need that people have probably always had, but the information on the Internet now is so abundant, people can seek what they want--a satisfying experience. Mon, 30 Jul 2018 05:54:23 -0700 https://nowcomment.com/documents/106534?scroll_to=1050663 https://nowcomment.com/documents/106534?scroll_to=1050663 Ryan, I share your skepticism about students being ready to perform at a high level of self-discipline and self-knowledge to properly monitor their own learning process. That is perhaps for graduate work, and even then, motivation still leans on the "requirements" of the class. Mon, 30 Jul 2018 05:51:31 -0700 https://nowcomment.com/documents/106535?scroll_to=1050376 https://nowcomment.com/documents/106535?scroll_to=1050376 I work constantly with this concern: the transfer of skills taught. In our teacher education program, we are moving toward more hands-on, project-based, tech-rich coursework to help with the transfer. We are doing regular assessment to track our success. Not all skills are learned on the job. Some must come from the coursework preparation. Fri, 27 Jul 2018 08:42:21 -0700 https://nowcomment.com/documents/106535?scroll_to=1050374 https://nowcomment.com/documents/106535?scroll_to=1050374 There are assumptions here that we have read about previously this semester that may or may not be true--namely that if students are given open, personalized, game-like, authentic opportunities, it is sure to fully motivate them and turn them on to lifelong learning. We heard in a video earlier in the semester that students (including minorities) have phones and ample time to search the web and learn, but that they do not always choose to use the information to help themselves. Perhaps these open, progressive pedagogies work best on students who are motivated already (and are encouraged to be motivated at home, first, and then at school). Motivated students can make the best of any course. Fri, 27 Jul 2018 08:38:40 -0700 https://nowcomment.com/documents/106535?scroll_to=1050371 https://nowcomment.com/documents/106535?scroll_to=1050371 The inclusion of the three emphases (technologies, learning design and research approaches) is close to TPACK in concept. We have the T, the C, and the P in those three goals. The author wants them combined and aligned, also agreeing with the idea of TPACK. As I read this, though, I thought that TPACK can be used to support both traditional and progressive classrooms. A traditional classroom that attends to the balance/combination of T/P/C is a better traditional classroom. Perhaps this is what teachers can be led to understand before they are asked to adopt the ideas of progressivism fully. Perhaps they never will. Fri, 27 Jul 2018 08:27:40 -0700 https://nowcomment.com/documents/106535?scroll_to=1050369 https://nowcomment.com/documents/106535?scroll_to=1050369 If standards are designed well, they will encourage the teacher to open the curriculum to offer opportunities for students to grow in the fundamentals and also do personal academic exploration. So long as the chosen studies align with the content of the course, those studies (and the resulting authentic projects) deepen learning while engaging the learner. Fri, 27 Jul 2018 08:20:58 -0700 https://nowcomment.com/documents/106535?scroll_to=1050368 https://nowcomment.com/documents/106535?scroll_to=1050368 It is a fascinating concept to unbundle the curriculum currently needed for acquiring a degree. I would suggest a compromise to start: unbundle a portion of the needed curriculum so that students may pursue interests that align with the degree sought. There would still be fundamentals that need to be covered for accreditation and just good baseline training. Fri, 27 Jul 2018 08:06:51 -0700 https://nowcomment.com/documents/106535?scroll_to=1050367 https://nowcomment.com/documents/106535?scroll_to=1050367 Corinne, I have watched the growing interest in scheduling the genius hour or requiring the passion project. I think that project-based learning ties in with this commitment to student autonomy, student interest, and student intrinsic motivations. They will enjoy the rest of school if they have time to pursue what they are interested in, alongside the academic expectations about which they may not be too excited. Fri, 27 Jul 2018 08:03:51 -0700 https://nowcomment.com/documents/106535?scroll_to=1050341 https://nowcomment.com/documents/106535?scroll_to=1050341 Learning content (even if you are not particularly interested in it) will always be part of life. Without participating in the ritual of learning common things (math, history, writing, science,etc.), a person simply cannot understand deeper concepts, and therefore cannot contribute well to the adult world. We can make the learning of content more engaging and authentic, though. Sun, 29 Jul 2018 14:08:57 -0700 https://nowcomment.com/documents/106535?scroll_to=1050340 https://nowcomment.com/documents/106535?scroll_to=1050340 The teacher really is the crucial thing for the finer perspectives, the honing of the skills being developed, and the application of knowledge acquired. You can learn only so much from a YouTube video. An experienced person (teacher) deepens learning and appreciation for that learning for those seeking knowledge. Thu, 26 Jul 2018 20:35:12 -0700 https://nowcomment.com/documents/106535?scroll_to=1050338 https://nowcomment.com/documents/106535?scroll_to=1050338 We "Google it" all the time, and it has changed all our lives. It has made us free to find information quickly, usually. Children and adults both benefit from this new availability of information. I think that students can learn something like guitar on the Internet, but I also know that they will not have the guidance of a teacher to fix the issues that will likely arise in finger placement, in tone, in rhythm sophistication, and in smooth shifting between chords (yes, I'm a guitar teacher and have seen hundreds of students encounter and overcome these typical learning issues. I think they would have quit learning without my help, little though it was at times.) So, while informal learning is amazing, it only goes so far. Children and adults are fortunate for this quick learning option. There will be other things to learn in other ways--less informal. Thu, 26 Jul 2018 20:31:15 -0700 https://nowcomment.com/documents/106299?scroll_to=1049452 https://nowcomment.com/documents/106299?scroll_to=1049452 We require an action research project of our student teachers during their semester at their placement. What a fascinating experience that is! For the first time, perhaps, the student teachers are studying something that really matters and are doing primary research to try to make a difference. They learn so much. We like it so much in our program that we are going to add it to our research methods course curriculum so that when they are seniors, they'll do an even better job at the assignment. Sun, 22 Jul 2018 19:31:38 -0700 https://nowcomment.com/documents/106299?scroll_to=1049451 https://nowcomment.com/documents/106299?scroll_to=1049451 Your comments, Becky, show much wisdom. You understand from experience just how challenging it is for data collection at the upper levels. I like the idea of non-evaluative feedback from observations of the teachers. The one thing they won't welcome is evaluative feedback when they are risking a tech intervention anyway. That risk is real. Have you worked in a solid school program? Have you accomplished that with the program where you work now? If yes, how? If not, what are the next plans? Just wondering. Sun, 22 Jul 2018 19:27:47 -0700 https://nowcomment.com/documents/106299?scroll_to=1048315 https://nowcomment.com/documents/106299?scroll_to=1048315 The ABLE PD Evaluation Framework is a clearly described plan, complete with the recognition that each level is more complex that the first for data collection. If I were the PD planner and needed to collect data to validate my PD planning, I would use multiple measures. The survey option is always useful, though return rates might be low. I think I would focus on a particular school district, if a topic is presented more than once. I would plan for some action research in a specified number of classrooms, try to get funding for research assistants to observe, and contract with some teachers to provide further qualitative data such as syllabi, lesson plans, course activity schedule, pre- and post-test data, and even reflection logs. Triangulating these pieces of evidence would help support getting an accurate assessment. It would take some time, but analyzing the data in relation to the expectations of TPACK (done by outside researchers) would contribute a valuable perspective. Wed, 18 Jul 2018 14:55:16 -0700 https://nowcomment.com/documents/106299?scroll_to=1048314 https://nowcomment.com/documents/106299?scroll_to=1048314 Action research is a good option. When teachers (or partnering researchers) observe the implementation of a tool/piece of software in a real classroom over time, and then collect data on the before and after results, there is a solid foundation for making further hypotheses which can be tested there or perhaps in another setting. Teacher self-reporting is also revealing in its own way. If teachers describe the process of implementation from start to finish, including data to support trends and observations, a researcher gains a special insight into an authentic activity. Experiments may not be so authentic. Sun, 22 Jul 2018 19:31:38 -0700 https://nowcomment.com/documents/106299?scroll_to=1048311 https://nowcomment.com/documents/106299?scroll_to=1048311 The WWC has a very specific list of expectations to even qualify a study to pass the initial acceptance level. It would seem that a researcher had better "study for the exam," or design and write a paper exactly to specifications, which might be difficult to do, given the parameters expected. Researching in the social sciences needs to have some other freedoms to allow for variables that cannot be charted, for influences that cannot be determined, and for motivations that cannot be known. Wed, 18 Jul 2018 14:19:47 -0700 https://nowcomment.com/documents/106299?scroll_to=1048309 https://nowcomment.com/documents/106299?scroll_to=1048309 PD workshops tend to survey in this way and yes, it is easy to give (mostly) all 5s and head out the door. One can assume that the people collecting that info are not really serious about getting valid data. I have never heard of anyone reaching beyond the quick, end-of-workshop survey to assess the resulting implementation and student growth impact. Fascinating! One thing that looks different when I implement new things is my syllabus. The schedule of activities will also reflect changes. Student evaluations throughout the semester and at the end could also speak to the success of the changes instituted. Researchers could look at these three pieces of data. Wed, 18 Jul 2018 14:05:39 -0700 https://nowcomment.com/documents/105129?scroll_to=1038838 https://nowcomment.com/documents/105129?scroll_to=1038838 I was thinking of just my own pedagogical choices. I would start by designing product-oriented learning. I do not work as an administrator so that is not where my mind goes naturally. I'd have to think about that. Sun, 17 Jun 2018 14:39:35 -0700 https://nowcomment.com/documents/105129?scroll_to=1038837 https://nowcomment.com/documents/105129?scroll_to=1038837 I agree that the problem is the "over reliance and associated instructional strategies of standardized assessment." I agree "both approaches can coexist and be used for their specific affordances." I believe they already do. Sun, 17 Jun 2018 14:37:07 -0700 https://nowcomment.com/documents/105129?scroll_to=1038836 https://nowcomment.com/documents/105129?scroll_to=1038836 That is another way of saying that crafting pedagogy to free students to develop the skills needed for the future. Let's do it! Sun, 17 Jun 2018 14:32:32 -0700 https://nowcomment.com/documents/105129?scroll_to=1038835 https://nowcomment.com/documents/105129?scroll_to=1038835 Sun, 17 Jun 2018 14:27:34 -0700 https://nowcomment.com/documents/105129?scroll_to=1038834 https://nowcomment.com/documents/105129?scroll_to=1038834 Ryan, True. Administration plays a most vital role in the culture of a school technologically/pedagogically. This article proved that several times over in the stories of the participants. I do not know what to do about standardized tests. We need something for evaluation. Sun, 17 Jun 2018 14:27:12 -0700 https://nowcomment.com/documents/105129?scroll_to=1038833 https://nowcomment.com/documents/105129?scroll_to=1038833 Yes, I thought he was both funny and engaging. I particularly enjoyed it when he "learned" something new about technology--he forgot that he could pick up his device and walk around. I didn't feel so ignorant when I saw him forget something fundamental. Anyway, I have encountered the paradigms of "student-centered learning" and "personalized learning" over and over again, but not until I heard his talk did I truly understand why. I assumed the paradigm came to us from a warped ideology: pamper young people, no spanking, not hard demands.... He said none of those things. He actually said that it takes much discipline to "be your best self." I found his perspective refreshing. I am wondering again, though, if his stance is absolutely correct and if there are no other options: the skills of the future are fluidity, creativity, free with NO BOXES. I'm not sure what that looks like and I do not believe that most teachers I've had as colleagues would agree. It is scandalous for me to even begin thinking that way myself, yet I am. Sun, 17 Jun 2018 14:25:07 -0700 https://nowcomment.com/documents/105126?scroll_to=1038816 https://nowcomment.com/documents/105126?scroll_to=1038816 Innovation can be demanded, but teachers need all kinds of support. And demanding is never a best practice. Invite, attract, encourage...that would be the type of leader I prefer to follow. Sun, 17 Jun 2018 16:58:08 -0700 https://nowcomment.com/documents/105126?scroll_to=1038814 https://nowcomment.com/documents/105126?scroll_to=1038814 I have "taught" many students to be leaders, but I did it by opening up to them opportunities. I suggested they get involved, I developed programs for the to join, I encouraged the discouraged, and pushed at times. Students do not know of what they are capable. I can see things in their talents and abilities that they need to discover to continue growing. Some end up leaders. I love that. Sun, 17 Jun 2018 14:16:20 -0700 https://nowcomment.com/documents/105126?scroll_to=1038813 https://nowcomment.com/documents/105126?scroll_to=1038813 Hi Ryan, You brought up valid points. Thank you for those perspectives. Conditions vs. adoptions. Perhaps they went with adoptions because it is the human element more than anything else that makes technology integration feasible. Sun, 17 Jun 2018 14:09:43 -0700 https://nowcomment.com/documents/105126?scroll_to=1038812 https://nowcomment.com/documents/105126?scroll_to=1038812 Because Zhao and the rest categorized their findings they way they did, tracking my list was harder to do, though I appreciated their constructs. The various case studies touched on most of the topics I listed, I believe, but did not spend much time on any one thing. Sun, 17 Jun 2018 14:07:02 -0700 https://nowcomment.com/documents/105129?scroll_to=1038338 https://nowcomment.com/documents/105129?scroll_to=1038338 The product-oriented learning focus is where I might start to modify education. With the goal to produce a high-quality, relevant yet innovative, personally-motivated product, a student (or human of any age) will need freedom to be a creator, knowledge of content (this is where traditional education contributes), and grit to persevere. Support from school personnel in the form of tech and tech support would also boost success, but might not be mandatory. Sun, 17 Jun 2018 14:39:35 -0700 https://nowcomment.com/documents/105129?scroll_to=1038337 https://nowcomment.com/documents/105129?scroll_to=1038337 I'm thinking of the key assessments that we track in our teacher education program: Teacher Work Sample, Portfolio, Action Research, and Lesson Plans, to list a few. Do these reveal that our teacher candidates are allowed to be creators? If yes, what proves that? If no, what can be done? As a faculty member who spends each morning working on two different accreditation reports, I know that we have standards to meet for our candidates. There is a box mentality associated with that. Dr. Zhao does not like boxes, and for good reasons. Can our key assessments meet standards and still allow for teachers to be creators? I hope so, but I'm concerned that the data-driven standards might push against that thinking. Sun, 17 Jun 2018 14:37:07 -0700 https://nowcomment.com/documents/105129?scroll_to=1038333 https://nowcomment.com/documents/105129?scroll_to=1038333 Tech options can be used to perpetuate homogenized instruction or to facilitate creativity and personal learning. It is not the tech that determines the end product. It is the lesson plan. It is the teacher's paradigm. It is also the support of school culture, to some extent. Sun, 17 Jun 2018 14:27:34 -0700 https://nowcomment.com/documents/105129?scroll_to=1038331 https://nowcomment.com/documents/105129?scroll_to=1038331 Dr. Zhao explains that our education system strives for homogeneous education, which "forces people to acquire the same things." Tech is used to make sure that all students know the exact same information and nothing more. The problem with that, as he explains, is that creativity, personal interests, innate talents are not considered, which are the skills needed today and for the future. When teachers are aware that they are supporting the homogeneous system, and not the needed paradigm of the future, they may innovate in new and more appropriate ways--to foster creativity and support the individual growth of students and to push each student to be disciplined in their quest to be the best person he/she can be, given his/her talents and interests. Sun, 17 Jun 2018 14:27:12 -0700 https://nowcomment.com/documents/105129?scroll_to=1037968 https://nowcomment.com/documents/105129?scroll_to=1037968 I think he will discuss the comparison of US schools to Chinese schools and conclude that we should do our thing here, but do it better and well. My guess was wrong, but I am not sorry. What he did say was tremendous! How he explained student-centered learning (and why to focus on that) was refreshing! Sun, 17 Jun 2018 17:10:11 -0700 https://nowcomment.com/documents/105126?scroll_to=1037966 https://nowcomment.com/documents/105126?scroll_to=1037966 This study explored several valuable concepts and must have taken a while to do. I think that only experienced researchers would have noticed all the levels of barriers noted here, including the relationships between all the constructs discussed. I learned many things from reading this study. Wed, 13 Jun 2018 16:20:54 -0700 https://nowcomment.com/documents/105126?scroll_to=1037965 https://nowcomment.com/documents/105126?scroll_to=1037965 Some things have changed between 2002 and now. The labs are replaced by one-to-one programs so that conflict is gone. There is more Internet access, but similar blocking of sites. Committees to approve changes and tech improvement processes are probably similar. The last lines addressed teacher education programs and the need to prepare preservice teachers for the realities they may face as they accept jobs at schools that may or may not support their pedagogical goals for the integration of technology. That is a valid goal, though I hope that today's culture might be more accepting of constructivist approaches to the integration of technology. The extra barriers described (distance from existing practice and human infrastructure issues) caught my attention. I was not surprised by the concepts, but I had not heard them described as accurately before. Sun, 17 Jun 2018 12:20:13 -0700 https://nowcomment.com/documents/105126?scroll_to=1037950 https://nowcomment.com/documents/105126?scroll_to=1037950 In this section, innovation was shown by teachers doing collaborative projects, students creating and sharing work, and noting how technology actually helps humans understand themselves, and not the other way around (how humans understand technology). The demands on teachers included networking with others to accomplish the academic goals, offering support to students using the tech, and then following through to do and finish the project. For students, the demands would have included courage to face using new tech to meet assignment expectations, willingness to ask for help if needed, and having the determination to participate fully in new types of school work. The technology infrastructure would need new tech, potentially. Can innovation be demanded? Yes, certainly. Creativity, maybe not, but insisting that a teacher try something new can be legislated. To be invited, though, might show more wisdom on the part of administration. To increase motivation would be helpful. Sun, 17 Jun 2018 16:58:08 -0700 https://nowcomment.com/documents/105126?scroll_to=1037949 https://nowcomment.com/documents/105126?scroll_to=1037949 I believe that it is by the third year of teaching that tendencies emerge and teachers tend to stay in that adopted track for their teaching career. If that is true, then there seems to be little hope of changing them very much if at all. However, I believe that on another level, teachers change all the time. They have different students, parents, administrators, school settings, personal goals, and more that push at them to comply, that challenge them to grow. Teachers certainly enter the profession with knowledge, skills, and dispositions. Their knowledge grows daily, their skills develop as challenged, and their dispositions are affected by the encounters they may have with college professors and cooperating teachers. Teachers are always learning--both in the college setting and beyond. It may be through personal motivation or scheduled by an administrator, but teachers engage new ideas regularly. Sun, 17 Jun 2018 16:22:11 -0700 https://nowcomment.com/documents/105126?scroll_to=1037947 https://nowcomment.com/documents/105126?scroll_to=1037947 The attempt to "focus on the 'conditions' for innovation" changes the messy process negativity to a positive tone that implies momentum--this integration WILL happen and happily, finally. It is perhaps always easier to lead people to accepting new ideas when those ideas sound inviting. Sun, 17 Jun 2018 15:20:57 -0700 https://nowcomment.com/documents/105126?scroll_to=1037946 https://nowcomment.com/documents/105126?scroll_to=1037946 I predict the following factors to be on the list of barriers: fear, age, lack of training, no time, standards to be met, students unmotivated, student SES, lack of PD, and confusion about how to use the tech for the topics at hand each day. Sun, 17 Jun 2018 14:07:02 -0700 https://nowcomment.com/documents/104915?scroll_to=1037373 https://nowcomment.com/documents/104915?scroll_to=1037373 Sun, 10 Jun 2018 16:42:26 -0700 https://nowcomment.com/documents/104915?scroll_to=1037372 https://nowcomment.com/documents/104915?scroll_to=1037372 At this point, it would take some creativity to make this equitable. Perhaps the schools can make it so--free device, free Internet access, and the study hall time to do the homework. Sun, 10 Jun 2018 16:41:56 -0700 https://nowcomment.com/documents/104915?scroll_to=1036818 https://nowcomment.com/documents/104915?scroll_to=1036818 The comment was made that the national culture is very innovative, but that schools are not, that schools are behind and educators are resistant to innovation. Is this true? All of it? I think it is overgeneralized. If it is true, WHY are schools behind and WHY are educators resistant? Thu, 07 Jun 2018 12:31:04 -0700 https://nowcomment.com/documents/104915?scroll_to=1036817 https://nowcomment.com/documents/104915?scroll_to=1036817 Yes, John, her assessments aligned with other members of the panel, but towards the end she said (with a hint of apology) that WRITING is still the key--after all else has been discussed. For myself, I would modify her statement to include reading, too. Reading and writing solve many ills. Thu, 07 Jun 2018 12:26:01 -0700 https://nowcomment.com/documents/104915?scroll_to=1036816 https://nowcomment.com/documents/104915?scroll_to=1036816 Digital learning environments make available more information, more connectivity, more diversity, deeper thinking, creativity, synthesis, and visualization. Thu, 07 Jun 2018 12:24:03 -0700 https://nowcomment.com/documents/104915?scroll_to=1036815 https://nowcomment.com/documents/104915?scroll_to=1036815 Because combining the terms game and education appear contrary to each other, it is hard to see the future of game-based learning in classrooms. Are the resources sufficiently developed to move curricula in that direction? Have data shown significant improvements in academics from using game-based instruction? Are the barriers in teachers' minds able to be overcome? (My colleague is NOT convinced, but I do not believe she is currently reading research articles.) We did some in EDU 800. Thu, 07 Jun 2018 12:21:43 -0700 https://nowcomment.com/documents/104915?scroll_to=1036814 https://nowcomment.com/documents/104915?scroll_to=1036814 Two main ideas that stood out to me in this section were the international connectivity between classrooms in the USA and China, and the adult learning partner concept. Both ideas reflect the best in constructivist teaching theories and would support various high-quality instructional objectives in any classroom. Both are real possibilities for innovation in classrooms. Thu, 07 Jun 2018 12:17:11 -0700 https://nowcomment.com/documents/104915?scroll_to=1036813 https://nowcomment.com/documents/104915?scroll_to=1036813 John, I agree that there is a risk that we are breeding a group of introverts. I do see, however, in one setting (my daughter's 10th grade class) that it is not the computers that are creating the introversion; it is the "social" apps on the smart phones. Irony noted. Thu, 07 Jun 2018 12:11:07 -0700 https://nowcomment.com/documents/104915?scroll_to=1036812 https://nowcomment.com/documents/104915?scroll_to=1036812 The government is supporting research efforts, granting money for that research and also for tech implementation projects, requiring schools to report of results of that tech integration, and supporting private/public partnerships. Thu, 07 Jun 2018 12:07:40 -0700 https://nowcomment.com/documents/104915?scroll_to=1036811 https://nowcomment.com/documents/104915?scroll_to=1036811 Thu, 07 Jun 2018 12:05:02 -0700 https://nowcomment.com/documents/104915?scroll_to=1036810 https://nowcomment.com/documents/104915?scroll_to=1036810 Personalized learning in a classroom is in addition to the group activities and momentum that a teacher establishes. Even as students are working to learn within a class, there are aspects of that student's learning that need to be personalized for that student to have success with the whole-class assignments. Personal learning is not classroom learning (though it can happen there). When people find topics of interest, they can use available tools (library, Internet, experts, etc.) to gain knowledge of the topic. Their drive is intrinsic, as is their reward. The values embedded in personalized learning include an inherent support for each student individually, and a freedom from strict curriculum expectations to allow for some differences in process and even product. Thu, 07 Jun 2018 12:04:40 -0700 https://nowcomment.com/documents/104915?scroll_to=1036809 https://nowcomment.com/documents/104915?scroll_to=1036809 It is encouraging to watch the efforts of the "village" when it comes to education. Thu, 07 Jun 2018 11:59:09 -0700 https://nowcomment.com/documents/104915?scroll_to=1036807 https://nowcomment.com/documents/104915?scroll_to=1036807 Comcast is giving inexpensive Internet access to families in need. I do not know to what extent this happened in the past or is happening now, but I commend Comcast for their generosity. It would be expensive and difficult to decide who qualifies, and to keep account of those people. Having the Internet opens opportunities for students with computers. Learning can progress faster and deeper. Sun, 10 Jun 2018 16:41:56 -0700 https://nowcomment.com/documents/104693?scroll_to=1035730 https://nowcomment.com/documents/104693?scroll_to=1035730 What are the "buttons" of today that open more and more doors technologically? What tech is especially cherished by teachers who have no programming background, yet the tech lets them play anyway? Sun, 03 Jun 2018 17:22:18 -0700 https://nowcomment.com/documents/104693?scroll_to=1035729 https://nowcomment.com/documents/104693?scroll_to=1035729 They were ahead of their time. It was exciting to see things from their perspective--during the interview. Who are the tech thinkers now? Who is ahead of our time and what is he/she talking about, excited about? Sun, 03 Jun 2018 17:20:13 -0700 https://nowcomment.com/documents/104693?scroll_to=1035728 https://nowcomment.com/documents/104693?scroll_to=1035728 I had to look up "erector set" and take a look at the various mechanical building sets that were suggested as fitting the definition. Would Legos work? This was 1989, I believe, and I remember using a 5.25 floppy for my Masters in Education coursework at Walla Walla University in Washington. It was my first time to do a research paper on a computer. I still had to go to the library and use index cards, real periodicals and microfiche for resources for my papers that summer. I still thought I was doing cool things, though, by using a computer for the first time for schooling. Sun, 03 Jun 2018 17:18:09 -0700 https://nowcomment.com/documents/104693?scroll_to=1035316 https://nowcomment.com/documents/104693?scroll_to=1035316 Michelle, those men on the screen would most likely be alive now, tinkering with Google and screen casting, and blogging and more. They were SO enthusiastic and amazed by the clicking and finding, the sorting, organizing, and creating opportunities offered by the rather internal www created by Hypercard. My husband and I sat and watched the whole YouTube video selection that included the Hypercard interview (that's where I learned that the Hypercard was only on Macs.) We enjoyed the part where the announcer told of the latest tech being shown at the Las Vegas convention, in its tenth year at the time. We have really advanced since that day. Sun, 03 Jun 2018 17:20:13 -0700 https://nowcomment.com/documents/104693?scroll_to=1035315 https://nowcomment.com/documents/104693?scroll_to=1035315 Michelle, I agree with you that the DET program is fascinating to me with it's opportunities to observe, converse, learn and lead. Ten years ago perhaps this degree did not even exist. I'm glad that my opportunity to study for a doctorate came exactly when it did. Wed, 06 Jun 2018 13:48:29 -0700 https://nowcomment.com/documents/104693?scroll_to=1035314 https://nowcomment.com/documents/104693?scroll_to=1035314 It is a cliche, but technology and using technology for education in any arena is an ever-moving target. Even if the educators had had everything figured out in 1989, and 1999, and 2011, those of us in 2018 have new tools, new standards to meet, new learning preferences among our students, new worries ourselves, and what worked before may or may not be super relevant now. The possibilities you mentioned are even greater now! Sun, 03 Jun 2018 19:21:33 -0700 https://nowcomment.com/documents/104690?scroll_to=1034839 https://nowcomment.com/documents/104690?scroll_to=1034839 I thought it was wise to give the teachers in the tech-filled environment so much support as sought to teach students in this way. Support (in a variety of ways) is a real need for teachers encountering tech in teaching. Fri, 01 Jun 2018 08:12:13 -0700 https://nowcomment.com/documents/104690?scroll_to=1034838 https://nowcomment.com/documents/104690?scroll_to=1034838 Yes, it seemed like a quick way to get information as to the effectiveness of the technology. Thu, 31 May 2018 11:09:36 -0700 https://nowcomment.com/documents/104690?scroll_to=1034837 https://nowcomment.com/documents/104690?scroll_to=1034837 The blended learning models of today show the value of students taking control of their own learning. The students do not always like that control, however. For those who do (and did in 1989), deeper learning is possible. Sun, 03 Jun 2018 19:38:52 -0700 https://nowcomment.com/documents/104690?scroll_to=1034835 https://nowcomment.com/documents/104690?scroll_to=1034835 Michelle, I see your point about the study being experimental and not quasi-experimental. Thanks for the clarification. Thu, 31 May 2018 11:04:04 -0700 https://nowcomment.com/documents/104693?scroll_to=1034175 https://nowcomment.com/documents/104693?scroll_to=1034175 Macintosh computers had the initial power and the agency because people could use Hypercard only on a Mac. The use of the technology was limited by that fact, especially for schools in 1987. My college had a computer in each dorm room by 1986, but we were not doing library research from our bunk beds. The connectivity of today did not exist on my campus anyway. The potential for users to have power and agency was built into the tech, though. To be able to search for, organize, and share information, and to create more cards was empowering. On the full video clip, one businessman said it "gave him the tingles." He was a youngish man. I wonder what he thinks of the tech of today. Wed, 27 Nov 2019 07:36:05 -0800 https://nowcomment.com/documents/104693?scroll_to=1034173 https://nowcomment.com/documents/104693?scroll_to=1034173 For the developers and users of the new tech Hypercard, there was plenty of excitement and attempts to utilize its affordances for business, home and industry. No mention was made of school. It would have been perfect for education (and probably soon found its way there, though the video doesn't mention it). For collecting, linking, sharing and creating more information, this program couldn't be beat in that day. It could be used for teaching information, for research, for analysis, and for application of content. Sound familiar? Wed, 30 May 2018 13:51:52 -0700 https://nowcomment.com/documents/104690?scroll_to=1033684 https://nowcomment.com/documents/104690?scroll_to=1033684 The perspectives of the district and school leaders, as outlined in the final paragraph, give cause to cheer! What they believe is exactly what schools can and ought to be in the current era of technology and education. The problem is that the vision assumes much. Visions need to do that, but the path between a vision and a reality of technology integration is where we all sit. How do we move all schools this direction? TPACK? Triple E? Something else? What is the path? Wed, 27 Nov 2019 07:36:05 -0800 https://nowcomment.com/documents/104690?scroll_to=1033680 https://nowcomment.com/documents/104690?scroll_to=1033680 If this large, longitudinal study showed significant academic achievement for its research questions, it would be the million-dollar study! Alas, it did not, though the researchers' concluding comments are still hopeful. The study had all the signs of producing a positive prospect: it was experimental, included MANY participants, was longitudinal, included thorough immersion of tech in an educational setting, and asked research questions that covered a wide range of growth features. What an endeavor! What I did appreciate was that the results, while not statistically significant, did show that positive things happened in other arenas (students' tech skills improved and classroom activities changed). It is a step in the right direction. Classroom activities will indeed change when students are immersed in technology. Those activities that can use tech to the fullest will affect students as they engage information, synthesize information, share information and ultimately make it their own. Sun, 03 Jun 2018 07:05:01 -0700 https://nowcomment.com/documents/104690?scroll_to=1033546 https://nowcomment.com/documents/104690?scroll_to=1033546 The purpose of the technology was to 1) make the learning interactive, 2) offer autonomy and authority to learners (they got to be the "official in charge," even!), 3) bring real-life scenarios to students, and 4) open opportunities for problem solving. These are simply good teaching strategies, with or without technology. Having technology makes it easier to teach this way, and should make all classrooms interactive, authentic environments. The crusade to help students learn using technology is bolstered by this study, but only as it encourages teachers to choose appropriate pedagogies first and well. Sun, 03 Jun 2018 06:56:04 -0700 https://nowcomment.com/documents/104690?scroll_to=1033545 https://nowcomment.com/documents/104690?scroll_to=1033545 Called a quasi-experimental design by the researchers, this (almost?) case study afforded highly significant results. SOMEthing happened right! For the 152 students involved, the content delivery/pedagogy were quite different. Traditional lectures met interactive strategies and post-test results were high for the team with the tech. Researchers felt that other variables could not fully explain the substantial results, so it must be that the q-exp. design truly showed that technological interventions made the difference. I think I believe!?! Wed, 27 Nov 2019 07:36:05 -0800 https://nowcomment.com/documents/104690?scroll_to=1033538 https://nowcomment.com/documents/104690?scroll_to=1033538 The researchers posited that the technology component (visuals embedded into the instruction) increased rehearsal time. Rehearsal time is not considered to be the best way to move information into long-term memory, however. A better strategy is elaborative rehearsal, when content is connected to content already in a person's long-term memory. Constructivists would support this theory. Could it be that the visuals helped students remember the content for a short while--enough to pass a test? What would happen if the students were tested again in a week or two? Results would be interesting. Woolfolk, A. (2016) Educational Psychology. NY: Pearson. Sun, 03 Jun 2018 19:54:59 -0700 https://nowcomment.com/documents/104690?scroll_to=1033535 https://nowcomment.com/documents/104690?scroll_to=1033535 Canelos et al. (1989) used a quasi-experimental design (participants volunteered for extra credit initially, but were then chosen randomly.) The intervention included three types of visuals embedded into the microcomputer-based instruction. Two concerns include the fact that the experimental group may not represent the baseline population, and including so many kinds of visuals may not reveal which (if any) of the visuals had the effect. Couple that with the other variables: self-paced, external-paced, the extra credit motivation, and the fact that in 1989, computer use in school was new, and the causes for improved achievement become blurred. Readers do not know what actually had an effect. Technology and its affordances cannot be seen clearly in a study of this design. Wed, 27 Nov 2019 07:36:05 -0800 https://nowcomment.com/documents/104455?scroll_to=1033381 https://nowcomment.com/documents/104455?scroll_to=1033381 Yes, some of my jobs have been in schools where the leadership would have benefited from adopting a more strategic and business-minded approach. From finances to supervision to technology to curriculum...there must be a sound plan and it needs to be followed with wisdom and well. We all want to work for institutions that are run wisely and well. Mon, 28 May 2018 14:30:42 -0700 https://nowcomment.com/documents/104455?scroll_to=1033379 https://nowcomment.com/documents/104455?scroll_to=1033379 The Gates Foundation is known for being helpful leaders in the forward movement of technology and education. Just because it is big business does not mean that the motives must be questioned to this extent. I would like to see more and valid information to this point. Mon, 28 May 2018 14:27:44 -0700 https://nowcomment.com/documents/104455?scroll_to=1033378 https://nowcomment.com/documents/104455?scroll_to=1033378 It is difficult to really listen to a perspective so far the other direction, but no doubt the arguments she raises have validity from her perspective and should be considered. The word of warning, as Adam put it, is wise to hear. We have seen personally, though, that the affordances of technology in education have opened the entire world to us as students. I do not want to and cannot revert to the closed world of before. Mon, 28 May 2018 14:25:31 -0700 https://nowcomment.com/documents/104452?scroll_to=1032960 https://nowcomment.com/documents/104452?scroll_to=1032960 Yes, I think that educators must have deep understanding of content, pedagogy and technology to competently integrate the three components well. Maybe that is part of the reason we are not seeing this process work well all the time. Perhaps it is a standard that actually does not fit the real world, but I would hate to believe that. I'm trying to remain courageous and optimistic! The "netiquette" training we receive in our DET classes is good modeling. I'm enjoying the experience and will help my preservice teachers to understand important aspects of the skill. Fri, 25 May 2018 18:15:50 -0700 https://nowcomment.com/documents/104452?scroll_to=1032959 https://nowcomment.com/documents/104452?scroll_to=1032959 Before this program, I had not heard of the "right" order of things. I do not think it is talked about where practitioners are listening most closely. And I wonder if it is the "ideal" someone created, but that's not really how it works. Sat, 26 May 2018 12:33:09 -0700 https://nowcomment.com/documents/104452?scroll_to=1032511 https://nowcomment.com/documents/104452?scroll_to=1032511 ISTE Standards for Educators #1 and 4 seem easiest to change. Learn from and with others. That just takes time. It does not mean you are marrying technology and living with it fully in your classroom with no option to divorce. When you are applying the rest of the standards to your pedagogy, you are all in. You are a leader, a designer, a facilitator and an analyst. You must be a believer (already "converted"!) We are, but of the three million teachers (as of 2005--mentioned in Ertmer), how many are all in? How many are all those titles mentioned in the standards where technology is concerned? What is YOUR guess? Thanks! Sun, 27 May 2018 21:56:13 -0700 https://nowcomment.com/documents/104452?scroll_to=1032507 https://nowcomment.com/documents/104452?scroll_to=1032507 I just found it interesting that in the hierarchy of choices that teachers make, choosing the technology is supposed to be last and it is last, but that is both bad and good. Teachers are supposed to consider content goals first, and then what teaching methodologies to use to teach that content. The next phase is to consider technology (or whatever else might be an option). If technology does not seem to be necessary or desirable for achieving said goals for said content, it is not utilized. Beliefs about goals and approaches trump tech decisions. That is perhaps one reason why classrooms have not changed enough--have not become fully constructivist. I know that I am supposed to consider content goals first, then pedagogy, then technology, but with the pressure to be amazing technologically, it is hard to keep that order straight! And it is hard to get to the third decision with enough time in the day to be amazing! Sat, 26 May 2018 12:33:09 -0700 https://nowcomment.com/documents/104452?scroll_to=1032503 https://nowcomment.com/documents/104452?scroll_to=1032503 Ertmer (2005) describes two methods to change teacher beliefs that are supported by the ISTE standards. Numbers 1 and 4 both support the idea that learning from and with others to improve practice is valuable. Teachers (preservice, early career and veterans) can learn from video, CD-ROMs, Web-based media, classroom observations, and PLC conversations about how successful teachers integrate technology into deeper-learning activities. By observing success in others, teachers gain confidence that it can be done. Teachers should be encouraged to start small, build competence and confidence, and then they will be better able to think with more innovation later. It is not a matter of persuasion, but of conversion, and it takes 5-6 years. I have seen this progression work many times in my career, for myself and also for colleagues. I'm watching it again right now. We have essentially all new faculty in our department and using technology is frightening for some. I will model the start small, build confidence and "get bored so try new things" plan. Sat, 26 May 2018 12:27:11 -0700 https://nowcomment.com/documents/104455?scroll_to=1032455 https://nowcomment.com/documents/104455?scroll_to=1032455 For Erickson, charter schools serve just one segment in society (and that, with a heavy dose of technology) and she takes issue with that. Another view might be that charter schools offer opportunities for various emphases in content (math, for example), thus supporting the academic interests of students, which in turn could lead to innovations not possible without this early support and development of inherent talents/interests of students. Charter schools have a unique position in society. Because they receive public funding, they appear to be public schools. But because they can fund raise and offer things outside the budget allotted to them, they appear private, too. One purpose of a charter school could be to try new things. It is the perfect setting to encourage innovations which will likely include technological components. It would seem short-sighted to stop innovation in such a setting. Sun, 27 May 2018 15:25:33 -0700 https://nowcomment.com/documents/104455?scroll_to=1032454 https://nowcomment.com/documents/104455?scroll_to=1032454 Erickson is not optimistic about curriculum reform happening quickly, but she believes it will come eventually. She cites examples of students, parents and even unions pushing back against the expectations to achieve standards (tests) and the pressure put on schools (teachers, students, parents)to reach benchmarks. She believes that this pushing will make momentum for the social changes that need to happen in school. Schools are places where we see social changes, true, but should they be the laboratories for social change? How will all voices be represented in that? Might neutrality and fundamental student support serve the world just as well? She says that students complain of having too much homework and that it is not fun for them. Being a student is a career, a job. There are tasks to be done for the affordances that will come today and in the future. No job is fun all the time. That is not a necessary component to happiness. True self-esteem comes from hard work and doing valuable things. That might mean a significant amount of homework and some many hours of just plain rigor. Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104455?scroll_to=1032451 https://nowcomment.com/documents/104455?scroll_to=1032451 Erickson cites Peter Tucker and Elsevier as an example what not to do with technology, yet when I listen to their initial screencast, I cannot help but be impressed with their goals and drive to make the world better through technology. They want to "advance healthcare, open science and improve performance for the benefit of humanity." It is true that on Peter Tucker's Linkedin summary he shares his passion for making processes more efficient, but I do not agree that that goal must mean that in education, we should not consider what processes could be more efficient. Just because business focuses on efficiency, schools can, too, continually check themselves to make sure that student needs are met even while considering what makes the school run more efficiently. No doubt the answer will point to some form of technology. Mon, 28 May 2018 14:30:42 -0700 https://nowcomment.com/documents/104455?scroll_to=1032450 https://nowcomment.com/documents/104455?scroll_to=1032450 Erickson has a unique view on the affordances of technology. She seems to be against it for reasons that those of us in this cohort would not have considered. For that reason, it was a good inclusion for our reading this week. I agree that technology is a PERFECT tool for enabling more communication and collaboration, and not just with the people in the class alongside us, but with people around the world. Technology opens the way for the goals of sharing knowledge and thus enabling people everywhere to develop. Technology will not be going away (we wouldn't want it to), and rather than treat it with suspicion and contempt, let's use it to help humanity. Mon, 28 May 2018 14:25:31 -0700 https://nowcomment.com/documents/104244?scroll_to=1031734 https://nowcomment.com/documents/104244?scroll_to=1031734 I have to be patient with the growing process. Just because I hear about a great framework does not mean I can include it fully the very next year. It is a growing process. I want to incorporate it early in the curricula for my teacher candidates, though. I am working on it!!! Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104244?scroll_to=1031732 https://nowcomment.com/documents/104244?scroll_to=1031732 I have not looked for those case studies, but I would like to. Maybe I can use it for a next class that needs a great topic! Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104240?scroll_to=1031731 https://nowcomment.com/documents/104240?scroll_to=1031731 When teachers understand the structure and support of TPACK, it opens the door to making better pedagogical decisions. It takes that creativity you mentioned. How fortunate the student who can be in a class with this movement going on! Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104240?scroll_to=1031730 https://nowcomment.com/documents/104240?scroll_to=1031730 Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104240?scroll_to=1031729 https://nowcomment.com/documents/104240?scroll_to=1031729 When teachers are merging the three areas, it takes some creativity to make it happen. Teaching is all about creativity, really. Each day is new and we have to meet the needs in front of us, while still reaching for the standards required. THAT takes some creativity! Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104240?scroll_to=1031728 https://nowcomment.com/documents/104240?scroll_to=1031728 I'm working on that in my own classes and am trying to help our preservice teachers think that way, too. Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104240?scroll_to=1031727 https://nowcomment.com/documents/104240?scroll_to=1031727 Yes, TPACK and the 21st Century Literacies are compatible and that is helpful for all involved. Teachers need a good understanding of both. Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104244?scroll_to=1030712 https://nowcomment.com/documents/104244?scroll_to=1030712 The articles that launched and explained the TPACK concept were/are strong in the theory, which is crucial. Once that is understood and accepted by practitioners, though, there is the question of the next step. What do we do in the classroom? How do we order our decisions and what do the actual unit plans and lesson plans look like? Those are personal decisions, true, but having excellent examples saves time and perhaps saves mistakes. There should be a series of examples made available to give practitioners ides for how to turn the theory of TPACK into practice for the various grade levels and content areas with which K-12 teachers work. For higher education, the examples would be even more diverse, and quite challenging. Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104244?scroll_to=1030710 https://nowcomment.com/documents/104244?scroll_to=1030710 The K-12 Horizon Report 2017 discusses the learning spaces concept and because it resonated so well with my development as a teacher who uses technology, I would encourage more consideration of those four metaphorical "spaces." To understand them is to be able to plan lessons with better pedagogy and with better use of technology. Each of the spaces hints at both pedagogy and how to incorporate tech tools to meet learning goals. The "campfire" is the space for traditional instruction. As much as constructivist teaching is student-centered, there will always be a time and place for traditional instruction. Even that style of information sharing can be inclusive and safe for students; it need not be authoritarian. Tools for this space might include substitution-based apps that engage (S of SAMR and E#1 of Triple #). Quizlet and Kahoot are possible options. A second space is the "watering hole" where informal discussions happen. This is when the content has been examined initially and now it is time to deepen some understanding. Augmentation and enhancement of learning is happening here. Tools that facilitate this should be sought and used. Watching supplementary videos regarding the content could be helpful here. Next we have the "cave" for reflective work. This is for more enhancement and augmentation of learning of learning. Word processing (e-portfolio?) and perhaps voice recording would be some tools to aid in this learning space. Finally, there is the "mountain top" for presenting. This relates to modification, redefinition and the extension of information. Tools include graphic organizers, portfolios, movie making, screen casting, and much more. There is no limit in technology for aiding in the goal to personalize, apply, and create responses to learning. Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104244?scroll_to=1029206 https://nowcomment.com/documents/104244?scroll_to=1029206 Literacies expected in the 21st Century include skills such as collaboration, productivity, communication, innovation, multicultural appreciation, adaptability, and self-direction. The TPACK framework encourages the acquisition of the skills listed. Using the TPACK framework to guide teacher education programs will ensure that the next generation of students will have teachers who are aware of the trans-disciplinary nature of content, pedagogy and technology knowledge. The classrooms of the 21st Century will flourish more naturally when TPACK fundamentals are in place. This emphasis in early training should appear in the teacher program curricula, and also in the goals of those who want to influence education by upholding TPACK as a guide. Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104240?scroll_to=1029172 https://nowcomment.com/documents/104240?scroll_to=1029172 The "trans" we see in the classic TPACK image implies that pedagogy becomes better ("transforms") when teacher knowledge is strong, that teacher knowledge is transformed when pedagogy choices are sound, and that pedagogy improves (potentially) with informed choices that hopefully will include technology. I think blended learning is a prime example of the transformation of learning. Students learn to learn form themselves, and then have more opportunity to apply and reflect on that knowledge. Those are three important steps needed for deep learning that cannot happen if every class period is devoted to dispensing knowledge that students are well able to gather on their own time. Thu, 24 May 2018 16:01:32 -0700 https://nowcomment.com/documents/104240?scroll_to=1029171 https://nowcomment.com/documents/104240?scroll_to=1029171 In the video we heard about the creation of penicillin coming from play. In other TPACK-promoting videos on YouTube I saw creations of young students in classrooms that showed deep, excellent learning. Maybe we need to open assignments some and let students "play" and see what creativity surfaces. Thu, 24 May 2018 16:01:32 -0700