Most recent public comments by Karrah Zuziak https://nowcomment.com/users/41436 https://nowcomment.com/documents/104242?scroll_to=1033138 https://nowcomment.com/documents/104242?scroll_to=1033138 Regardless of how antiquated the studies become they still serve as powerful reminders of where education has been and where it can go. I agree that we need to keep pressing for newer and more relevant strategies as we progress through this century but technology is changing violently everyday. I say violently because everyday tech decisions have the ability to upset everything that is currently in place - we are moving that fast... Sun, 27 May 2018 13:16:55 -0400 https://nowcomment.com/documents/104242?scroll_to=1033137 https://nowcomment.com/documents/104242?scroll_to=1033137 Trans-disciplinary thinking is seeing patterns – Dr. Hicks, I do hope you integrated that choice of words intentionally! It is incorporating everything you know, everything you have been exposed to in hopes of offering a more complete picture of what was, what is, and what may be. My educational and professional experiences seem to have no fluidity, in that I vacillate quite regularly between academia and corporate life. I do see this as an advantage to my students when I am teaching in that I am able to communicate what the ‘real-world’ expectations of their execution really are. Moreover, I am able to learn from my students to stay current in what they need in regard to education, support, and direction. Seeing patterns and making knowledge accessible is concept beyond the classroom, it is really delving into what you know, what you have experience, and using that experience to formulate communication that resonates with students. The TPACK perspective would support this idea in that it is the incorporation of technology & pedagogy in a best-practices approach. As long as we keep moving with the advancements and continue to assess their effectiveness for both ourselves and our students we can’t go wrong. As Dr. Mishra noted very early on, these concepts will be defining benchmarks of the entire century not just one academic year. Sun, 27 May 2018 13:09:15 -0400 https://nowcomment.com/documents/104242?scroll_to=1033133 https://nowcomment.com/documents/104242?scroll_to=1033133 Hi Michael, I agree that current curriculum is a drain on creativity. Even at the collegiate level so much is prescribed in regard to what to learn, when to learn, what pace to set, and how a student will be evaluated (rubrics/standards) that the students really do simply opt to follow along instead of explore. There is too much anxiety associated with a bad grade/failing a class that it is not worth any more investment (time/money/stress) to try anything new; its easier to simply do as you're told. Sun, 27 May 2018 11:58:20 -0400 https://nowcomment.com/documents/104242?scroll_to=1033131 https://nowcomment.com/documents/104242?scroll_to=1033131 Hi Adam, It is very easy for one faculty member to try to 'lead' and dictate what to use and how to use it in regard to technology & pedagogy. It is very important and rewarding to allow teachers to explore & play in ways that will enable them to be better users of programs or methods that are relevant to their individual classrooms. Sun, 27 May 2018 11:53:57 -0400 https://nowcomment.com/documents/104242?scroll_to=1033130 https://nowcomment.com/documents/104242?scroll_to=1033130 TPACK enables creativity. Very much like Dr. Misrah’s discussion on Google, technology is a tool which can enable; it has already ‘captured’ all current available solutions and it up to the user to interpret which elements to use to solve the problem There is no one vetting the web, it is up to the user to determine what is truthful, relevant, and useful on an individual basis. That task itself is creativity – it is using what exists and making it one’s own. Additionally, TPACK offers one the ability to explore and expand their knowledge base through technology; that too is creative. Moreover, the idea that ‘you don’t know what you know’ until you’ve exhausted your search and find nothing new, allows for exploration in new directions (also creativity). Sun, 27 May 2018 11:51:55 -0400 https://nowcomment.com/documents/104242?scroll_to=1033129 https://nowcomment.com/documents/104242?scroll_to=1033129 I think they’re all integral components to advancing education (and society). The idea of knowledge – what is knowledge, what does that look like, and how do we ‘know’ what we need, is fueled by action. Educators are constantly redirecting themselves trying to keep pace with “what is” vital regarding content, delivery, and outcomes. Trying out new theories is not only visionary but necessary to grow. The value component is, in my opinion the most critical observation noted. It doesn’t matter what is tried/tested, by whom, where, when, if the ‘thing’ cannot be put into practice it has no value to the intended recipients. There is value in the process, in the research, in the trials, but the goal is to think about, design, develop and implement. In regard to TPACK, technology is driving knowledge and pedagogy, we have been reassessing processes for decades. The fact more attention is being devoted to this discussion is a result of the infusion of technology into educational arenas that have been impacted most and expanded most as a result of technology. I distinctly remember being told (by a CMU professor) to avoid enrolling in an online master’s program back in 2002 because they were not ‘credible’; as society has become more comfortable with how content and pedagogy have evolved in sync with technology we are able to discuss the impact and influence (past and present perspective) to imagine what the future will look like Sun, 27 May 2018 11:12:16 -0400 https://nowcomment.com/documents/103408?scroll_to=1030798 https://nowcomment.com/documents/103408?scroll_to=1030798 I still believe in a future grounded in Julio's experience! I am biased in that I teach almost exclusively computer application courses - the programs, usage, history, interface, etc. The gamut of what my students need is far & wide. Building rapport is necessary, presenting myself as a resource not a dictator, sharing my experience to show HOW learning programs will help them in their careers, are all vital elements to teaching what I teach. The way that I teach, completely driven by the advancements in the programs; having seen the growth of the platforms and knowing how much they have improved has made me a better teacher because I can share that knowledge and all the intermediate things we used to have to do to get from where we were to where we are. I see that this may not coincide with what is going on from the Educational Research perspective and that the 3 options Cuban offered where his way of predicting the future without much to go off of. I respect that, but none of us would be here (in this class)today without the hope of Technophilia back in 1993. Sun, 20 May 2018 18:57:30 -0400 https://nowcomment.com/documents/103408?scroll_to=1030797 https://nowcomment.com/documents/103408?scroll_to=1030797 Safety is necessary to build rapport and be functional. If the teacher is presented as authority (and the only authority) that presents a difficult precipice to overcome. If students feel they're in a shared space the outcomes are more productive. Sun, 20 May 2018 18:50:40 -0400 https://nowcomment.com/documents/103408?scroll_to=1030796 https://nowcomment.com/documents/103408?scroll_to=1030796 I think this point in the video represents student investment. If a student is focused and trying the exercises, then they are trying to be successful. I also think that the fact that computers are naturally engaging and are viewed as a tool in this case shows student's that they do not need to rely explicitly on themselves or their own knowledge to be successful; they can pool resources and collectively learn. Sun, 20 May 2018 18:48:54 -0400 https://nowcomment.com/documents/103408?scroll_to=1030795 https://nowcomment.com/documents/103408?scroll_to=1030795 Hi Michael, I think that options like Khan enable students to be proactive in their learning. It is no longer a matter of rote learning but rather engagement. This in turn is motivating, and as noted in the beginning of the video, behaviors needed to change in order for students to advance. I do think that embarrassment is a key factor of whether a student stays enrolled or withdraws so trying new approaches to changing behaviors is just one attempt to move the center. Sun, 20 May 2018 18:45:52 -0400 https://nowcomment.com/documents/103408?scroll_to=1030794 https://nowcomment.com/documents/103408?scroll_to=1030794 John, I couldn't agree more. I feel my students are more engaged because I am fluent in the programs I teach. I share my experiences so they don't need to feel overwhelmed or encumbered by not knowing the program or content. Many of my students have taken ownership of their projects because they feel comfortable asking any question knowing that I will guide them toward a solution. Sun, 20 May 2018 18:41:03 -0400 https://nowcomment.com/documents/103408?scroll_to=1030793 https://nowcomment.com/documents/103408?scroll_to=1030793 It first assumes that students have the requisite computer usage knowledge to navigate the program. Being that this computer experience is shown in Oakland, CA among a large minority student population is encouraging, as seminal works often remind us such populations typically have less computer access/aptitude than white counterparts. Therefore, any assumption that minority students cannot/will not learn via computer IF given the equipment and support, is erroneous. Sadly I think this was a bit staged in terms of monopolizing on negative statistics to show that ‘anybody’ can learn via Khan. I sincerely hope that I am wrong about this assumption in the development of this video. In regard to teachers using technology, I feel this is a wonderful example of one-on-one coaching when necessary. I have used Insight by Faronics, which allows me to share my screen with students during an in-class exercise as well as view my student’s screens while they are working. I can directly assist them in solving problems by answering questions just by viewing their screens. The level of interaction is both on-screen and in-person when I need to redirect them to try new approaches to problems. I think this video demonstrates how teachers can better use in-class time targeting individual student concerns versus assuming everyone will encounter the same hang ups in the same place during every exercise. Sun, 20 May 2018 18:38:49 -0400 https://nowcomment.com/documents/103405?scroll_to=1030711 https://nowcomment.com/documents/103405?scroll_to=1030711 I do not teach k-12 and I don’t have children so all I can do is make assumptions based on my university-level students who are coming from k-12 (as my experience is dramatically different than anyone born in the past 20 years). I think we are making positive changes; there has been such an influx of technology that it is unavoidable for it to be incorporated into everything we do every day. I was intrigued by Cuban’s comments in the Impulse section, where he noted “a long-term school reform undertaking by the National Science Foundation aiming at no less than a fundamental overhaul of both what science content is taught and how it is presented to students” absolutely is supported as progressive. In 2004 (9 years after the article) the NSF granted CMU’s Fashion Design program $346,000 to purchase a body scanner – a technological tool that uses lasers to scan 3-D objects (bodies). This technology isn’t typically associated with frivolous garments but rather conceptualization of 2-D schematics in cooperation with a 3-D product. NSF was integral to transforming CMU’s program and infusing it with technology on a level that was very forward thinking for 2004. It’s still very forward thinking today. I think what is missing is students understanding of why using technology is valuable for both coursework and their professional goals. There are too few students who utilize analytic software on a truly integral level – spreadsheets, data, tables, even our forthcoming SPSS experience, is necessary to understand more about the world (whether its economic, pandemics, food shortages – wherever one’s interests may lie). We still need teachers to guide, to inspire, and to clarify topics and methods that do have an emotional context. Students need reassurance that they are learning, above and beyond what their grades may indicate. Sun, 20 May 2018 13:05:59 -0400 https://nowcomment.com/documents/103405?scroll_to=1030707 https://nowcomment.com/documents/103405?scroll_to=1030707 It’s amazing how the Technophile’s scenario is now reality. I feel this was wholly made possible by the portability of technology, moving from desktops to laptops was the first big step followed by tablets and now smartphones. I feel that I have the ability to engage with my online classes at all times; I have been able to join a Zoom room via my phone in the car as well as sit down at home and watch via laptop. What is most conflicting about the availability of technology in my classroom is some student’s inability to use it correctly. In that, I have had students who do not know how to play a PowerPoint presentation from “the beginning” (or even find the button), they lack the ability to save/file on a flash drive, and even uploading homework to Blackboard on a first attempt is a challenge; I’ve had to toggle the ‘accept multiple attempts’ button to accommodate for their actions. I do not ever point out the challenges I witness to individual students but rather try to integrate corrective learning when I see these things happen in my classroom – and provide more detailed direction on use of tech like uploading files. I have made changes to how much information I share as a means of making my life easier! That said, many of them do not reference the reference materials and still email or text related questions. I do allow students to text questions, as I would rather answer them directly then have them go investigate on their own. This use of technology has served me well, and again, I hope serves my students well. Sun, 20 May 2018 12:44:10 -0400 https://nowcomment.com/documents/103405?scroll_to=1030705 https://nowcomment.com/documents/103405?scroll_to=1030705 I had a classmate who truly enjoyed all things Audio-Visual and when we had to do a 4th grade presentation she actually made a filmstrip. I was blown away that she made the filmstrip, narrated, etc. The concept of filmstrips was so integral to her learning that the teacher made a point of letting the student create her own. I was jealous, I had a posterboard project (sad trombone...) This teacher really did inspire and guide this student through that project. Sun, 20 May 2018 12:24:15 -0400 https://nowcomment.com/documents/103405?scroll_to=1030704 https://nowcomment.com/documents/103405?scroll_to=1030704 I think its a wonderful idea to exist in a world of full integration of talk to text but as a student who endured years of speech class this could be more of a challenge. I don't believe that talk to text is fully capable of distinguishing impediments, regional dialects, and slurred speech as clearly as necessary to be rolled-out wide scale (or adapt teaching methodologies). In some instances, typing is still the most efficient medium. However, AI has the capacity to move this idea forward. Sun, 20 May 2018 12:20:18 -0400 https://nowcomment.com/documents/103405?scroll_to=1030703 https://nowcomment.com/documents/103405?scroll_to=1030703 Impulse 3: Productivity. I was in grade school before computers were the ‘it’ thing so I have few instances of technology being incorporated into my k-12 education beyond overhead projectors and filmstrips. A non-technological example which offers similar ‘advanced’ thinking happened when I was a senior in high school, the district thought it would be a great idea to give every student a ‘notebook planner’ that was essentially a day planner in a cheap-spiral bound format. It was emblazoned with school propaganda like the mascot, fight song lyrics, MEAP testing dates pre-scheduled, etc. Evidently this ‘professional tool’ was being integrated in hopes of helping students stay focused and have a way to hold them ‘accountable’ for assignment planning and due dates. Epic fail! I drew my name in bubble letters all over and wrote really bad poems along with this cartoon snail that I perfected out of the multitude of question marks that showed up on every single page. The teachers augmented their teaching in an attempt to capture dates and project requirements, which we were expected to notate in our planner. This example demonstrates a few points that correspond to the technological counterpart offered by Cuban in that the planner was meant to “enhance student motivation to learn” (np) as well as integrate job-relatable skills (time-management, organization, communication) into our daily ‘agenda’. My district was disinclined to adopt anything that would cost money or would become quickly outdated and while we did have computer labs in my elementary days where I braved the Oregon Trail, there was nothing of the like in high school. I did have keyboarding, as mentioned in the previous comments, and I also took ‘data entry’ (which was simply advanced keyboarding) but beyond those courses, computer based classes didn’t exist in the curriculum. Sun, 20 May 2018 12:11:25 -0400