Most recent public comments by Prof sara carlesimo https://nowcomment.com/users/80177 https://nowcomment.com/documents/200875?scroll_to=1879847 https://nowcomment.com/documents/200875?scroll_to=1879847 I actually think that better ideas can come from the lunchroom than from industry salesmen. They ALL think their products are the best. I want to test tools myself or hear from the people actually using a particular technology before implementing it in my classroom. And as you mentioned early, Jennifer, every classroom situation is different. What works with one group of students, may not work or may have to be used differently with another group of students. Thu, 14 May 2020 12:34:42 -0500 https://nowcomment.com/documents/200875?scroll_to=1879825 https://nowcomment.com/documents/200875?scroll_to=1879825 I'll bet your boss has been visiting your class since we started teaching online due to Covid19, but do you think he's visiting to see what you're doing or to “admire” the evolution of technology that you're promoting? I would wager for the latter, frankly. As DET students, we have a definite advantage over some of our colleagues. We have experienced being IN online classes and we know what makes this environment more or less successful from those experiences and teachings. Now's your time to shine girl :)) Thu, 14 May 2020 12:26:44 -0500 https://nowcomment.com/documents/200875?scroll_to=1879822 https://nowcomment.com/documents/200875?scroll_to=1879822 I think it's really interesting the way you thought of the “Matthew effect” LaTonya. Some of the traditional solutions for reducing this effect are: Letting students work at their own pace with project-based learning Letting students work on mathematics tasks collaboratively Giving students different kinds of problems that meet their own particular needs, in this way boosting their confidence Giving quick feedback (Chubb, https://buildingmathematicians.wordpress.com/2018/01/15/minimizing-the-matthew-effect/) Now, we need to apply these basic solutions to the technology industry. As for the distribution of tech tools, all students need to be given equal opportunities. We need to target the tech industry that is making billions of dollars manufacturing and distributing their tools. They should be held accountable for insuring that even the most disadvantaged student have access to their learning tools. Thu, 14 May 2020 12:17:50 -0500 https://nowcomment.com/documents/200875?scroll_to=1873056 https://nowcomment.com/documents/200875?scroll_to=1873056 One of the things that Selwyn says that motivates me in my DET studies in general is when he explains that we need to “encourage researchers to examine technology and be mindful of the words that are used to explain the value of technology in education.” Simply stating that it's new and advanced is not enough. Studies need to show why this or that tool did or didn't work. They need to provide clear examples of how a tool can be used and if needed modified to adapt to differing instructional needs. What Selwyn calls “lazy generalizations” about the success of tech tools has contributed to their failure. Successfully personalizing and adapting computers to meet each student's needs can convince a wider population of instructors to give up their old computer habits. Studies need to encourage the teachers that primarily use their computers at home (Cuban) to bring them back into the classroom. To do this, research results need to include less “fluff” and more concrete reasons for teachers to invest their time in creating pedagogy that includes technology. Mon, 11 May 2020 14:56:59 -0500 https://nowcomment.com/documents/200875?scroll_to=1872956 https://nowcomment.com/documents/200875?scroll_to=1872956 I think that, in general, management and administration are never supportive when asked to monetarily back virtual ideas. They need and expect tangible proof before they can become enthusiastic about sharing your vision. For that to happen, baby steps in the use of technological tools need to be taken without asking for monetary support. Start by using anything that's free and can prove its value as a learning tool. Give examples of students that are going above and beyond the required work assigned because they've been motivated by a new approach to learning through the use of a new tool. Actions speak louder than words and giving proof of success speaks louder than just sharing a vision. When proof is given, it will allow you to expound upon your vision and that's when administration and management will want to share that vision. Mon, 11 May 2020 09:42:24 -0500 https://nowcomment.com/documents/200875?scroll_to=1872878 https://nowcomment.com/documents/200875?scroll_to=1872878 I agree with Selwyn's discourse relating to the opinions and advice given by “so-called” experts in the use of technology in a classroom. The problem with following entirely to the letter the advice of these experts, is that an instructor needs to examine his needs through his own lens. Not only does it allow him to establish his own specific goals as they relate to the level of his own students, but it allows him to determine if these goals are reasonable and realistic as he proceeds through the process of adapting technology tools to his needs. He must consider what works with his students, but he also needs to consider what works for him. Selwyn mentions that these outcomes are not always similar, so the instructor may have to make some concessions to privilege the tools that work best and motivate his students towards reaching the predetermined goals. Mon, 11 May 2020 14:54:24 -0500 https://nowcomment.com/documents/200875?scroll_to=1872821 https://nowcomment.com/documents/200875?scroll_to=1872821 Selwyn assumes, and rightly so, that many teachers feel like technology is a managerial tool for controlling the class. Unfortunately, this brings up some issues with the common good of computer use within a classroom. For technology to evolve into a valuable medium for the transmission and acquisition of knowledge Selwyn points out some important aspects that need to be established. While he lists 10 of these, the first one is major. “Be clear about what you want to achieve.” I really think that all the others build off this one. Setting up clear and attainable goals with reasonable class expectations should be the starting block. And they should not depend on the claims of external sources like manufacturers of technology tools, they should be base on an instructor's understanding of his own class situation. Mon, 11 May 2020 14:08:26 -0500 https://nowcomment.com/documents/200875?scroll_to=1872797 https://nowcomment.com/documents/200875?scroll_to=1872797 Of course when the doors are closed in a physical classroom, the teacher can basically use any method he/she wants to, but I disagree with you, Jennifer, about the online situation. Even though the class is virtual and there are no physical doors to close, the teacher is in his own private domain. HE is the one delivering the class so HE still remains the one making the choices. Certainly outsiders can look in, but does that really matter. Thu, 14 May 2020 12:26:44 -0500