This is the way to approach teaching children about the Internet. When teachers engage their students in conversations about something that students understand, there is the possibility learning can happen. It happens with teaching, but is not guaranteed.
Many marketers give credit to Seth Godin for how they think about marketing in the 21st century. Godin has written 17 bestselling books that have been translated into more than thirty languages. American Way Magazine calls him, “America’s Greatest Marketer,” and he writes what may be the most popular marketing blog [...]
Educators should be part of the ecology. There is a need for them to be embedded within the learning and teaching they undertake. It concerns me that we want to connect education with the market. If this means we are exploring the polis, I am good with that. I wonder if that is what we mean? Somehow I think it is a neo-liberal approach.
I do not make a direct link between training and learning. Training has very specific outcomes and learning can be defined much more broadly usually with personal motivation and curiosity being central.
I like number 5. I worked in a school where the vice-principal, a tech maven, had teachers complete an Excel schedule (that was the biggest use for Excel in the building) and those were the stats used to justify the use of a computer lab. This was despite the fact it was often unused. What are statistics for?
“Sexting”, taunting on both cell phones and the Internet is a cause for concern with HCI and the local RCMP (Cyberbullying causing concern in Humboldt - Humboldt Journal http://t.co/L7XInMmNwC #cyberbullying)...
Complicated is different than complex which is what this is. Complicated is about knots that keep getting tighter and complexity is about the relational aspects that happen when humans are introduced into the equation. Having said this, the author makes great points about time, restructuring, and reflection.
I've been in the edtech game for a long time. I started as a programmer in 1994, then moved into instructional design, and now am working with an amazing group of folks to integrate learning techno...
Ivon Prefontaine's insight:
I liked the article. There are a couple of things I don't agree with necessarily or think they are overstated. For example, ed tech can be transformative. It is not a given. It requires pedagogy that works and helps make a difference for students. And, it doesn't necessarily break down silos. I agree it can, but under the right conditions. I think the way it is used by some it builds silos. Where I taught for 20 years, that is the way I would see the use of technology.
A key and critical point is the one about education needing to step up and take on the responsibility of teaching using ed tech.
This is training and not learning. I am OK with that, but we need to be clear we know the difference. Learning can happen around broad objectives which lack clarity. For example, learning multiple perspectives is not something easily prescribed, but creative teachers meet the challenge every day.
"The ConnectEDucators program would help educators leverage technology and data to personalize learning and improve college- and career-ready instruction, ensuring that as schools increase access to broadband Internet through the ConnectED Initiative, teachers and leaders are prepared to use these resources in a way that increases student learning and achievement. [expand/collapse]"
The opening lines are an accurate assessment of a thoughtful pedagogue's approach. This will happen in any setting whether it is virtually or geographically located. The idea of pedagogy being a critical thinking activity is narrow although it does connect teaching and learning. It is a mindful and thoughtful set of activities that certainly involve critical thinking and reflection about caring relationships.
11 Tips For Students To Manage Their Digital Footprints by Justin Boyle If you’ve scratched your head over suggestions to manage your “digital footprint,” you aren’t the only one. A surprisingly large percentage of people...
And, we can be all of those things and not be a technologists. It means being a decent person regardless of the setting. Also, one does not have to be decent to be a technologist. Like all communities, there are personal differences that exist on a continuum.
Socratic dialogue is about giving the right answer and assuming there is only one right answer. Today, I read a blog about a person who is experiencing a warm autumn. I realized there answer is based on living in New Zealand. What is education? Is it answering with the one right answer or is it figuring out what appropriate answers there are that suit each person?
This is consistent with the research that shows only about 30% of students are able to use technology effectively in their learning. Only about 1/2 that group, is at the totally independent level of learning if that really does exist.
Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.
We still need pedagogical relationships. The pedagogic practices used were conceived before the digital age, but I think as Steve Wheeler points out we can use those ideas and re-conceive what teaching and learning look like and the way they can evolve.
Educational technology should not be intrusive in the classroom. It should be designed in a way that makes the most of the real world of teachers, families and students, according to SXSWedu keynote speakers Vivienne Ming and Norma Ming, co-founders of educational technology startup Socos.
“We can build technology that provides amazing support without you ever realizing that it was there,” Vivienne told attendees. “Technology does not need to be intrusive.”
“Stop trying to disrupt everything,” she added. “There are systems out there. Integrate them. You’ll get so much more done that way. We’re not talking about big intrusive technology.”
Here are five lessons Vivienne and Norma shared with attendees to help educational technology designers — and others — keep the promise of educational technology in the classroom.