Technology plays a primary role in my teaching, but I rarely turn on the computer that makes the classroom “smart.” Occasionally, I project the class tweet stream. I am an advocate of Twitter for higher ed.
Kiruthika Ragupathi's insight:
An excellent article that talks about how the author has learnt to embrace edtech for what it strengthens and rise up with empathetic excellence where it falls short, and that technology is only an advantage if it means that teachers can get back to what they do best: educating instead of disseminating and assessing. It is so true when he says..."If it is “content”–that is, if it can be poured from chalice to vessel, if it can be contained–it has no place in the classroom."
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario.
"Technology is what is now being blamed for multitasking overload. In some situations, that is certainly the case. In other situations, the issue might be too much work, an inefficient office, or just boredom with the job or school work. We can change some of those conditions and not others—but we cannot even sort out what is causing our frustration, exhaustion, or sense of failure until we understand what multitasking is. Once we realize that multitasking itself is the human condition—not an outcome only of too much email or social networking—then we can find practical ways to address the real problem, not the mythical one."
With Quip, you can make your edits right in the shared document, comment on a specific section, and even chat with the other authors directly while you're all making tweaks. Tracked changes show exactly how the draft has evolved.
"In this third and final post in the series, Steve Molyneux, ThinkBuzan Licensed Instructor, CEO of the iPad Academy and Apple Distinguished Educator, provides us with an insight into 7 innovative ways for teachers to utilise Mind Mapping with iMindMap HD for the iPad in the classroom. "
"With text no longer relegated exclusively to the pages between the cover of a book or a magazine, the shift from paper to digital texts has brought on a whole new form of literacy. This upheaval in how we read brings with it new opportunities for learning as well as new challenges.
Experts refer to this phenomenon as transliteracy. In a study published in the peer-reviewed journal First Monday, Dr. Sue Thomas and colleagues defined transliteracy as 'the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks'."
"Let me explain why we take this approach and what connectivism is. At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. Knowledge, therefore, is not acquired, as though it were a thing. It is not transmitted, as though it were some type of communication.
"What we learn, what we know -- these are literally the connections we form between neurons as a result of experience. The brain is composed of 100 billion neurons, and these form some 100 trillion connections and it is these connections that constitute everything we know, everything we believe, everything we imagine. And while it is convenient to talk as though knowledge and beliefs are composed of sentences and concepts that we somehow acquire and store, it is more accurate -- and pedagogically more useful -- to treat learning as the formation of connections."
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