Tweet The app development market is exploding. More and more companies are creating “educational apps”. In some cases, they are simply digital versions of a book or a web based tool. So...
NJ Audet's insight:
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I have teachers ask me frequently about app recommendations for different subject areas.
“What app could I use to teach subtraction?”“What app would you recommend for my students to practice writing?”“I want to use iPads in my Science class. What app is good for that?”
I usually sigh to myself, when I receive questions like that. While I am not against in suggesting apps ( which I love doing), I am not comfortable with the level of disconnect between the teacher (who knows her/his students best) and the curriculum related skills and objectives and pedagogical relationship that needs to be in place for an app to be a match to use in a classroom or with an individual learner.
I want teachers to be able to, not only ask for and use an app, because someone else recommended it, but I want teachers equipped with the curiosity and the knowledge of:
the value an app can bring to a learner (and being able to articulate the value)the connection from the app to curriculum content (and being able to demonstrate the depth of that connection)the possibilities the app can bring in order to amplify (take a look at a previous post: The Next Step: Amplification )the difference of using an app to automate and substitute a task versus informate and transform (previous post: Enhancement-Automating-Transforming-Informating )how to evaluate apps for their transformative potential?
Arriving home from San Diego and having just attended the ISTE (International Society of Technology in Education) conference I was scheduled to facilitate an all-day professional development for our district.
In case you haven’t noticed yet, we are in the midst of the largest technological revolution in decades.
NJ Audet's insight:
The Sad Reality Of EdTech
The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations. This may have been a worthwhile skill to teach 15 years ago, but the fact that we haven’t adapted as technology has is a clear example of how slow schools are to respond to the changing needs of our students.
Anthony Cody spent 24 years working in Oakland schools, 18 of them as a science teacher at a high needs middle school. He is National Board certified, and now leads workshops with teachers focused on Project Based Learning.
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