3,069 Matching Annotations
  1. Jul 2017
    1. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.

      Agree depending on the flexibility of the teacher to acquire knowledge of developing technological methods

    2. Also complicating teaching with technology is an understanding that technologies are neither neutral nor unbiased

      We see this in the News networks for example

    3. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

      Nature of the technology or nature of the teacher here? I argue this is referring to the rapid pace of changing technologies that educators have difficult staying up-to-date with technology while being responsible for teaching

    4. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies.

      Opaque referring to the construction of the system...specific to those individuals that design, construct, and craft the system

    5. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).

      Tangible vs digital here

    6. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

      Present use of digital media

    7. n this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts

      Use of "ill-structured"--really impactful but places the opinion of the author

    8. Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology.

      Lee Shulman

    1. While wealthy families are embracing the potential of new technologies for learning, and investing more and more in out-of-school and connected learning, less privileged kids are being left behind. Access to specialized, interest-driven and personalized learning used to be difficult and scarce. But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.

      Socioeconomic impact for technology: access, funding, etc.

    2. We need to harness these new technologies for learning rather than distraction.

      Entertainment vs production

    3. beyond the formal educational pipeline.

      Learning that extends outside of the classroom for a common interest (e.g., photography, humanitarian work)

    4. connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

      Proactive vs passive

    5. does not require technology, new digital and networked technologies expand opportunities

      Technology would certain enhance the connection

    6. Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them

      Insightful. The use of personal interest here emphasizes the desire to learn and connect with others that want to learn the same thing.

    7. Connected learning isn’t a burden that one organization shoulders on its own, and is about building connections across different sites of learning

      This is where the community partnerships come in

    8. Traditional education is failing to engage many students as they enter their middle school, high school, and college years.
    1. Specifically, these skills are described as:

      Possessing these skills is critical to advancements in not only technology, but outside of the classroom

    2. To help people become good citizens of the web, Mozilla focuses on the following goals: 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all.

      cofcedu...This concept matches those of some of the videos we watched, that companies update their technology to keep up with advancements, but try to keep it adaptable for all generations using technology

    3. Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.

      I have a hard time knowing where digital literacy falls in terms of priority for students with disabilities. While it is no doubt just as important for them to grasp in order to better interact with our rapidly changing world, it is difficult to integrate the use of technology when trying to help students grasp certain skills.

    4. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace.

      These skills truly opens up opportunities for students to study outside the classroom setting as we are doing now. Technology and the web has opened numerous doors.

    5. Specifically, these skills are described as

      Read, write, participate, and 21C skills are defined

    6. read, write, and participate
    1. Collaboration was central to the project. Students formed teams of three or four and began planning what tasks they would do and how they would work together.

      I love that project-based learning opens up opportunities for meaningful collaboration. Sometimes collaboration can be shallow, with students talking at each other rather than having genuine discussions.

    1. In this Edutopia video, we get a good overview of how PBL is different from the kind of instruction most of us are used to.

      This video is useful in terms of breaking down the parts of PBL and giving examples of what each part looks like in action. I enjoy that it shows PBL in different classroom settings. However, all of the classroom shown are general education classrooms. I wonder if there are videos that show PBL used in SPED classrooms.

    1. lStudents will understand their own eating patterns and ways in which these patterns may be improved.Using these standards as the starting point, I need to decide what enduring understanding I want my students to take away from the unit. Although I've never deliberately thought about enduring knowledge, per se, I like the concept and think that it will help me focus my teaching and limited class time on the truly important aspects of this unit.

      I like the idea of developing an end goal at the beginning of the unit that way you can revolve the whole lesson and all assessments around that goal in order to ensure it is reached.

    2. The teacher as designer is similarly constrained. We are not free to teach any topic we choose. Rather, we are guided by national, state, district, or institutional standards that specify what students should know and be able to do. These standards provide a framework to help us identify teaching and learning priorities and guide our design of curriculum and assessments

      These standards do guide a teacher planning/goals, but the focus shouldn't be solely on the standard than the concept that is to be understood so that students can transfer it to other areas. Yes, it's standard driven but you want results.

      I do understand that the standard are in place for a purpose. Highly qualified educators and specialist have collaborated to set these standards. Be mindful to know your students and not just push standards into them to say that you went over them, but they don't comprehend and can't transfer them. What was the purpose?

    3. In addition to external standards, we also consider the needs of our students when designing learning experiences. For example, student interests, developmental levels, and previous achievements influence our designs

      For me, this is where Maslow comse inot play. Some students have other needs that need to be meet before you can dive into a standard with them.

    4. We focus on a particular topic (e.g., racial prejudice), use a particular resource (e.g., To Kill a Mockingbird), and choose specific instructional methods (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television) to cause learning to meet a given standard (e.g., the student will understand the nature of prejudice, and the difference between generalizations and stereotypes).
    1. When he read the Web address, http://pubweb.northwestern.edu/~abutz/di/intro.html, he assumed that the domain name “northwestern.edu” automatically meant it was a credible source. He did not understand that the “~” character, inserted after the domain name, should be read as a personal Web page and not an official document of the university.

      I don't think this is common knowledge though. I personally didn't know this.

    2. When he read the Web address, http://pubweb.northwestern.edu/~abutz/di/intro.html, he assumed that the domain name “northwestern.edu” automatically meant it was a credible source. He did not understand that the “~” character, inserted after the domain name, should be read as a personal Web page and not an official document of the university.

      Even though I consider myself web literate enough to tell the difference between a personal and academic page, I honestly didn't know that the "~" denoted that. I really need to get better about thinking of web addresses and code as a language (which they are).

    1. Teaching for transfer means that learners are given opportuni-ties to apply their learning to new situ-ations and receive timely feedback on their performance to help them improve.

      make a connection ... Text to text, text to self, text to world

    2. Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port).

      It teaches student to be thinkers and not just obtain facts/information.

    3. The UbD framework promotes not only acquisition, but also the student’s ability to know why the knowl-edge and skills are important, and how to apply or transfer them in meaningful, professional, and socially important ways
    4. Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.

      I also think applying the skills/concept to other areas is important. When a student can put it in their own words and present it to others in a different setting this is a great accomplishment. This is also great in math when a student solve a problem a different way and gets the same answer. It shows that people have different thought processes , everyone doesn't think the same, and there's more than one way to "skin a cat". They'll learn to accept people's differnce while working together.

    5. When someone truly under-stands, they• Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.

      This is a great assessment/indicator that a student comprhended the lesson. When they can explain it to a friend in their own words.

    6. Stage 1 focuses on “transfer of learning.”

      This is the goal...... to get them to transfer what they've learned to other areas.

    7. Learning priorities are established by long-term performance goals—what it is we want students, in the end, to be able to do with what they have learned. The bottom-line goal of education is transfer. The point of school is not to simply excel in each class, but to be able to use one’s learning in other settings.

      This goes with the saying " plan with the end in mind." It's easier to plan when you know what the destination is.

    8. Furthermore, the format of the test causes many educators to erroneously believe that the state test or provincial exam only assesses low-level knowledge and skill. This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.
    9. he Three Stages of Backward DesignThe UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align-ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con-tent and understanding must be what is assessed in Stage 2 and taught in Stage 3.
    10. Teachers are coaches of understanding, not mere purveyors of content knowl-edge, skill, or activity. They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.
    11. Six facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding.

      Empathy demonstrates understanding, even if you can't actually place yourself in someone else's shoes/relate, you can still understand their perspective. A lack of empathy goes hand-in-hand with hatred and fear of the "other" or what is different.

    1. According to Maslow, individuals must meet the needs at the lower levels of the pyramid before they can successfully be motivated to tackle the next levels.
    2. eople become actualized to accomplish higher motives only after they have fulfi lled certain basic needs

      Basic needs must be fulfilled FIRST!

    1. Backwarddesignmaybethoughtof,inotherwords,aspurposefultaskanalysis:Givenaworthytasktobeaccomplished,howdowebestgeteveryoneequipped?Orwemightthinkofitasbuildingawiseitinerary,usingamap:Givenadestination,what'sthemosteffectiveandefficientroute?Orwemightthinkofitasplanningforcoaching:Whatmustlearnersmasteriftheyaretoeffectivelyperform?Whatwillcountasevidenceonthefield,notmerelyindrills,thattheyreallygetitandarereadytoperformwithunderstanding,knowledge,andskillontheirown?

      Great example of how teachers are coaches. I actaully used this example in a response to another post.

    1. or example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

      So...digital literacy is taking it to the next level to ensure they know the motive /reason behind why the student is doing what they're doing.

    2. Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      This is a great way of defining digital skills vs. digital skills.

    3. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

      As an older millennial (now given the new label Xennials), I am of the Facebook generation and never got into Twitter. It always seemed really lame to me and dangerous to share my every "140 character" thought with the world. But this gives me new perspective on how it can be used for the more positive exchange of ideas. This could actually be a pretty neat way for students to answer questions they have and be directed to new information sources they otherwise may not have known existed.

    4. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
    5. Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.
    1. Garth is an adolescent male attending high school in the northeast of the United States. You can review his work on his YouTube channel.

      I really enjoyed this interview because it shows that we have a lot to gain from students in terms of technology. The children who I babysit are 7 and 9 and they are often assisting me with technology. It just goes to show you that they have a huge capacity to learn especially when it is something they are interested in.

    2. Yet, as early adopters, history’s first generation of “always connected” individuals do not have the knowledge and skills to critically explore, build, and connect online. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

      This is very interesting. I think this also somewhat applies to the late adopters of "always connected," aka, my parents generation. They view social media and the use of the internet as largely "for fun," and not for civic engagement. While that is certainly true, I think most of my generation views their online presence as an extension of who they really are. My parents don't take a stand or voice strong opinions on social media... but they also wouldn't face to face unless it was with close friends or family. On the other end of the spectrum are the young people today who express every thought and gut reaction online, but would never do so face to face. Everyone has been given a platform to freely engage and exchange ideas but few know how to "critically explore, build and connect."

    1. I think this is good advice for using the design process also gives a really good Student Project Design Matrix example

    1. One of my favorite tools to use in doing this is the CRAAP test developed by the University of California at Chico. This method requires students to evaluate a source based on its Currency, Relevance, Authority, Accuracy, and Purpose. In fact, this method could easily be applied to “traditional” sources as well.
  2. Jan 2017
    1. videos and podcasts

      I love that we are moving towards more unique ways of presenting projects rather than just tri-fold poster boards!!

    2. "entry event"

      I really like this idea of an entry event, and it is something I never thought much about before, from the student perspective. When a teacher introduces a new topic in school, if they do so in a visual, auditory, or fun way, I would be way more likely to be interested in doing a project about the topic, compared to if they had just handed me a huge packet at the beginning of class.

    3. A classroom filled with student posters may suggest that students have engaged in meaningful learning. But it is the process of students' learning and the depth of their cognitive engagement— rather than the resulting product—that distinguishes projects from busywork.

      I agree SO much with this statement! Yes, from the outside a classroom may portray extreme learning through the posters and pictures displayed, but did the student really retain the information throughout the project-process? Or did they just cram and do the project the night before to get an A?

    1. 5 Keys to Rigorous Project-Based Learning

      A great video for those aural or visual learners out there! @5:01 I could see how PBL could improve learning.

    1. Risks of Problem-Based Learning

      PBL is definitely something different that students may not be used to. And they may not be used to all the hands on they have to learn to do. It is really all about interaction and for students to transition from traditional learning to this could become frustrating.

    1. “It’s gotta be fun. The more fun the project is, the more interested they’ll be, the more they’ll learn,” he said. “In fact, I have parents say, ‘I’m really concerned. My kids really like school. My kid’s having too much fun.’

      It makes an all around better atmosphere for the students learning and it gets them more involved.

    1. . Projects, as a means to make schooling more useful and readily applied to the world, first became popular in the early part of the century within the United States

      I think that project based learning really does help you get prepared for the world more than just reading from a textbook. Today, our technology is so advanced you can read your textbook online and almost everything can be done on a computer so why are we still teaching things not relevant to all the advances we have today?

    1. Why Project Based Learning (PBL)?

      what i gathered from reading this first article is that it seams like project based learning should be in every school system? If it gets students more into the project and makes them learn easier and remember things better then why wouldn't we be practicing it in every school?

    1. PBL is the ongoing act of learning about different subjects simultaneously. This is achieved by guiding students to identify, through research, a real-world problem (local to global) developing its solution using evidence to support the claim, and presenting the solution through a multimedia approach based in a set of 21st-century tools.

      Interesting look at PBL and 21st century learning

    2. PBL is the ongoing act of learning about different subjects simultaneously. This is achieved by guiding students to identify, through research, a real-world problem (local to global) developing its solution using evidence to support the claim, and presenting the solution through a multimedia approach based in a set of 21st-century tools

      Interesting look at PBL AND 21st century learning.

    1. With project based learning, the content is baked inside of a long-term projec

      Good definition!