306 Matching Annotations
  1. Last 7 days
    1. What do we mean by ‘pedagogy’ in ‘pedagogy first’? Towards a Digital Pedagog

      Excellent webinar on technology and pedagogy

  2. Nov 2019
    1. Integrating Technology with Bloom’s Taxonomy

      This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

    1. Training and Development Policy Wiki

      This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

    1. Using Technology to Enhance Teaching & Learning

      This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

    1. Empowering Education: A New Model for In-service Training of Nursing Staff

      This research article explores an andragogical method of learning for the in-service training of nurses. In a study of a training period for 35 nurses, research found an empowering model of education that was characterized by self-directed learning and practical learning. This model suggests active participation, motivation, and problem-solving as key indicators of effective training for nurses. Rating 8/10

    1. Digital Literacy Initiatives

      This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

    1. 1Engaging Adults Learners with TechnologyThrough

      Instruction Librarians from the Twin Cities Campus Library created this instructional gudie as a workshop for implementing technology for adult learning. First, the authors describe key characteristics of adult learners as identified in the theory of andragogy. Examples of these characteristics include the need to know, learner responsibility, past experiences, and motivation to learn. The authors then suggest instructional practices and activities to meet the needs of adult learners, Finally, they provide examples of technology tools for effectively engaging adult learners. Rating 10/10

    1. ISTE Standards Transform learning and teaching.

      This resource is the website for the International Society for Technology in Education (ISTE), which serves educators and professionals in the implementation of technology in education. The site provides open access readings, learning guides, and membership material for educators' development with technology. You can also find ISTE Standards for teachers, students, technology coaches, and educational leaders/administrators. These standards serve as the skills and knowledge each group should obtain for effective teaching and learning with technology.

    1. This article, developed by faculty members at NAU, provides research behind and practices for technology-infused professional development (PD) programs. The authors first emphasize the importance of designing professional development for teachers around how they and their students learn best. Many approaches to PD have taken a one-size-fits-all approach in which learners take a more passive role in absorbing standardized information. The authors in this article suggest the need for a more effective model, one in which teachers play an active role in learning in ways that they find most effective for them and their students. Technology can support this PD through interactive and learner-centered instruction. Rating: 9/10

    1. Advantages of Online Professional Development

      This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.

    1. Training for Transformation: Teachers, Technology, and the Third Millennium

      This article emphasizes the importance of preparing educators for the effective implementation of technology in a rapidly advancing digital society. Institutions have taken measures to ensure that students are prepared to use educational technology and how that can supplement and enhance learning. However, it is also just as important to ensure that teachers are prepared and to consider how these tools impact their practices. This article outlines examples of training programs and models that teachers can use for technology implementation professional development. Rating: 9/10

    1. Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

      This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

    1. E-Learning Theory (Mayer, Sweller, Moreno)

      This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

    1. Learning Domains

      This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

    1. Tech Literacy Resources

      This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

    1. We did a study, many many years ago in education, about the importance and the role of technology in the classroom, how can it help with the education process. The result of this education research we did was that the students who succeed are the ones who are most engaged, which is really simple. 

      This ‘graph might be the key to something rather deep about Apple in education. And about Old School EdTech.

      People are focusing on Schiller’s comment about Chromebooks, yet this reference to an old study is perhaps more revealing.

    1. Using Technology to Help First-Gen Students

      This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

    1. In the text "10 Current and Emerging Trends in Adult Education," ten current trends are briefly reviewed. Among these are the emphasis on effort, growth, and social-emotional learning. In terms of technology, real-life simulations and AI are being used to better prepare learners for their professional encounters and responsibilities. In terms of what is on the horizon for adult learning, one can expect mastery to be emphasized rather than degrees. As a result of the information economy, it is expected that income inequality will grow and thus advocacy for adult learners and continued opportunities for working adults to grow will mitigate the negative consequences. Rating: 7/10

  3. www-chronicle-com.libproxy.nau.edu www-chronicle-com.libproxy.nau.edu
    1. Technology

      This website explores technology news within the field of higher education. The site contains a wide variety of news articles on current issues, trends, and research surrounding the integration of technology in universities and colleges. This includes technology's prevalence in teaching and learning, institutional decisions, and societal trends of higher education. The articles are published by authors for "The Chronicle of Higher Education," a leading newspaper and website for higher education journalism. Rating: 7/10

    1. Mary Lou Fulton Teachers College

      This site is the homepage of the Tech Infusion program at Arizona State University (ASU). Housed within ASU's Mary Lou Fulton Teachers College, Tech Infusion is a technology integration curriculum for Pre-K-12 teacher candidates. Through coursework and hands-on practices, teacher candidates are prepared to use technology fluently and innovatively for teaching and learning. The program integrates research, ISTE Standards, and the TPACK (Technological Pedagogical Content Knowledge) framework around effective technology integration. This website provides technology-infusion resources for course developers, instructors, and current and future educators. Examples include research articles, edtech tool tutorials, lesson plans, and outlines of the curriculum. Rating: 9/10

    1. Issues and Trends in Learning Technologies

      This website covers "Issues and Trends in Learning Technologies (ITLT)," a peer-reviewed open-access journal published by the University of Arizona's Learning Technology program. This online journal features articles that explore theories, practices, and research surrounding educational technology. This includes discourse around the application and assessment of various learning technologies in educational settings. The "Archives" tab at the top of the site each volume ITLT, which feature articles such as research, reviews, and graduate student work. As an online publication, each article is accessible in PDF and HTML format free of charge. "Rating: 10/10"

    1. Recognized by U.S. News & World Report as the country’s most innovative school, Arizona State University is where students and faculty work with NASA to develop, advance and lead innovations in space exploration.

      Arizona State University is one of the best university leaders nationally and around the world. They are known by providing successful online services for online learners. Educators and potential educators should explore their site for leads and their own innovation.

      Rating: 10/10

    1. The text "Adult Learners Come to Campus With Unique Technology Needs" illustrates the barriers to learning that surround a learner's experience with technology. Author David Hutchins suggests having inclusive discussions with diverse sets of technology users to best determine their needs, issues, and reasonable solutions for support. Multi-level support for multiple generations of learners includes the instructors, administration, and IT teams that work together to improve education via technology. Embedding links throughout the text re-direct the reader to valuable resources for further review. Rating: 7/10

  4. Sep 2019
    1. The Task Annotation Project in Science (TAPS) provides K-12 educators with annotated assessment tasks, aligned to the Next Generation Science Standards, that help guide teachers in more equitably monitoring their students’ learning.37 Osmosis is a repository of open educational resources (OER) created to crowdsource the future of medical education.38 Undergraduate and graduate medical students have access to thousands of digital resources, and they have also used annotation - through comments, feedback forms, and ratings - to improve the quality of these learning materials.39 The National Science Digital Library (NSDL), created in 2000, is an archive of open access teaching and learning resources for learners of all ages across science, technology, engineering, and mathematics disciplines.40 Annotation has been used to tag the NSDL’s resources and improve information accessibility, support student interaction with multimedia content through a digital notebook, and educators have annotated NSDL resources to design online learning activities for their students.41 And research about the digital annotation tool Perusall.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.5) !important; }3Troy Hicks, Nate Angell, Jeremy Dean, often used in conjunction with science textbooks, has shown that college students’ pre-reading and annotation practices can subsequently improve exam performance.
    2. Paul Allison, who administers the online annotation platform Now Comment.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.5) !important; }1Chris Aldrich that is popular among some K-12 educators and their students.
    3. Annotation Studio
    4. Given technological advances and a trend to promote digital annotation by students in school, empirical findings are mixed regarding the evidence-based benefits of handwritten annotation for learning.

      There are also now digital tools like Anki, Mnemosyne, and even Amazon's notebook tools that allow highlights and annotations in books to be transferred into digital flashcards to be used for spaced reviews of knowledge and information. I suspect that even students that heavily highlight their textbooks are rarely reviewing over those highlights after-the-fact, and have generally found this to be the case when asking those I see actively doing so.

    1. We must be sure that we do not confuse the technology tools themselves with the purpose of our work.

      This mantra should be forefront in all our thinking about #EdTech.

    2. offering a degree that not only provided skill value but also transformed our students' social capital and cultural capital

      And maybe this is the core of the tension around higher ed for jobs/skills vs "the value of a liberal arts education". To be an engine for social mobility, education needs to transfer not just skills, but social and cultural capital.

    3. As a result, our students now benefit from sharing courses, research projects, and databases and collaborating in the same way that they see faculty collaborating online and in face-to-face courses.

      Interesting: an outcome of the "EdTech 3.0" work at VCU was that the student experience evolved to become more like the faculty experience.

    4. the academic discipline gave us a systematic way to think about whether or not we were reproducing offline realities in our online learning spaces

      So inspiring to think about how each discipline might use its own practices to embed, interrogate and shape the #EdTech in use. "EdTech 3.0" is the meta we've been waiting for.

    5. Rachel Baker and her colleagues at the Stanford University Center for Education Policy Analysis (CEPA)

      Learn more about Dr Baker and CEPA.

    6. it doesn't matter whether or not a tool can do something; it matters whether or not students can make sense of what the tool is doing

      Yes! This is why digital literacies programs that focus on training for specific tools miss the point: students really need metaskills and literacies that they can then apply to specific tools.

    7. In this process, we found that we could not make any baseline assumptions about our students' ability to access, use, or make sense of edtech tools in their existing context.

      Yes! Thinking back to my note above about how the tech we may need to think about most or first may not even be "EdTech", but some of the more basics of network and hardware.

    8. what would it look like if education technology were embedded in the everyday practice of academic disciplines?

      Perhaps the core question of this article.

    9. So our learning technologies cannot continue to live solely in our administrative units; our academic units are where we are doing some of the more transformative work of learning.

      A direct call to locate #EdTech on the "academic side of the house" in EDUs.

    10. If these tools are going to survive into the phase of what we should do with education technology, I believe they must be embedded in the everyday practice of the higher education institution.

      Thinking here about the technologies that end up being used in everyday practices of teaching and learning, but live mostly outside the structure/sphere of influence of EDUs, for example, smart phones, ecommerce, or even the Internet itself. I'm thinking TMcC is also calling for thinking about how those are embedded in everyday practices of education and we should be thinking about what we should do with them as well.

    11. by Tressie McMillan Cottom

      If you don't already know Dr McMillan Cottom, you might check out her recent books, Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy and Thick, And Other Essays, tune in to her podcast with Roxane Gay, Hear to Slay, visit her website, or for more frequent updates, follow her on Twitter.

      Annotate here, or you can also join in the annotations on her post “Why Is Digital Sociology?

  5. Jul 2019
    1. Amanda Licastro, Bill Seitz, Bryan Alexander, Chris Lott, Gardner Campbell, Jeremy Dean, Joe Murphy, Jon Udell, Justin Cerenzia, Ken Bauer Favel, Laura Gibbs, Maha Bali, Michael Feldstein, Mike Caulfield, Phil Hill, Regina Gong, Remi Kalir, Sherri Spelic, Steel Wagstaff, Taylor Kendal, and Tiago Forte.

      A big question to me is why the edtech crowd is so driven by so few people very incestuous feeling, It's always the same old names Lack of critical mass? Lack of interest by peers? cocktail parties?

    1. Scholars who are also members of marginalized groups disproportionately take up this kind of engaged scholarship, often without commensurate credit from university administrators or colleagues (Ellison and Eatmen 2008; Park 1996; Stanley 2006; Taylor and Raeburn 1995; Turner et al 2008; Villalpando and Bernal 2002).
    2. Academic capitalism promotes engaged academics as an empirical measure of a university’s reputational currency. Academic capitalism refers to the ways in which knowledge production increasingly embeds universities in the new economy (Berman 2011; Rhoades and Slaughter 2010).
    1. "We learn by engaging and sharing with others, and a digital environment enables you to do that in a much more effective way."

      An interesting pedagogical point, but then the question becomes: "Should we necessarily do it within your company's specific siloed domain?"

    1. Personalized learning, though premised on differentiating one student from another, has seemed to work best when it attends, first and foremost, to the needs of teachers as a group. If tech is, indeed, merely a tool of personalized learning, then what does that make the teacher?
    2. Other personalized-learning advocates told me that execution is everything.

      And isn't this the same case as in traditional teaching?!

    3. Yet the academic and policy research behind it is thin.

      And sadly this doesn't seem to have prevented a huge swath of schools to switching over to the idea. Isn't the purpose of a pilot program to do just that--pilot it to see if the data show it's a good idea to spread to other schools?!

    4. A spokeswoman for Summit said in an e-mail, “We only use information for educational purposes. There are no exceptions to this.” She added, “Facebook plays no role in the Summit Learning Program and has no access to any student data.”

      As if Facebook needed it. The fact that this statement is made sort of goes to papering over the idea that Summit itself wouldn't necessarily do something as nefarious or worse with it than Facebook might.

    5. Teachers at Orlo Avenue Elementary said that, while they supported their principal’s decision to adopt Chromebook-based personalized learning, it had undoubtedly created a lot more work, with no accompanying pay raise.

      This is a major issue. And shouldn't all the ed-tech involved actually be lowering this sort of cost and not dramatically increasing it? Isn't that half the point?!

    6. Personalized learning argues that the entrepreneurial nature of the knowledge economy and the gaping need, diversity, and unmanageable size of a typical public-school classroom are ill-served by the usual arrangement of a teacher lecturing at a blackboard.
  6. Jun 2019
  7. educatorinnovator.org educatorinnovator.org
    1. socially rewarding feedbac

      I wonder about the degree to which CL acknowledges and addresses the harassment faced by different individuals and groups when they work in an online space. A related question: to what degree are CL practitioners investigating the technology itself? How might Ethical EdTech provide questions and tools to support CL?

  8. May 2019
    1. The first thing I would show our players at our first meeting was how to take a little extra time putting on their shoes and socks properly.

      Things like this are easy to forget or better said, it's easy to assume basics like socks/shoes are universally well-performed. I was reminded of this: it's the last month of school and I'm teaching individuals how to "control-click" on a google search page to open promising web pages worthy of more detailed examination.

    1. Students with access to a computer and the Internet are able to find the answers to not only simple questions, but also incredibly complex problems.

      This gives me concern about access in our schools.

  9. Apr 2019
    1. As teachers we often put our students into reading groups with a limited choice of books and then try to create artificial conversations. In contrast, the act of creating the book commercial together pushes students to have deep discussions as they negotiate creative decisions about what to include and how to communicate the strengths of the book.

      Artificial conversations are an issue I predict I'd face as a teacher, this activity seems to negate the issue by focusing on student interest and creation. What other activities deal with this issue in this sort of way?

    2. Now it’s time for an audience. My students watch each commercial and comment about what they liked, and then the creator tells us what they might do differently next time.

      This is an activity that sees writing as making. Students plan, make, and peer edit.

    3. s Adobe Spark Video.

      I have personal hate for Adobe Spark because of how glitchy and untrustworthy it is.

    4. The act of creating a commercial gets students thinking about elements of story such as character, setting, and plot.

      Multilayered activity (benefits students multiple ways.) What other ways are there?

    5. The library is constantly expanding and keeps student interest in books and reading growing.

      Answer to my possible question: How to get students interested/involved?

  10. Mar 2019
    1. we don’t want to fund teachers and manageable class sizes, so we outsource the plagiarism problem to a for-profit company that has a side gig of promoting the importance of the problem it promises to solve.

      Yet another example of a misdirected "solution" to a manufactured problem that ends up being more costly - in terms of monetary expense AND student learning AND faculty engagement - than it would have been to invest in human interaction and learner-centered pedagogies.

    1. First, when teachers get access to new technologies, they typically use them to extend existing practices.

      This is deeply problematic given the fact that even if Ts use SAMR recommendations, the platforms themselves (at least proprietary ones like GAFAM - Google/Alphabet, Amazon, Facebook, Apple, Microsoft) are specifically designed for surveillance and monetizing 'engagement'. See Kwet, Michael, Digital Colonialism: US Empire and the New Imperialism in the Global South (August 15, 2018). For final version, see: Race & Class Volume 60, No. 4 (April 2019) ; DOI: 10.1177/0306396818823172. Available at SSRN: https://ssrn.com/abstract=3232297 or http://dx.doi.org/10.2139/ssrn.3232297

    1. we provide him as much help as possible in making a plan of action. Then we give him as much help as we can in carrying it out. But we also have to allow him to change his mind at almost any point, and to want to modify his plans.

      I'm thinking about the role of AI tutors/advisors here. How often do they operate in the kind of flexible way described here. I wonder if they can without actual human intervention.

  11. Feb 2019
    1. These outcomes and estimated effect sizes bring us back to a key applied question: Which method—longhand (on paper or eWriter) or laptop—should students use to take notes? At this point, we would argue that the available evidence does not provide a definitive answer to this question.
    1. Both afford us the op-portunity to learn with others, but they are very different environments with different po-tential risks and benefits.

      As mentioned earlier in this article, experiences that incorporate private and public contexts can help people advance their understanding and facility in negotiating these different spaces.

    2. The Best Way to Predict the Future is to Issue a Press Re-lease
  12. Jan 2019
    1. My engineering courses were pushed to use Matlab and Mathematica by the companies selling them, who have then successfully set themselves up for market dominance outcompeting literally free, equivalent tools despite ludicrous cost and abhorrent business models. Changing our practices and what tools we use is the first part of escaping that.

      Let's go. This gets at the heart of the point I wanted to make last week about the necessity of interrogating these practices -- or at least raising awareness around alternatives to them. Thank you!

    1. A Rubric for Evaluating E-Learning Tools in Higher Education

      The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context.

    1. The year of the MOOC, the death of the MOOC

      As one of those folks still working in MOOCs, it has been fascinating to watch the ups and downs, and the twists and turns, that perceptions of this vehicle have taken. I wonder how much the narrative of "life and death" of edtech tools or strategies distorts the nature of how we use them? MOOCs are still proving to be powerful triggers and invitations for faculty at Boulder to think more mindfully and intentionally about their teaching practices. Isn't that a form of life as well?

  13. Nov 2018
    1. Classroom

      This site pulls together articles working with a variety of topics, such as Blended Learning, and is a great tool for professional development at the K-12 level. It has sections based on particular states, tips and tactics, videos, etc. that all offer important and current information on best practices in bringing educational technology to the classroom.

      Content Depth: 4/5

      Content Breadth: 4/5

      Ease of Access: 4/5

    1. This study looks at educators needs and proficiency with education to determine best practices. In particular, it identifies that teachers need, and often welcome, increased training in these areas. It notes that hands-on technological training for both teachers and students is at the crux of any success that will be seen in teacher growth in this field. It then diagrams what best practices in these trainings can look like; focusing primarily on a K-12 environment.

      Content Depth: 5/5

      Content Breadth: 2/5

      Ease of Access: 4/5

  14. Oct 2018
    1. Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.

      In the middle of a deeper exploration of the 2014 edtech landscape.

    2. In our main article, we argue that those of us in higher education, rather than offloading our vision to venture capital-inspired "solutions" for education, should be using open architecture, through open-source applications, to reinvest in creative people, processes, and possibilities-that is, to reclaim innovation.

      A call for and examples of opening knowledge practices.

    1. I imagine it is possible that personalized and adaptive learning could well preserve that which is sacred in the faculty-student relationship, freeing faculty to focus on what matters most. After all, what I cherish most about the colleges and universities I have attended are the human connections.

      This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.

    2. Growing up as an immigrant to this world of technology-enabled possibility filled me with a sense of endless wonder that may come less easily to natives.

      The idea that a "digital immigrant" may have a more positive relationship with digital technology than a "digital native".

    1. More recently, Brad and University of Michigan's Dean of Libraries James Hilton codified what they consider to be the contrasts between open source and Community Source in their essay "The Marketecture of Community," and which Brad elaborates on in his piece "Speeding Up On Curves." They represent different models of procuring software in a two-by-two matrix, where the dimensions are "authority" and "influence":

      authority and influence in dimensions in procurement of proprietary and commercial educational technology

    1. For all the talk about data and learning, Essa offered this blunt assessment: “Pretty much all edtech sucks. And machine learning is not going to improve edtech.” So what’s missing? “It’s not about the data, but how do we apply it. The reason why this technology sucks is because we don’t do good design. We need good design people to understand how this works.”

      I'm pretty sure this doesn't make any sense. Also, it is pretty funny.

  15. Sep 2018
  16. Aug 2018
    1. In releasing the study results, Campus Technology reported that some teachers had expressed mixed feelings about the use of technology. These opinions came in the form of open-ended questions answered directly by educators. The educators were not identified. One noted that the learning process can suffer if students depend too much on their devices. “People can easily get addicted to their devices, and using technology can change the way the brain develops - not always in a good way,” the teacher wrote. Another educator wrote: “Technology is accidentally increasing students' weakness in reading and figuring things out (or critical thinking). They confuse clicking with learning.”
    2. The study also looked at how technology helped teaching effectiveness. A large majority of educators, 87 percent, said technology had positively affected their ability to teach. Eleven percent said they felt technology had no effect on the quality of their teaching. Just two percent said technology had a negative effect on teaching.
    1. developed on an evidence-based foundation that draws from the learning sciences and is implemented using effective strategies that focus on improving the quality of learning experiences and improving the outcomes for all students.
    2. enable everywhere, all-the-time learning and ensure greater equity and accessibility to learning opportunities over the course of a learner’s lifetime
    1. Digital Fluency

      Another version of the most ambiguous element of our modern edtech lexicon. Fluency, literacy, what do we want to call it and how is it defined? Not to get morbid, but people dying is likely our hope towards this concept stabilizing (surely just in time for something equally confusing to crop up).

    2. OER initiative

      I wonder how a trend towards OER initiatives will change the landscape of for-profit edtech solutions and how they already have

    1. us ed tech folks will recognize some of the themes – individualized learning, learner choice, self-direction, – to name a few.

      Aren't these all just Montessori principles under a different name?

  17. Jul 2018
    1. There are still some wrinkles to be ironed out in getting the various platforms we use today to play well with Webmentions, but it’s a real step toward the goal of that decentralized, distributed, interconnected future for scholarly communication.

      The fun, secret part is that Kathleen hasn't (yet?) discovered IndieAuth so that she can authenticate/authorize micropub clients like Quill to publish content to her own site from various clients by means of a potential micropub endpoint.

      I'll suspect she'll be even more impressed when she realizes that there's a forthcoming wave of feed readers [1] [2] that will allow her to read others' content in a reader which has an integrated micropub client in it so that she can reply to posts directly in her feed reader, then the responses get posted directly to her own website which then, in turn, send webmentions to the site's she's responding to so that the conversational loop can be completely closed.

      She and Lee will also be glad to know that work has already started on private posts and conversations and posting to limited audiences as well. Eventually there will be no functionality that a social web site/silo can do that a distributed set of independent sites can't. There's certainly work to be done to round off the edges, but we're getting closer and closer every day.

      I know how it all works, but even I'm impressed at the apparent magic that allows round-trip conversations between her website and Twitter and Micro.blog. And she hasn't really delved into website to website conversations yet. I suppose we'll have to help IndieWebify some of her colleague's web presences to make that portion easier. Suddenly "academic Twitter" will be the "academic blogosphere" she misses from not too many years ago. :)

      If there are academics out thee who are interested in what Kathleen has done, but may need a little technical help, I'm happy to set up some tools for them to get them started.

    1. an institutional rather than a user focus

      This is key: Desires to use portfolios in institutional/program assessment practices are part of what has made them cumbersome. Portfolio use in programs that emphasized their value for students and learning have always been the best examples in my opinion (eg, Portland State, LaGuardia CC, Clemson), even if they also use them in institutional/program assessment too.

    2. e-portfolios did not become the standard form of assessment as proposed

      Agreed, and yet I still believe that portfolios are a powerful part of what some call "authentic" assessment practices.

    3. for many students owning their own domain and blog remains a better route to establishing a lifelong digital identity

      DoOO is definitely a great goal, especially if it is viewed in part as a portfolio activity, so people use their domains to build up a lifelong portfolio. What seems key is having the right supports in place to help people and institutions reach such goals not only technically, but most importantly, as a set of practices integrated into their personal and institutional workflows.

    4. e-portfolios

      FWIW, I think the eportfolio community coalesced around not using a hyphen or capital P in the term. Some prefer to just talk about "portfolios", reasoning that the "electronic" part was not a necessary ingredient and probably should be updated to "digital" regardless.

    5. What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?

      Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?

    6. 2008: E-Portfolios

      My first entry into edtech was in eportfolios, back in 2004 when I was at Portland State University. PSU was probably an early adopter of eportfolios, so 2008 may be the right year to put them in as a wider focus.

  18. Jun 2018
    1. In ed tech, schools are the customers, but students are the users.

      This also reminds me of the market disconnect between students and their textbooks. Professors are the ones targeted for the "sale" or adoption when the actual purchasers are the students. This causes all kinds of problems in the way the textbook market works and tends to drive prices up--compared to a market in which the student directly chooses their textbook. (And the set up is not too dissimilar to how the healthcare industry works in which the patient (customer) is making a purchase of health care coverage and not actually the health care itself.

  19. May 2018
    1. The video offers HAX as the future of online course development because it simplifies the technology requirements of users in exchange for quality content and ease of access. At a recent conference in Nashville, Ollendyke and Kaufman used Lego pieces to explain HAX as being like the gridplate of a Lego board that allow for Open Source modular content to work together to create easy, multimedia integration.

      Nice one! I wonder if this was maybe OLCInnovate 2018 in Nashville? Which I'd seen it!

  20. Apr 2018
    1. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of images, music, sound, graphics, photography and film

      This source is going to my second go-to for information. I chose this sources because of its ability to give me a larger amount of information strictly pertaining to multi modal literates - ranging from composition of works, to the makeup of classrooms. It focuses on more recent research (2010) and k-12 classrooms. It also points out ways in which students and teachers can use technology, and where teachers can attempt to promote more technology in classrooms

    1. This paper describes my investigation of technology integration in social studies instruction to build an understanding of why technology is being used to teach social studies content. Given the nature of social studies instruction and the need to engagestudents in the learning process, I selected motivational theory as a theoretical frame for this research.

      This article focuses on motivational theory as a looking glass into multimodal classroom and literates. Tina Heafner first offers definitions about motivation theory, before digesting her observations and methods commonly used to promote motivation. She then uses her observations to make her professional recommendations.

    1. What can we build that would allow people to 1.) annotate terms of service related to tools they adopt in a classroom? and 2.) see an aggregated list of all current annotations. Last, if we were to start critically analyzing EdTech Terms of Service, what questions should we even ask?

    1. Data Re-Use. Contractor agrees that any and all Institutional Data exchanged shall be used expressly and solely for the purposes enumerated in the Agreement. UH Institutional Data shall not be distributed, repurposed or shared across other applications, environments, or business units of the Contractor. The Contractor further agrees that no Institutional Data of any kind shall be revealed, transmitted, exchanged or otherwise passed to other vendors or interested parties except on a case-by-case basis as specifically agreed to in writing by a University officer with designated data, security, or signature authority.

      Like this clause. Wonder if this is the exception or the rule in Uni procurement deals these days?

  21. Mar 2018
    1. Raspberry Pi, Scratch, and HTML and CSS

      I'm going to push for this in a class I'm working with now - our default is WordPress :|

    1. The learning was further extended through becoming part of the Association for Learning Technology where I have increased my technical and theoretical perspectives in learning technology. 

      EDTECH community

    2. I had been an early adopter of learning technologies and when I returned to Warwick I was able to complete further learning including an e-learning award and a Masters in Post Compulsory Education which had provided lots of opportunities to reflect through blogging

      EDTECH connection

    3. This serendipitous meeting on Steve Wheeler's blog back then was the spark that led to the creation of connected network at a point when I had recently developed an online space using moodle for supporting the teaching of languages at Warwick's Language Centre. The opportunity therefore to connect our student cohorts meant that we could set about creating a shared, large scale virtual exchange. 

      Connection, Unpredictability, Serendiptity, EDTECH developer MOODLE

  22. Feb 2018
    1. “It seems like there’s less introducing of brand-new technology in teaching and learning, as opposed to really thinking more about how do you teach well with it.”

      Or do you even need to teach with it?

    1. Teaching, Learning, and IT Issues: Points of Intersection

      Intersections between EDUCAUSE's 2018 top 10 IT and teaching and learning issues.

    2. The IT and the T&L visions are thus fairly congruent: integrating disparate applications so that they offer our communities a consolidated environment and more customizable functionality. These are invigorating and also daunting challenges.

      Drawing connections between decentralizing services in the ERP > enterprise architecture and LMS > NGDLE.

    3. with more data comes more responsibility

      on the responsibility generated by aggregating learner data

    4. EDUCAUSE Learning Initiative (ELI) Key Issues in Teaching and Learning surveys

      Visit the 2018 ELI Key Issues in Teaching and Learning with Hypothesis annotation enabled.

    5. EDUCAUSE Top 10 IT Issues

      Visit the 2018 EDUCAUSE Top 10 IT Issues with Hypothesis annotation enabled.

    1. Larry Berger, CEO of Amplify, explains why he no longer believes in the "engineering model" of personalized learning.

      Here's the problem: The map doesn't exist, the measurement is impossible, and we have, collectively, built only 5% of the library.

    1. IT organizations will be focusing on four areas this year: Institutional adaptiveness IT adaptiveness Improved student outcomes Improved decision-making

      EDU IT's top 4 issues:

      1. Institutional adaptiveness
      2. IT adaptiveness
      3. Improved student outcomes
      4. Improved decision-making
  23. Jan 2018
    1. competency-based education and new methods of assessment (from #5 to #16)

      Will CBL follow the pattern of MOOCs? Wait, what pattern did MOOCs follow? They are certainly not gone...

    2. See how the results of the latest ELI Key Issues in Teaching and Learning Survey stack up against responses from years past.

      Jump to an annotated version of ELI's 2018 Key issues in Teaching and Learning.

    1. Key Issues in Teaching and Learning

      Jump to Malcom Brown's post contextualizing ELI's 2018 Key issues in Teaching and Learning.

      2018 key issues include:

      1. Academic Transformation
      2. Accessibility and UDL
      3. Faculty Development
      4. Privacy and Security
      5. Digital and Information Literacies
      6. Integrated Planning and Advising Systems for Student
      7. Instructional Design
      8. Online and Blended Learning
      9. Evaluating Technology-based Instructional Innovations
      10. Open Education
      11. Learning Analytics
      12. Adaptive Teaching and Learning
      13. Working with Emerging Technology
      14. Learning Space Designs
      15. NGDLE and LMS Services
  24. Dec 2017
  25. Nov 2017
    1. “The technology should not be driving what you do in instruction. We should look at them as resources,” Moskal said. “What is the problem or the issue or what you are trying to achieve in your instruction, and then go look for appropriate technologies that can help you most efficiently and with the highest level of instruction achieve some of those improvements.”

      Some still haven't heard this message?

    1. Educational technologists who thrive will do so by adroitly blending local culture with the global platforms.