- Apr 2018
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clalliance.org clalliance.org
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data-sharing agreements a
In reviewing this article again, I keep coming back to the idea that this is what I think is the problem. Without going to specific in the issue, there are departments in my context who simply will NOT do this. They will not share data, much less collaborate extensively with other departments.
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In the Coding for All project,25 Scratch developers and designers are building new entry points into the Scratch community that target common interests of girls and students of color. The Scratch team is creating Microworlds that include a subset of programming blocks and prepopulated graphics and images to support a diverse set of hobbies and interests, such as clothing and fashion or hip-hop dance. In addition, partnerships with libraries and community-based organizations ensure that low-er-income youth are engaging with these new resources and are offered new pathways into the onlin
While this is an interesting innovation, that aligns student interests with certain uses of technology, I think that it may also have drawbacks. Yes, I can see how these hobbies and interests can be intrinsically motivation. At the same time,they may lack educational value. What I mean by this notion is that these interests may not fully exercise the skills student WILL NEED later, particularly in higher education.
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powerful learning experiences result when students have the opportunity to connect their interests, identities, and home experienc-es to school and other learning settings.
And this is not necessarily a function of the technology, BUT the learners themselves.
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because of the distance between the culture and experience of developers, learners, and their families.
I agree with this point. Indeed, there is a always a cultural context to learning-in particular HOW a learner "learns". I think that developers are not inclined to take courses in cross-cultural psychology. As such, they can likely be devoid of any conception culture-learner associations.
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he path to technology-driven reform is full of obstacles.
Again, as suggested by some of Warschauer's examples.
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learning technologies
Should the technologies be called "leaning technologies"?
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broader social and cultural forces
This is where, in my opinion, social learning theory perspectives and cross-cultural psychological perspective of education and come to the fore. It is misguided to not acknowledge these aspects as not only a part of student learning, but to additionally consider how they also influence the "delivery system" (i.e. instruction that co-utilizes technology).
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The growth of online communication, media, and gaming is driving dramatic changes in how we learn. Responding to these shifts, new forms of technology-enhanced learning and instruction, such as personalized learning, open online courses, educational games and apps, and tools for learning analytics, are garnering significant public attention and private investment. These tech-nologies hold tremendous promise for improving learning experiences and outcomes. Despite this promise, however, evidence is mounting that these new technologies tend to be used and accessed in unequal ways, and they may even exacerbate inequality
It seems to me that there is a similar theme in Ito and Reich that resonates with the other readings. For example, Warschauer (2002) also suggests the hindrances of certain technological implementations (e.g. in computer availability for students in India). Among other things, such hindrances reflect inequality.
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ohn Hansen and Justin Reich connected data from free online courses at Harvard and MIT with data from U.S. census block tracts and found that individuals who register for edX courses are more affluent than typical Americans. Higher median neighborhood income and 5Wenglinsky, Harold. 1998. Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics. Princeton, NJ: Educational Testing Service.6Boser, Ulrich. 2013. “Are Schools Getting a Big Enough Bang for Their Education Technology Buck?” Washington, DC: Center for American Progress. Retrieved August 20, 2017 (https://www.americanprogress.org/issues/education/reports/2013/06/14/66485/are-schools-getting-a-big-enough-bang-for-their-education-technol
Looking at the pattern of the graphs, these display an interaction with respect to technology innovation and educational outcomes at different levels of SES, but I do not think it is specified enough if the relationship is systematic
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