6 Matching Annotations
  1. Nov 2016
    1. Teachers also can take advantage of these spaces for themselves as they navigate new understandings of teaching that move beyond a focus on what they teach to a much broader menu of how students can learn and show what they know.

      This sentence seems to suggest a shift in our foundational (and society's shared?) understanding of what it means to be a teacher. Especially at the high school level, content area expertise is valued and prioritized. What would this mean for teacher prep programs? A greater focus on learning design and new literacies?

    2. As schools continue to invest heavily in education technology, there is a pressing need to generate evidence about the effectiveness of these investments and also to develop evaluation tools that developers and practitioners can use to conduct their own evaluations that take less time and incur lower costs than do traditional evaluations.

      Crucial not only to determining effectiveness of learning design and teaching, but also to putting the focus much more on the learning than the tools.

    3. should focus explicitly on ensuring all educators are capable of selecting, evaluating, and using appropriate technologies and resources to create experiences that advance student engagement and learning

      Designing curriculum/lessons/experiences using these technologies is missing here. Also, the amount of PD time for teachers seems to be shrinking. Important to integrate technology into content area PD so it's not perceived as separate. There's often too much focus on buttonology and not enough on pedagogy when it comes to digital learning and PD.

    1. informal learning experiences

      What constitutes an informal learning experience here?

    2. However, a digital use divide separates many students who use technology in ways that transform their learning from those who use the tools to complete the same activities but now with an electronic device

      This seems to point to the SAMR framework. Much work to do with educators around designing transformative digital learning experiences vs. substituting the pencil with a device.

    3. Technology-enabled assessments

      Referring only to standardized tests that are computer adaptive or more broadly to all kinds of assessments? In many instances of well-designed tech integration, the process can become the product (research writing) and the process can also be part of the assessment, a move potentially made easier with certain tech platforms tools. For example, Google docs shows revision history, Cightlighter tracks students decisions about what to annotate, etc.