- Nov 2016
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tech.ed.gov tech.ed.gov
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To remain globally competitive and develop engaged citizens, our schools should weave 21st century competencies and expertise throughout the learning experience.
See article George, M., Pope, C., & Reid, L. (2015). Contemporary Literacies and Technologies in English Language Arts Teacher Education: Shift Happens! Contemporary Issues in Technology and Teacher Education, 15(1). Retrieved from http://www.citejournal.org/volume-15/issue-1-15/english-language-arts/contemporary-literacies-and-technologies-in-english-language-arts-teacher-education-shift-happens
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Technology-enabled learning environments allow less experienced learners to access and participate in specialized communities of practice,
If they are less experienced learners, won't their computer/technology skills be effected, too?
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A school with connectivity but without robust science facilities can offer its students virtual chemistry, biology, anatomy, and physics labs—offering students learning experiences that approach those of peers with better resources.
Isn't there data that supports the hands-on value of learning this kind of content? How would this differ from watching a film or reading a book with pictures?
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can access high-quality online mentoring and advising programs
Is this true? Won't students get the mentoring and advising programs their families or school districts can afford? Like all the other services?
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Technology-enabled learning allows learners to tap resources and expertise anywhere in the world, starting with their own communities.
Is this true? Is there data that supports it? I wonder what other resources don't get funded when technology is? Does this presume all students benefit from the same learning experiences?
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tech.ed.gov tech.ed.gov
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The focus on providing Internet access and devices for learners should not overshadow the importance of preparing teachers to teach effectively with technology and to select engaging and relevant digital learning content.
Quite a burden being placed on teacher education programs to teach effective practices
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Research on the effectiveness of technology-enabled programs and resources is still limited, and we should build capacity to generate evidence of individual-, program-, and community-level outcomes.
Yup - asks us to rethink assertion above about teacher candidates gaining experience through their teacher ed programs - if we don't know what are effective practices, what's going on in teacher ed programs about integration technology?
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Through pre-service teacher preparation programs and professional learning, educators are gaining experience and confidence in using technology to achieve learning outcomes.
Where is the data that supports this?
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Technology increasingly is being used to personalize learning and give students more choice over what and how they learn and at what pace, preparing them to organize and direct their own learning for the rest of their lives.
Will this involve collaborative learning or just student directed learning?
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When carefully designed and thoughtfully applied, technology can accelerate, amplify, and expand the impact of effective teaching practices.
Will there be examples?
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Technology can support accessibility through embedded assistance—for example, text-to-speech, audio and digital text formats of instructional materials, programs that differentiate instruction, adaptive testing, built-in accommodations, and other assistive technology tools.2
This use of technology really becomes complicated when technology is banned in a classroom because some administrators and teachers worry about classroom management and lessons that involve technology.
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educators need to use technology effectively in their practice
Will this document provide a definition of what is effective use of technology in one's educational practices?
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to ensure equity of access to transformational learning experiences enabled by technology.
There is a presumption here that technology is transformational and, I presume, this assumption will frame the entire document
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