For many or unlimited hours each day
I'm again curious to see the effect of this with today's learning landscape.
10 Matching Annotations
- Sep 2020
-
www.brookings.edu www.brookings.edu
-
-
when in the hands of good teachers.
What defines a good teacher though? What about technology in the hands of teachers that don't meet this standard? Are the risks greater than potential rewards?
-
associated with (but has not been shown to be the cause of)
I think this is an important distinction association without cause. It means that statements can be made but that a causal relationship has not been proven and so any resulting arguments must be considered within that context.
-
The truth is that infants, in particular, learn by interacting with our physical world and with other humans,
This statement reminds me of the videos of young children interacting with Ipads and magazines--trying in both cases to manipulate the screen and being surprised when the magazine does not work. I wonder if some of that research was used here.
-
All of the above suggest that technology, used well, can drive equity in learning opportunities
I don't know that this is what I took away from the above--I agree that technology has the potential to drive equity but I am not sure that this is where education is just yet and the sentences following this statement certainly support my thoughts. Particularly with COVID the communities that this paragraph suggests are best supported by the thoughtful inclusion of technology are the very ones (in many cases) that we are seeing left behind.
-
hat blended learning can produce greater learning than exclusively in-person learning.
It will be interesting to see positions/opinions of blended learning in a post-COVID setting. Will we have different defined types of blended learning? Or a profile of learners who are poised to benefit from this type of learning as opposed to those who might need more support in these settings?
-
In multiple, large-scale studies where technology has been incorporated into the learning experiences of hundreds of students across multiple schools and school systems, they have been associated with better academic outcomes than comparable classrooms that did not include technology.
This is another potentially valuable statistic for grants though I would want to explore the linked studies closer for other factors such as socioeconomic gaps
-
also found that increased access to technology in school was associated with improved proficiency with, and increased use of, technology overall
I think this could be a powerful statement for grants especially seeking to bring more technology access into schools in communities with less access to technology in general because we do not just need to increase technology access but also proficiency in order to combat the growing digital divide.
-
In other words, ed tech can improve learning when used to personalize instruction to each student’s pace.
This is an interesting idea...I know that there is a lot of controversy surrounding the idea of personalized or individualized instruction but I am interested to explore the concept more.
-
When technology is integrated into lessons in ways that are aligned with good in-person teaching pedagogy, learning can be better than without technology.
I am not sure that I agree with this idea in all settings, I think that too much technology can be overwhelming and that there is definitely value in unplugged lessons--I do also think though that technology can definitely improve learning when it is not just technology for technology's sake. I appreciate the use of "can" in this sentiment as I think that this means that technology does not always equal good teaching.
-