Perhaps for this reason, there is sometimes a bias towards overemphasizing technology in our designs.
I think that it should be considered the new norm to introduce the latest technology and platforms. That way students are able to learn how to adapt to changing technology instead of relying on one form that will eventually be outdated.
The TPACK model, which focuses on teacher technological pedagogical content knowledge (Koehler and Mishra, 2009);
This model might be the one I have read about the most in research studies of effectively incorporating technology for learners beyond the high-school age. I am curious as to how this model would work with students in early grade level settings.
Any design can be visualized as having two main layers: a physical layer and a pedagogical layer (see Figure 1)
This reminds me of looking at instruction and lesson planning when accounting for UDL. It is the same process with technology of how to maximize learning for all kinds of learners.
collaborative technology enables students to actively work together, create knowledge, and learn to use the language, analytical concepts, and activities of the discipline while being supported by an experienced educator who helps them move through three stages.
It seems that this is the approach we have discussed throughout the semester but it is so difficult to apply within the classroom. I agree with the principles outlines, I just find it hard within current academic standards and curriculum hard to incorporate.
In all these methods, technologies can be used to create authentic or near-authentic problem-solving scenarios and simulations. Additionally, easier replication of digital problem scenarios enables multiple practice opportunities, and using the actual technological tools of the discipline supports learners as they develop professional skills to practice problem solving while in school.
I feel like this is a shortened version of what technology could be used for in the classroom. All of these strategies can be used without technology and applied to community issues; shouldn't students then use technology in order to practice how to apply this to a real time issue instead of practice for the sake of practice?
However, alone, these types of activities have only limited power in actively engaging learners in the meaning-making process necessary for successful learning and transferring knowledge to new situations.
I agree that this strategy of incorporating is limited in the amount of collaboration. I am curious as to if there will be guidelines and standards for when students are able to demonstrate mastery of using the technology itself versus how it is used academically.