17 Matching Annotations
  1. Feb 2017
    1. but a question of how can I help do this?


    2. I like to have the decision making power when it comes to using or not using the computers.

      teachers keep that power with 1:1

    3. students can check out and take home

      What if a student with a nice new Chromebook requested to leave it here and to take an old one home?

    4. How will the machines purchased with Perkins be handled

      2 carts, right? Ag/foods?

    5. maybe we could have an incentive program

      Chromebook buydown through grades?

    6. I think there is a lot we don't know and need to explore as a staff.

      This might be a great PD topic lead in.

    7. Social media?

      allowing it?

  2. Jan 2017
    1. To support their employment and other objectives, people will create open learning resources. These resources are direct evidence of their own learning. Often these resources will be produced cooperatively.

      And for K12 school assessment? Is this akin to portfolios? "Open Portfolios"? On a domain of one's own?

    2. The purpose of the course isn’t to create a thread of instruction, but rather to help people interested in a topic discover and recommend resources to each other, creating a local and temporary network linking events, groups and communities, and videos and activities.

      This would be interesting framed as a way for teachers to "do" professional development together.

    3. Formal learning will be less and less focused on resources, which will be available to everyone, and much more focused on activities.

      Link to this article, my introduction to Ds106 and the focus on "resources available to everyone" and also making those resources personal.

    4. The traditional approach suggests that open online learning will consist of courses. While courses may well persist (there are occasions where a linear, focused, and deep study of a subject continues to be a good idea), they are occupying a smaller and smaller space in open online learning.

      This is an important consideration in times of smaller budgets... how much do we need to rely on high-cost LMS tools for open education? I'm glad to see openEd innovating away from the Blackboards of the edtech world.

    1. And all the while, the math teachers get essentially relegated to “managing the [Teach to One] program rather than to providing direct instruction” themselves.

      This definitely is a concern with "programs": that teachers essentially become technicians charged with implementing the program.

    1. Those schools that work best socialize the next generation into thinking, feeling, and acting beings who work in communities, thrive in workplaces, and learn to live fully in a digital world.

      Thinking how? Feeling how? Acting how? What are the best relational and pedagogic practices for "intertwining" analog and digital as suggested?

    2. Each of these professionals is immensely aided by new technologies they use daily yet their work depends upon human interaction and unfolding relationships.

      This is most certainly true and I often sense a strain on those who strongly believe this to imagine how technology can really benefit. It is almost seen as a zero sum game, with relationships at odds with "tech".

    3. figuring out what’s important in living a life fully in a world that has become increasingly digital.

      This is a excellent essential question for those of us who work in education technology... how do we live and learn fully in a world that has become increasingly digital?

    1. like turning the Gettysburg address into a Manga strip or something

      My trouble with easy "creative apps" like Animoto or GoAnimate. Student (more often than not in my experience) superficially engage with content.

      Rather, let's focus on what type and quality of thinking we actually want students to exhibit and practice, and then attempt to match an activity and edtech.

    2. Always try to anticipate what students will be thinking when they are doing the assignment. Doing so may make it clear that some assignments designed with one purpose in mind will achieve another.

      This is checking assignment validity, right? Does it achieve the desired results? Are they thinking about what they should be thinking about?

      Along the same assessment design train of thought... an assignment/activity/cooltechthing reliability check will bring in that professional teacher aspect of knowing your students and making changes that increase the reliability of the task - that students care about it because it is interesting/perplexing to them.