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This week I came across a post by Larry Ferlazzo that asked educators to provide their response to why EdTech has over-promised and under-delivered. So what is the biggest problem in EdTech? Artifacts : Examples of digital lessons, projects, assessments (formative, summative, rubrics, etc.) Nor should it!
Collaborative exchanges among peers, teachers, authors, and mentors can turn a simple student writing product into a multifaceted and informative artifact. By selecting appropriate tools, students can create artifacts that demonstrate their conceptual mastery while acquiring and applying essential skill sets.
Content consumption does not equate to the construction of new knowledge, discourse, answering questions, solving a problem, or creating a learning artifact. That is a good start, but not a solution if learning is the goal. Here is where app smashing comes into play.
How can educators feel confident that an edtech tool supports learning? As an educator, I struggled to find reliable information about edtech tools as nearly every product I looked at claimed that it was based on research. an easily accessible public facing artifact shares the product’s research basis, such as a blog or video. “We
In each case, an activity can be designed to get kids using the IWB to collaborate, manipulate, solve problems, and create artifacts of learning. Blended learning represents the best option in the form of station rotation, choice boards, and playlists.
There are plenty of reasons and ways to use edtech with students in the classroom, but what about edtech for teachers? Watch the full interview above or read the highlights below, including how edtech for teachers can help boost collaboration. Edtech for teachers bridges the gaps to more collaboration.
Allowing students choice over which tools they will use to create artifacts of their learning that demonstrate conceptual mastery builds a greater appreciation for learning while simultaneously preparing them for the real world.
This 3-part blog series , featuring guest authors from The Learning Accelerator and MA DESE OET , highlights the importance of centering equity in edtech selection. In this third post, the author describes lessons learned while leading a cohort of diverse schools and districts through a process of strengthening their edtech systems.
AI Coach Platform: When Edtech Concepts Become Practical Classroom Realities. ” And, even at the end of the process, you know, there’s an artifact that’s produced. Listen to the conversation above (beginning at 6:25) or find the podcast episode at eSchool News. We call it the reflection log.
When using technology, icons are like the letters in our edtech alphabet. But we need to provide our students with a foundational understanding of the “letters” in our edtech alphabet because these icons provide our students with a road map as they use technology to learn.
Based on what we learned from challenge sessions, artifact reviews, and in-depth interviews with district leaders, we created the Challenge Map. On the Challenge Map you’ll find ideas about instructional technology coaching and the intersection of pedagogy and edtech, as well as research on the use of technology to enhance learning.
Memories of the continual improvement he was able to do back then have stuck with him as his career has progressed, including jobs as a high school history teacher, an edtech consultant to schools, a doctoral student and professor, and director of MIT’s Teaching Systems Lab. And Reich has made it a personal goal to share the lesson.
The type of feedback that is provided after a pop in will end up being very similar to the type provide from a virtual walkthrough, and in most cases, will be able to be even more targeted since the administrator has an actual artifact of the instruction.
But assembling the different artifacts, commentaries, and video clips in an organized way – and then transferring it to the edTPA platform – can be a challenging part of the journey for a candidate. Completing edTPA Ⓡ is a critical step for many teacher candidates on the path to becoming a fully-certified teacher.
Edthena provides tools to assemble and then securely transfer edTPA artifacts to the edTPA platform for official scoring by trained and calibrated scorers. How do you think Edthena supported candidates as they assembled their edTPA artifacts? Last spring Rebekah chose Edthena to help.
Since online office hours will take place on a video-conferencing platform, a teacher can press record, and just like that, an artifact of a type of distance teaching has been created! Recording the artifact is one thing, but using this artifact to improve your practice is much more significant.
Heather describes how creating routines with coaching cycles can release the cognitive burden off of teachers and coaches, allowing them to have a rich and purposeful dialogue about the artifacts of teaching.
Compare is a useful focusing technique for discussing the similarities and differences across multiple teaching artifacts. Teachers sharpen their judgment and fuel their motivation to change as they examine cause and effect relationships between the two artifacts, moments, or representations.
To connect each painting to the broader story of the exhibit, the museum curator uses labels to highlight information about each artifact. Rather, the collection of paintings tells the story of some aspect of the artist evolving over time.
Think about what you’ve gathered over the course of the year: student surveys, performance reviews, and videos of your classroom teaching are just some of the possible artifacts you can look back for insights. Similarly, you shouldn’t reflect on your own growth without looking at several forms of evidence. Go forth and reflect.
As teachers gather video evidence and other artifacts from their classroom environments for feedback, those same artifacts can become the evidence for the micro-credentials, too. What’s exciting to consider is that micro-credentials can become a feature of your existing professional learning processes.
Share non-video artifacts. This last component type — non-video artifacts — is a great example of what you can learn by talking to your users. We discovered four common themes for how they structured learning: Reflect on one’s own video. Provide feedback to peers on their videos. Analyze an example of instruction.
What needs to change is what types of artifacts you’re using as evidence of teaching and learning in order to perform teacher observations. What type of artifacts of distance teaching can be collected to assist teachers? What if you can’t meet face-to-face with your teachers anymore due to safety protocol?
The other big thing with how Leveled Indicators work is that they allow the coach to define the Target Level as part of the Exploration before teachers assemble their artifacts and before the coach leaves feedback.
Rather than sitting on the sidelines waiting for feedback, teachers can collect artifacts for their evaluation, showcasing a whole class period or specific strategy.”. Video coaching also allows teachers to become an active part of the evaluation process.
Video artifacts help confirm whether every educator interpreting the vision the same way. Pairing the power of video with the method of lesson study can drive the conversation around the professional vision of a school community. School leaders strive to center their school community around a professional vision.
So we’ve built a tool that makes that process easier to work through, but also easier to document and rewards them for that work, because at the end of the coaching cycle, the teacher has an artifact of this professional learning that they have undertaken.
But a video artifact of what happened is as close as we can get to enabling the teacher to directly observe themselves and come to a shared understanding about what is happening in their classroom, and that shared understanding could be between them and their students. .” I’m not suggesting that.
I know this might rub technology aficionados the wrong way, but the fact remains that edtech has been over-promised and under delivered. This can come in the form of data, improved observations/evaluations, artifacts, and portfolios. Any leader who has gone through a successful digital transformation realizes this.
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