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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. This response stood out from the second part of Larry’s piece : " Good teaching is not about where or what to click. So what is the biggest problem in EdTech? Nor should it!
By understanding how these tools impact teaching and learning, educators can determine which ones to use and how to implement them effectively. Collaborative exchanges among peers, teachers, authors, and mentors can turn a simple student writing product into a multifaceted and informative artifact.
Coming home after a fulfilling day of teaching with chalk all over my sleeves was like a badge of honor. Times have changed since I began teaching. In each case, an activity can be designed to get kids using the IWB to collaborate, manipulate, solve problems, and create artifacts of learning.
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. Pedagogy first, technology second when appropriate.
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.
The] AI coach platform allows all teachers access to support on demand self-analysis as well as actionable advice on how to improve teaching effectiveness. The AI Coach platform is a new reality for how teachers can use video of their own teaching practice to increase their effectiveness, guided by a virtual coach. Almost all.
Most of my prior teaching experience was with upper grades, so I was well-versed in using technology with older students and it was easier. During such an overwhelming time, it can seem easier to rely on familiar teaching methods, rather than introduce a tool that may not work smoothly the first few times. Icons are all around us.
Based on what we learned from challenge sessions, artifact reviews, and in-depth interviews with district leaders, we created the Challenge Map. Teaching with Technology. Introducing the Challenge Map. This interactive tool features 36 specific challenges that are each broadly relevant, well-defined, and distinct from the others.
Justin Reich now teaches digital media at the Massachusetts Institute of Technology, but his first job was teaching a short wilderness medicine course. EdSurge: Many schools have looked to bring in technology to help improve teaching. That is the main way that teaching and learning actually changes in schools. …
For example, curious what the first five minutes of distanced teaching is looking like across all math classrooms? Ultimately the person observing is able to identifying trends in teaching and learning across the set of classrooms. Now you can find out. Like any initiative, it will take planning to implement successfully.
New ways of teaching hybrid or remote during Covid-19 can be challenging to navigate. Yes, there are technical challenges, but there are also real needs to help redefine what “good teaching and learning” means in a context that doesn’t look the same as it did last year. Now more than ever. Pre-recorded.
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. The coach selects two short clips from the MQI video library that identify with teaching aspects of the teacher’s lesson.
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. We’ve built these tools because we’re committed to helping teachers become better at teaching. Dashboards?
Online office hours are one form of distance teaching that teachers are implementing as a result of the pandemic. In the distance teaching world, the teacher can set up a video conference room where they are available throughout the hour for any student to join. For example, JotForm has a tutorial on this, and we’re fans of x.ai
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.
These moments may be important because they differ from what the teacher expected or because they illustrate important principles of teaching and learning. Spot helps teachers build video analysis skills because teachers can draw connections between video evidence and the qualities of teaching that they’ve identified as important.
To connect each painting to the broader story of the exhibit, the museum curator uses labels to highlight information about each artifact. One data point won’t tell the whole story, and a collection of classroom videos needs to be linked together using the common language of a teaching framework.
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.
Gathering evidence of teaching and learning is the core of the Edthena experience, so micro-credentials are a natural extension to the professional learning process happening inside of Edthena. Evidence inside Edthena can range from videos of teaching to unit plans to sample student work.
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.
Video artifacts help confirm whether every educator interpreting the vision the same way. Naturally, by observing different classrooms, you will see unique instruction and various teaching styles implemented throughout the campus. they are able to collaborate about the differences in their teaching styles.
CEA, the state affiliate of the National Education Association , is the first association of educators in the country to launch a statewide, interactive tool delivering peer-to-peer teaching support. Trained CEA members facilitate all COpilot courses, including new courses designed to utilize the power of video coaching.
The AI Coach platform was recently featured on the Teaching Learning Leading K12 podcast. After leaving the classroom, Adam joined the national strategy team of Teach For America, where he helped design a technology platform to improve training for new teachers. Adam, it’s awesome to have you back on my show. Say hi to everyone.
I know what it feels like to want to be the best teacher you can be and not necessarily have someone that you can access to say, like, “Hey, how do you teach inquiry style learning in a middle school classroom or high school classroom?” How does using video improve teaching practice? So, I’ve been there.
It is important not to get sucked into the transformational aspects of the technology itself, but instead focus on the transformation of teaching, learning, and leadership. I know this might rub technology aficionados the wrong way, but the fact remains that edtech has been over-promised and under delivered.
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