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When it comes to educationaltechnology I often get the feeling that the learning is often secondary. Using technology just for the sake of using it equates to a huge waste of instructional time that could be dedicated to deep, meaningful learning. Technology can become a nice pedagogical fit when viewed this way.
Education is currently at a crossroads as traditional methods and tools are changing as a result of advances in technology and learning theory. We are beginning to see some schools across the country take the lead in merging sound pedagogy with the effective integration of technology.
Image credit: [link] Here are some questions that will assist in determining if engagement is leading to actual learning: Is the technology being integrated in a purposeful way grounded in sound pedagogy? Follow along, grab some resources, and let’s move past engagement to ensure learning is taking place in our technology initiatives.
Using the Protosphere platform we are exploring the unique pedagogy in a virtual environment and technology as the learning environment. Laura’s inspiration for this idea came from Sugata Mitra’s TED talks on how students can teach themselves and building a school in the cloud. Check out our progress below.
As we continue to advance in the digital age schools and districts are beginning to re-think pedagogy and learning environments by instituting either 1:1 device programs or Bring Your Own Device (BYOD) initiatives. 1:1 laptop program 21st Century Leadership 21st Century Learning BYOD Change Innovation Opinion educationaltechnology'
Sound pedagogy must be at the heart of any BYOD initiative. Budget allocations - Although BYOD initiatives are a cost-effective means to increase student access to technology in school, there are solutions available to help streamline teaching and learning devices. How do I know that this is impacting student learning?).
Josh articulates how teachers have to be ready and willing to change the way they think about teaching to be able to effectively work with this new generation of learners. Education needs a revolution of ideas, pedagogy, and the very way in which we talk about teaching and learning.
Navigating this terrain requires a delicate balance, ensuring that the joy and engagement of games enhance rather than detract from educational objectives while aiming to foster an inclusive and responsive pedagogy. It recognizes the importance of enjoyment, curiosity and exploration in facilitating effective learning experiences.
As technology convergence and integration continues to increase generally in our society, it is paramount that teachers possess the skills and behaviors of digital age professionals. Educators should be comfortable teaching, working and learning in an increasingly connected global digital society. ?
In many cases, they’ve grown up with access to incredibly immersive technology practically since birth. As a result, it can be difficult at times to compete for attention using traditional teaching methods like whiteboards, worksheets, and extended direct instruction.
When he teaches a math class, Tom Fisher wants students to feel confused. Mostly an administrator these days, Fisher still teaches honors algebra at Breakwater, a pre-K-8th independent school in Portland, Maine. Its not the conventional way to teach the subject, Fisher says. For Fisher, its important to mingle math and play.
Robinsons job is really about helping educators to sort through what she calls math trauma, an aversion caused by their own bad experiences in the subject. Teachers with math anxiety spend fewer hours teaching it in the classroom, so its important to end that cycle now, Robinson says. Or they prefer reading and literacy over math.
More importantly, I will now be able to further assist my teachers in their quest to become better educators. The data that I will collect and share with them will serve as a catalyst for their improvement in the areas of teaching and learning. Classroom Walkthrough educationaltechnology PLC TSETC'
The resulting article described New Milford High School’s many accomplishments pertaining to the use of educationaltechnology to enhance the teaching and learning process. Value One of the drawbacks to educationaltechnology is the perceived lack of value it has in terms of student learning and achievement.
Educationaltechnology (edtech for short) can play a significant role in mitigating and solving this growing dilemma. Many school districts -- including mine in Middletown, NY-- are leveraging the power of technology with adaptive assessments and instructional software. So, what can be done?
Since the earliest days of colleges experimenting with teaching over the internet, the goal has been to replicate as closely as possible the physical classroom experience. And now that campuses are back from pandemic restrictions, many instructors are trying to incorporate those remote practices into their in-person teaching.
For instructors who have had the opportunity to participate in pedagogy learning groups, there may be a lot of overlap in what they already know about teaching and what changes AI might bring to the classroom. The concept of Scholarship of Teaching and Learning (SoTL) is another one that instructors might benefit from thinking about.
That’s the argument of Peter Liljedahl, a professor of mathematics education at Simon Fraser University in Vancouver, who has spent years researching what works in teaching. Liljedahl has developed a strategy for teaching that he says greatly improves how many students in a class are actually thinking about course material.
Perhaps it is because the virtues of Mexican and Indigenous spiritualities in Texas and Minnesota, where I’ve split my whole life, are so universal that it’s hard to not be drawn to their teachings and practices. At first, I was convinced I found a pedagogy ingrained with Indigenous wisdom that could further decolonize my teaching.
Image credit: https://media.licdn.com/ Worlds of Learning provides a framework that allows any educator to earn micro-credentials for free through learning about a range of technology tools and applications and then putting what they learn into practice in their own teaching.
After years of exposure to early childhood curriculum and pedagogy, this is how our Black children discussed their Blackness at the end of their first grade school year: It means that I can be whatever I want. Earlier, I spoke about how Black children within my PWI responded when I initially asked them, What does being Black mean to you?
Stuart Blythe teaches writing courses at Michigan State University that are officially listed as in-person only. But not every educator who tried hybrid teaching of some kind during the pandemic has continued it. Even vocal proponents of HyFlex admit it’s not widely popular among college instructors.
But by the time she was heading up her own elementary school classroom in Chicago, she found herself missing the library and longing to teach media literacy again. She teaches concepts as wide-ranging as American Sign Language, critical thinking, typing, conducting research and writing in cursive. I'm an educator.
The night before the Teach for America (TFA) summer institute — commencing virtually for the first time due to the pandemic — I lay in my childhood bed at my parents’ house with tears in my eyes. Cut to my third year in the classroom, and I still wrestle with what led me to Teach for America in the first place.
As I thought about the student's frustrations, I returned to an article by Dr. Alexis Patterson and Dr. Salina Gray titled " Teaching to Transform: (W)holistic Science Pedagogy (WSP)." I questioned how my relative success navigating an oppressive education system influenced my teaching practices.
My first foray into using video in my teaching involved a TV cart wheeled into my classroom, replete with a connected VHS player—and no remote. Whether a feature film or an instructional video, the ‘80s and ‘90s were a ‘press-play’ culture that expected students to sit still, absorb and retain, while the educator sat in the back grading.
Her response stunned me, not just because she had yelled, but because of who she wasa student who had been a leader in my classroom, someone with whom I had built a strong relationship through teaching art the previous year. Then, I walked back inside and continued teaching. I walked over and quietly asked her to step outside with me.
As long as oppression is present in the world, young people need pedagogy that nurtures criticality.” The cultivation of genius requires us “to teach in ways that raise, grow and develop their existing genius.” What better way to nurture criticality than through maximizing social media and other media platforms as a tool?
George Couros said: Sometimes when the statement is made, “it is not about technology, it is about pedagogy”, you then hear the roars of approval, and off we go on our merry way with nothing changing for many students. Three competing visions of educationaltechnology. via [link]. Replication or empowerment?
During the day, I teach Algebra I classes to high school freshmen in Springfield, Missouri. One night per week, I teach preservice elementary school teachers who serve as paraprofessionals at K-12 schools in Louisiana, Arkansas, Alabama and California through Reach University. My answer: an immersive, 15-credit-hour semester of math.
It’s easy to miss the scale of this as an ‘issue’ because unlike assessment, curriculum, teacher pay, class sizes, educationaltechnology, or any other persistently evergreen edu-choke point, equity never stops affecting. It’s both the center and periphery of everything because we’re always who we are, where we are.
Thank you for your work on the front lines to ensure our children and youth’s health and education were sustained throughout this difficult year. As Digital Promise team members who have researched and supported teachers’ use of educationaltechnology, we want to recognize and celebrate your successes.
Technology can also play a pivotal role by blending gamification and pedagogy to sustain student interest while teaching key skills. Successful approaches include engaging young children through interactive, hands-on activities such as using manipulatives like blocks and number cards to make abstract concepts tangible.
Resources for learning and teaching the fullness of Black history all year round. I share this story not to encourage people to adopt African names, but because learners and educators should not have to attend graduate school to learn truths about pre-colonial Africa and American history. King, Ph.D., Johnson Jr., and LaGarrett J.
Adam Copeland said: It is time for instructors to move from simple questions like, “Do you use technology in the classroom?” to the more complex, “For what purpose, and with what learning theories, should I engage digitally-enhanced pedagogies?” If we taught our teens to drive the way we teach them about social media.
However, as with any shift in traditional practices, there are some kinks to be worked out in terms of leveraging technology to our greatest advantage. Teaching at two separate institutions means that Hall is balancing two different Outlook calendars simultaneously.
For educators looking for adaptive and personalized standards-aligned math activities, Matific’s award-winning educationaltechnology helps cater to different learning styles and situations.
Teachers were burnt out, the national turnover rate was high and our school didn’t have the capacity to train staff to facilitate community-building circles and implement socio-emotional pedagogy. However, as any teacher who has been forced to teach a scripted curriculum will tell you, rarely is it an effective course of action.
Sean Michael Morris knows that he has cultivated a certain “ethos” over his career in higher education—as a self-described critic of edtech and a champion of helping professors improve their teaching. It’s crucial that educators and edtech companies talk to one another,” tweeted Jesse Stommel, co-founder of the Digital Pedagogy Lab.
Yet, PBL as a pedagogy has seen varied levels of adoption in math classrooms across the United States, with many math teachers falling back on traditional teachings of formulas and procedures. math teaching predominantly focused on procedural skills, where students spent most of their time acquiring isolated skills through repetition.
But if you ask Daniel Fung, vice principal and English teacher at the Sham Tseng Catholic School in Hong Kong, he will tell you computational thinking is an entire pedagogy geared toward teaching lifelong problem-solving skills. CT curriculum is not just about coding but rather a pedagogy and mindset.
Teaching creativity and creative thinking in K-12 has always been valued but often challenging to implement. Many standards and curricula don’t call out creativity explicitly, and teachers aren’t often trained on how to teach and assess creative thinking. AI isn't just a new tool; it is a shift in pedagogy. That wasn't the case.
This is an unfortunate case when best practices become so ingrained in our teaching practices that as the education system evolves, we have a hard time pivoting and accepting that what was once a “best” practice no longer works, is not one size fits all and maybe was never really the “best.” What Standard? Whose Standard?
As a result, teaching students how to read is a complex and challenging endeavor — that’s why it takes years. Imagine Learning EL Education aligns with the concept of high-quality instructional materials (HQIMs). Reading requires building connections in the brain that wouldn’t exist without explicit instruction.
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