Toward a Luddite Pedagogy – Hybrid Pedagogy

August 28, 2014

An especially objectionable feature of the edtech discourse is its use of the word “Luddite” as a term of abuse. Uttering “You’re a Luddite” to the edtech sceptic is an act of verbal expectoration that is supposed to end the conversation, dismissing the sceptic as someone suffering from an intellectually crippling phobia.The time has come to take a stand against this thoughtless use of “Luddite” in the pejorative. The historical record needs to be set straight, and it needs to be set straight as a prelude to defending a Luddite approach to education.The record: The Luddites who were groups of textile artisans in various parts of England in the early 19th century were not flatly opposed to new technology. They destroyed selected types of machinery in carefully chosen factories usually owned by the most unscrupulous and exploitative industrialists because this was a tried and tested means for the voiceless to put pressure on the new power brokers. There was no interest in destroying other kinds of new technology.

via Toward a Luddite Pedagogy – Hybrid Pedagogy.

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AZk12 – Professional Development for Educators

August 26, 2014

The Technology Integration Matrix TIM illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed Jonassen, Howland, Moore, & Marra, 2003. The TIM associates five levels of technology integration i.e., entry, adoption, adaptation, infusion, and transformation with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.What is in each cell?Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Each lesson is designed to show the integration of technology in instruction and classrooms as well as the Arizona Educational Technology Standards.

via AZk12 – Professional Development for Educators.

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The Mobile Native

May 15, 2014
  • 30+ BYOD and BYOT Resources
  • 30+ iPad Resources
  • 30+ QR Code Resources
  • 30+ Mobile Learning Resources

Click the link to access these lists of resources.

The Mobile Native.

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1-to-1 Essentials Program | Common Sense Media

May 15, 2014

Rolling out a 1-to-1 technology program can be a daunting task for any school or district. After talking to some of the most forward-thinking 1-to-1 administrators and teachers, we’ve got the inside scoop … and we’re here to share it with you!

1-to-1 Essentials offers the guidance you need in order to proactively, rather than reactively, address issues that schools commonly face when going 1-to-1. We encourage you to explore, customize, and choose the resources that will best support your school community. Use our Suggested Order Checklist, or just dive right in!

via 1-to-1 Essentials Program | Common Sense Media.

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Internet of Things | Pew Research Center’s Internet & American Life Project

May 15, 2014

This report is the latest research report in a sustained effort throughout 2014 by the Pew Research Center Internet Project to mark the 25th anniversary of the creation of the World Wide Web by Sir Tim Berners-Lee (The Web at 25).

A February 2014 report from Pew Internet Project tied to the Web’s anniversary looked at the strikingly fast adoption of the Internet. It also looked at the generally positive attitudes users have about its role in their social environment.

A March 2014 Digital Life in 2025 report issued by Pew Internet Project in association with Elon University’s Imagining the Internet Center looked at the Internet’s future. Some 1,867 experts and stakeholders responded to an open-ended question about the future of the Internet by 2025. They said it would become so deeply part of the environment that it would become “like electricity”—less visible even as it becomes more important in people’s daily lives.

To a notable extent, the experts agree on the technology change that lies ahead, even as they disagree about its ramifications. Are we educating current and future teachers for the Digital Life of 2025?

via Internet of Things | Pew Research Center’s Internet & American Life Project.

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Makers in the Classroom: A How To Guide | EdSurge News

May 15, 2014

You see it everywhere in K-12. Kindergarteners design toys for their friends to practice empathy, while learning to use a saw and glue-gun along the way. Second graders deepen their understanding of character traits while designing and sewing puppets to represent a character in a folk-tale. In high school physics, students make wind turbines in order to internalize an understanding of how magnetism can create electricity.

The “it” I’m referring to is “Making,” and simply put, Making is any activity where people create something, often with their hands.

I often define Making by looking at what people bring to the Maker Faire, which does include more technical aspects like 3D printing, physical computing and programming. But Making also includes woodworking, growing food, making art and crafts.

via Makers in the Classroom: A How To Guide | EdSurge News.

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Maker Movement: Bridging the Gap Between Girls and STEM | LFA: Join The Conversation – Public School Insights

May 14, 2014

Girls want to change the world.

Eighty-eight percent say they want to make a difference with their lives, and 90 percent express a desire to help people, according to the Girl Scouts’ “Generation STEM” research. Girls have traditionally achieved this goal through people-oriented careers rather than through applying technology and scientific expertise to change the way things are done.

However, if more girls learn that STEM careers open up new avenues to help and serve, more girls will choose STEM.

Maker education allows girls to experience in a fun, tangible way how they can apply STEM skills to solve real problems — all while developing dexterity, learning about ideation and practicing teamwork.

via Maker Movement: Bridging the Gap Between Girls and STEM | LFA: Join The Conversation – Public School Insights.

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Ali Partovi: Why Learning to Code Is Imperative In Public Education | MindShift

May 14, 2014

“Education is about preparing kids for life, and public education is about helping people have equal opportunity, helping those who don’t have as much money have a more level playing field,” said Ali Partovi, co-founder of Code.org, in an interview at the Big Ideas Fest a few months ago.

Partovi has an ambitious goal: To get public high schools to offer computer programming classes — not just as an elective, but as a science requirement. “It’s absolutely relevant for public education to embrace computer science,” he said.  “I can’t think of any other science that would better prepare you for life in the 21st century.”

via Ali Partovi: Why Learning to Code Is Imperative In Public Education | MindShift.

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STEM students fare better when professors don’t just lecture, study finds @insidehighered

May 13, 2014

Scott Freeman and the other scholars behind a new study comparing the efficacy of lectures with more “active” forms of instruction in the science classroom are not aiming low in describing the significance of their findings.

Just as the U.S. surgeon general’s 1964 report on smoking provided strong evidence linking tobacco use to ill health, Freeman said, the study he and his colleagues published Monday “provides overwhelming evidence that active learning works better than lecture.” That may not mean that instructors stop lecturing, he said, “but it shouldn’t be about the evidence anymore.”

The study, published in Proceedings of the National Academy of Sciences by a team of researchers at the University of Washington and University of Maine, is a meta-analysis of 225 previous studies comparing student outcomes in science, technology, engineering and mathematics courses that use lectures only versus those that incorporate group problem-solving, use of clickers, workshops or other forms of “active learning.”

via STEM students fare better when professors don’t just lecture, study finds @insidehighered.

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eSchool News Minecraft’s potential in today’s classrooms | eSchool News

May 12, 2014

“It really, at the end of the day, is not about the game. It really is about an approach to understand learning and how we fold that back into school,” Malmstrom said.

At Elisabeth Morrow, students are crafting community norms through the games, Malmstrom said. “Citizenship is not taught, it’s practiced–and you have to be in the environment to practice it,” she noted.

One surprising byproduct of incorporating Minecraft is students’ desire to create games within the games.

“That’s what made me think, ‘That’s how I want to build curriculum’–I want to take that desire they have to make games and fold that into the curriculum,” Malmstrom said.

via eSchool News Minecraft’s potential in today’s classrooms | eSchool News.

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