23 Matching Annotations
  1. Sep 2016
    1. «Les tableaux intelligents ne fonctionnent pas, mais on fait comme à l'époque, quand la lumière d'un rétroprojecteur brûlait : on sort notre craie et on utilise le tableau! Ce n'est quand même pas la fin du monde. La terre n'a pas arrêté de tourner», conclut Francis Jacob.
  2. Jul 2016
    1. encouraged learners to use social media

      To me, the key part here is “encouraged”, as opposed to “forced” or even “asked”. Imposed solutions are neocolonial. There can be a lot of postcolonial reappropriation of existing tools.

    2. Some digital pedagogues who teach MOOCs on traditionally xMOOC platforms find ways to infuse connectivist principles in their teaching.
    3. on already-existing MOOC platforms like Coursera
    1. grant-like programs where teachers apply for ed tech with a plan for how to use it

      Sounds like this strategy could solve several issues at once, including the lack of recognition for the teaching profession. But “the devil is in the details”. Could easily imagine such programmes to lead to misdirected incentives. Part of the way this could work is if the “pilot project” at the core of such a grant were to also allow for some freedom in course design. There’s been some discussion of “pilot courses” in our milieu and those could be a great opportunity for many teachers. After all, the problem is often that there are too many hurdles to implement something appropriate. Sure, resources may be lacking but, more often than not, they’re misappropriated, “siloed out”, put in a separate budget.

    2. New technology has often been introduced in schools without the necessary long-term planning and training that should have accompanied it. SMART boards were notorious for being installed in classrooms (at great cost) and then used in the same way as the static blackboards that preceded them. One-to-one device programs have been ridiculed for the same reasons.

      Was just discussing the SMART boards roll-out with a friend and colleague.

    1. “innovation”

      The quotes are important. There are different approaches to innovation. The one described here may be pushed by politicians and administrators, but some would argue that it’s not innovation in the same sense as what either Eric Von Hippel or Michael Schragge might describe.

  3. Jun 2016
    1. Students create multimedia work best in platforms they choose themselves.

      Students [create multimedia] work best in platforms they choose themselves.

  4. May 2016
  5. Apr 2016
    1. it is the responsibility of every ILT instructor to address injustice, power, and privilege through our study and use of learning technologies

      Difficult to address those issues without exploring usage of the tools.

  6. Mar 2016
    1. “appropriation” of a context

      My own (playful) pun, which I’ve been using for a while (long before this interview), is that appropriation is about making something our own and making it appropriate in a context. Was told (by an English teacher) that it wasn’t “what appropriation means”. Been prefacing it more since then. But it’s a way to distinguish the concept from the negatively-loaded “cultural appropriation” while keeping the same principles as drivers for a different kind of change. Been especially interested in technological appropriation, overall, and now in technopedagogical appropriation.

  7. Feb 2016
  8. Jan 2016
    1. Brenda has shifted her approach from providing turnkey solutions to the teachers that come to her for help. Instead she focuses on accompanying them on their journey, and wants to know what research they have done prior to coming to see her.

      Offering solutions doesn’t tend to help, in most cases. And since “magic bullets” don’t exist, focusing on pathways can help people integrate new practices regardless of tools.

    2. Don’t just talk about technology. Get to know the person in front of you. It’s not just about the technology, it’s also about what other things are going on. I feel like I missed out on a lot of opportunities, having learned this later in my career.

      Technopedagogy is people.

    1. Creating simulations, however, requires expert-level skills in interaction design, graphics, database functionality, and programming - not to mention instructional design, content expertise, and imagination.

      It all depends on your expectations. Lone teachers (and lone students!) can create very useful simulations. They learn a whole lot in the process. Not sure why this “everything needs to be of professional quality and therefore requires an expensive/expansive team of professionals” mentality comes from. Makes it sound like they have something to sell, to be honest.