Parents in wealthier homes are more likely to actively mediate their child’s online activities—by talking about them, suggesting ways to use the Internet more safely, or joining in.
socioeconomic status impacts how kids use tech and how families engage in conversation about it.
CIPP is an acronym representing context, inputs, process, and products (see table 1).
This is a new evaluation model for me to consider. Thank you for including it and providing such a detailed example.
many examples of other countries responding to school and university closures in a time of crisis
This was not a part of the narrative I heard in the spring or even over the summer. I am surprised more universities and news outlets didn't raise these examples in all of the conversations about fall plans.
adult learners require more flexibility, so asynchronous is usually best, perhaps with optional synchronous sessions, whereas younger learners benefit from the structure of required synchronous sessions
Where do traditionally aged college students fall on this spectrum?
The design process and the careful consideration of different design decisions have an impact on the quality of the instruction.
This is true for online and face-to-face instruction.
Many institutions have opted to cancel all face-to-face classes, including labs and other learning experiences, and have mandated that faculty move their courses online to help prevent the spread of the virus that causes COVID-19
There was also a clear message that one shouldn't describe classes as canceled or school as closed - everything was to continue remotely.
I think we need to set goals before we go online and forget why we were there in the first place.
This is an inspiring goal.
The message was not: “tech bad, turn it off.” The message was: How can we be more purposeful so that the tool is enhancing our lives, rather than becoming a task master?
For me it would be text/messenger.
“So,” in future studies, he adds, “we’ll still do the peg activity, but we’ll give [participants] something to think about while they’re doing it.”
How are participants themselves characterizing the activity? Is it boring to all or would folks use other words like repetitive, relaxing, pointless, uninteresting to describe it if given the choice?
The left frontal part, the researchers explain, becomes more active when an individual is looking for stimulation or distraction from a situation by thinking about something different.
Is a repetitive task inherently boring? Or does it free up the mind to wonder because the task is relaxing?
who react negatively to boredom vs. those individuals who experience no ill effects when they are bored
without reading a head I am curious to see if the study addresses the context / environment of when/where boredom is experience (ex school-aged people experiencing boredom in the classroom vs at home).
131 days of boredom per year
A third of the year? Wow!
Shouldn’t we make it purposeful and relevant - if we just “fun” up the irrelevant, what really changes?
What about introducing other forms of assessment rather than just exams?
It was inspiring to see this sort of rich inquiry task being used at a University level.
This ties into our class discussion on provocations.
Martin shares that we need a more expansive model of education than that which is defined by an economic imperative or market rationalism and that responding to the needs of industry is not sufficient.
Yes!
● To track or stream students into rigid or long-term, standardized learning groups
This is an important caution.
The current takeaway from the research is that there are potential benefits and risks to deploying technology in learning environments.
I like how this presents both sides of the argument.
Intentional, thoughtful inclusion of technology in public learning environments can ensure that all students, regardless of their ethnicity, socioeconomic status, language status, special education status, or other characteristics, have the opportunity to experience learning and develop skills that allow them to fully realize their potential.
This section makes a strong argument for why incorporating ISTE standards into the K-12 curriculum is so important without actually naming them.
How can we ensure that the schools/educators who need access tech tools get them?
In other words, ed tech can improve learning when used to personalize instruction to each student’s pace.
Does this help educators design their lessons to students at the edges as suggested by Todd Rose?
Docs
started one which reading this chapter because there were so many helpful resources to come back to!
Start by considering the following questions:
My institution uses outlook for email and now we get weekly reports on how we're spending our time and who we're working with the most. I'm excited to see how the trends change throughout the academic year.
Online Tools for Teaching & Learning Common Sense Media Practical Ed Tech Handbook Digital Connections Toolkit Best Apps for Teaching & Learning ISTE Edtech Advisor (requires ISTE membership) Free Tech 4 Teachers Practical Ed Tech Cult of Pedagogy OER Commons TeachThought eLearningIndustry
Saving this list to come back and review soon!
may even find a tool serendipitously
This sincerely happened to me earlier this week. I was browsing the Online Tools for Teaching and Learning site for tools that help students achieve ISTE standards to include on an infographic and I stumbled on easl.ly a tool for creating infographics!
see the Check Please! Online course for more details about SIFT
This course is both affirming of previous knowledge and informative of new techniques/strategies.
Use quotation marks to group words that should be searched together (e.g., “augmented reality math app”). If you have a specific question, write it out in the search bar. Framing a search as a question will often result in finding pages that specifically answer that question (e.g., “How can I teach with augmented reality?”).
I put these tips into practice after reading a preview of this chapter and they've helped me save time on searches and have better success finding what I need.
In this chapter, we will first discuss how to use a simple Internet search to find tools and apps. We will provide tips for evaluating websites and blogs that provide advice about tools and apps. Then, we will showcase educational technology (edtech) databases, curated lists, and tool review sites that can serve as helpful resources for finding digital tools and apps. Finally, we’ll wrap up the chapter with a discussion about how to cultivate a digitally enhanced professional learning network to connect and learn with others about current and emerging technology tools.
A concise, clear intro paragraph that leaves me wanting to learn the tips.
no expectation of an entire career within one studio
As the popularity of interdisciplinary degree programs increases, it will be interesting to see if the academy will start to adopt this model of organization.
“living on the edge”
How closely is "living on the edge" and pushing for new expertise related to Vygotsky's Zone of Proximal Development?
Editor’s Note
Thank you for making this so accessible. I usually make use of the voiceover tool on laptop for reviewing articles online, but having a true recording was even better.
Learning Check
The Learning Checks are very effective even for a student who has read/listened to several pieces on this topic this week. I still have room to grow! Thank you.
In this case, a teacher could still provide options on the topic of the essay, or whether it could be typed or handwritten.
This a great example of how to apply UDL to teaching specific skills.
help the student who has difficulty hearing, the student who has a hard time processing auditory information, and to support students who speak English as a second language.
I turned on captions on several streaming services to check of accessibility as part of a class project and now I leave them on, because it helps me focus and retain the information better.
coined by Ron Mace at North Carolina State University
Thank you for this credit, I knew the contextual history, but not the who of it.
TIP: If you are already familiar with principles of UDL, check out some of the supplementary videos for more information and review, and explore some of the resources at the end of the chapter.
I so appreciate this acknowledgement that folks are coming to this chapter with various degrees of familiarity with the topic.
make a copy of the Evaluating Digital Tools & Apps Google Sheet.
Saving to my favorites...again!
Taking a look under the hood of digital tools and apps
This a helpful metaphor for evaluating tech tools.
the new tool needs to go beyond
The emphasis on the need for tool to be transformative is effective here.