77: Capacity for Learning Every day, we read and hear about the changing nature of work. “The job that existed before no longer exist” and “the jobs that our students will have do not exist yet” are themes we encounter in the business press, the education press, and in the current events press. We could Read More
When school and technology leaders decide their students and teachers have “outgrown” the simple online classrooms provided for free by various providers, they have two decisions to make, and each is a choice between two choices. The first choice is “Which platform shall we install?” Of course, there are far more than two learning management Read More
When I was studying biology as an undergraduate, a students asked the physiology about Daltons, the unit used to measure the size of large molecules such as proteins. The professor was so used to using the term, he had to look up the definition so he could explain it to the 250 or so students Read More
In a previous post, I presented reflexivity as a phenomenon that we can observe in schools. The concept is grounded in the mutual feedback and feedforward influences that exist between humans and the technologies they use (especially the information technologies they use). Reflexivity can be extended to other observations in schools as well. For example, Read More
Rereading The Teenage Brain and I found this image which struck me as I had minutes earlier finished a conversation in which students debated the degree to which they can multi-task. I am gal to hear some students beginning to realize that they cannot perform as well when they are distracted by phone, friends, or Read More
Today’s classroom is (or should be) a supplemented by web-based resources. Information and interaction (including feedback from teachers) can be facilitated through web sites and services. These are available form many sources, including vendors (who charge fees or use advertising to support freemium versions) and open source sources. Collectively, many apply the label “web 2.0” Read More
The term “wireless” can be applied to two types of IT networks that are commonly accessed by students and teachers. Individuals who carry smartphones and some tablet computers into school buildings connect those devices to the network of cellular phone towers. Those connections depend on the owner having an active account with a provider and Read More
In 1994, Seymour Papert, the mathematician from the Massachusetts Institute of Technology who was a pioneer in using computer programming to teach mathematics to young children, suggested that the history of computers in schools could be deconstructed into three phases. First, there was a brief time when innovative educators had computers in their classrooms and Read More
68: #edtech for Educational Leaders: Choose Two IT professionals confirm leaders, including educational leaders, want systems that are: Inexpensive; Designed and installed quickly; Of high quality. When faced with those three design needs, the IT professional usually responds with “choose two.” While this is often done in an attempt to introduce humor into the conversation, Read More
73: Edtech for Education Leaders: IP Addresses I continue to have conversations with school leaders who lack basic understanding of the technology they (accurately) claim is such a vital part of their schools. While I am encouraged that we have professionals who backgrounds in education running schools rather than professionals with backgrounds in IT running Read More