If instructors and school leaders seek to create schools in which practices and structures are aligned with the realities of human learning, then they must work from two hypotheses: First, the students who arrive in schools are experienced learners. Their experiences are affected by their culture, motivation, academic, and personal experiences. Any list of the relevant Read More
I once served on a committee hiring a professional who was primarily going to serve as network administrator. We were in the second interview, so there were fewer questions and more discussions. The candidate asked, “What can you tell me about the environment?” The superintendent who admitted little knowledge of technology began describing efforts they Read More
Education is an endeavor characterized by myths; we believe certain things about the work we do, but those are not based in observation or even reason. When I was an undergraduate student, I believed one could be taught how to teach. After more than 30 years in education, I am almost certain that most of Read More
Technology that is appropriately used meets the needs of those who provide the mission-critical functions of the organization. For the technology to be reliable, robust, and secure, it must be properly configured. Technology is reasonable if is fits into budgetary limits and aligns with the organization’s policies and mission. If the technology fails to meet Read More
191: On “Teaching Computers” When I first started in education, computers were a marginal tool. Literally, they were in a back corner of the classroom and used for special purposes. Over time, they became more central to the curriculum and in the teaching spaces. The question that has interested me recently is “Who is responsible Read More
Scholars who study knowledge transfer differentiate “near transfer” from “far transfer.” Near transfer describes applying knowledge in settings similar to where it was learned, and far transfer describes applying it to settings dissimilar to where it was learned. Transfer does exist along a continuum and it is difficult to measure reliably. In these ways it Read More
Students and others who need the spoken words in audio content playing in a Chrome browser tab to be presented as text can enable live captioning in the Google Chrome web browser. This can be used as a method of seeing captions when using: Video or audio in Google Drive that has no caption tracks Read More
When the curriculum is organized around problems and complex tasks, it is inevitable that students will encounter situations that challenge their current knowledge. There will be ideas they do not yet understand, tasks they cannot complete with competence, and resources they cannot comprehend, and tools they are unable to use. It can be reasoned that students who do not Read More
This question is asked by students all the time. It doesn’t matter what their age, what they are studying, who is paying the bills, or how dedicated to their long-term plans they are, students question their purpose for being in school and engaging in the curriculum and instruction. For some students, the question is answered Read More
Caine and Caine (2011) reviewed explored the cognitive engagement that has been designed into video games. They find “popular technology engages children and adults using challenging scenarios, exciting and relevant social issues, collaboration, ownership, relevant engagement, competition, and action” (p. 8); they find these features contribute to a situation in which natural learning occurs. Natural Read More