tand t course summary
TRANSCRIPT
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Teacher and TechnologyCourse Summary
EDUB 1990 Winter 2013
Dr. R Redekopp
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So what's really important?
You as a learner/teacher
You as a teacher/performer
Tech as a helper to understanding - RWL
Tech as a gift to those who don't express themselves well in writing
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Meta-Teach-Nition
What to do when there is nothing else to do:• Watch – especially people who are not like you
• Listen – especially to people who are not like you
• Learn - that others are different and you need to understand
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It’s not about YOU
It is about:• Mainly your students and their learning• Making your work easier and/or more interesting
• In other words – pedagogy and policy• AND you don’t need to know everything!!
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Your Turn
Tell 3 or 4 people near you:
• One or two of the things you seen in the lab or the presentations that you are most likely to use.
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The Way We Were
One computer, many students
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The Way We Are
One computer per student
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The Way We Will be
Near Future – Many computers per student
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How hard is this going to be?
• Very – if you need to know and control everything.
• Moderate – because you have to set some things up initially (web space, RWLs, collecting assignments, easing into new ways of marking, etc)
• Manageable - once you have used things a few times and make things work for you.
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Terminology You Should Know
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Terminology
For quick overviews try the 7 Things You Should Know series from Educause on • twitter, clickers, online editing, e-Readers, presentation tools …
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Your Turn
Tell 3 or 4 people near you:
• Your current ‘tech’ comfort level compared to where you were. What have you tried this term?
•The next tech you would like to try
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Why are we doing this?
If education is:
• Content/info• Socialization• Process (how to learn/direction of learning)• Safety (babysitting)
How does technology enhance these?
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Why are we doing this?
• How do we sort the HYPE from the real goals?
• Where is the good research? What does it really say?
• What kinds of learning benefit?
• What does brain research say?
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The Brain argument
• Left brain – logical, rational, analytical, look at parts
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The Brain argument
• Left brain – logical, rational, analytical, look at parts
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The content argument
• Facts, formulae, dates, computations, maps, timelines, body parts, recipes …
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The content argument
• Facts, formulae, dates, computations, maps, timelines, body parts, recipes …
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The ‘engagement’ argument
• Is it enough to just have cool tools? • Is engagement that simple?• What happened with TV, film, filmstrips, whiteboards, coloured chalk, laser discs ???
• Is infusion the answer? (Apologies to LwICT)
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Your Turn
Tell 3 or 4 people near you:
•Are you more ‘right’ or ‘left’ brained
•How do you best remember things? Memory, paper, audio, apps, email?
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So what are we really getting?
Consider the tech bias:• White, western, middle class, male, efficient, discrete parts, speed …
• Are the Amish right (fewer choices are better)? Where has this taken us?
• Hans Rosling's 200 Countries, 200 Years, 4 Minutes - The Joy of Stats - BBC Four
•http://www.youtube.com/watch?v=jbkSRLYSojo
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Your Turn
Tell 3 or 4 people near your biggest concerns/needs about technology and your classroom
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And what comes with it?
• Cyber-bullying• Identity theft• Too much info• Bad info• Disconnectedness (while over connected)
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But don’t be discouraged
There are some huge benefits to using technology - especially for those who don't fit into the system!
We need to consider the best ways to use and adopt these technologies – that’s where the fun lies.
We will need to give up some control – the info is now out there for all, just like Gutenberg opened up the Bible to the public (using a wine press!).