Increasing numbers of studies are being done that seem to support the notion that blended course delivery or program delivery really captures the best of every possible world and, as such, is an effective way of learning for students.
Leaders from two schools that have implemented iPad programs share their insights, experiences, and recommendations for institutions looking to launch similar programs. They also reveal the six elements they consider "critical" to the success of an iPad 1-to-1 program.
- By Mitchell A. Salerno, Michael Vonhof
FETC can be an exhilarating, instructive, insightful, hectic experience that is hard to duplicate once you get home. However, thanks to social media, there are ways to keep in touch with peers you meet there and continue the professional development that has begun.
Teachers who are pressured into transferring information to students at a rate that supports test taking rather than knowledge building face considerable challenges. Not only does the system itself not support this approach, there are others risks to face.
What is strong research? How do you know if research warrants policy changes or adopting a technology intervention in your setting? Significant outcomes from research are not necessarily of practical significance. Where do you turn, if research is sparse or non-existent? How should a technology solution be implemented?
- By Patricia Deubel
So teachers are told to use computers (laptops, iPad--it doesn’t matter) in a curriculum that was made for pencil-and-paper learning activities. So teachers are given a Learning Management System that makes it harder for them, rather than easier, to deal with student artifacts. What’s wrong with this picture?!?!
- By Cathie Norris, Elliot Soloway
I had the delightful privilege of moderating the FETC Virtual Conference this past May. One of the events was a Q & A with Elliot Soloway, of the University of Michigan, and Cathleen Norris, of the University of North Texas, regarding their mobile learning research initiatives. Their strong contention is that students will bring their mobile phones to school to learn--and it will happen a lot sooner than we think. It's inevitable, they say, and educators need to get with the picture.
- By Therese Mageau
Technology is a marvelous tool for enhancing the curriculum, engaging the students, and bringing life to an antiquated classroom. Most educators will agree this premise is true. But how do you get teachers to take the leap and dive into technology integration in their classrooms?
Today’s students have come to expect learning on demand. They are not afraid of technology, and speed is the name of the game. They multitask, think less linearly than those of us over 30, enjoy fantasy as an element of their lives, are less tolerant of passive activities, and use their tools to stay connected with each other. Nevertheless, this situation has implications for educators.
Today’s technology planners face a huge dilemma: Technology planning activities throughout the United States have morphed from a locally driven assembly and alignment of visions that functioned quite successfully just a few years ago, into a veritable puppet show in which the strings are being pulled by superior agencies that hold the threat of money—or the lack of it—over our heads.