When schools are providing the type of experiences students really need, teachers are likely to feel unprepared to answer students’ questions. This is what I felt when Andrew told me he wanted to do an internship at his family’s towing and automotive repair business and start a used parts business for his project. There are Read More
53: Use-Inspired Research in Educational Technology This is an excerpt from Efficacious Technology Management: a Guide for School Leaders In 1997, Donald Stokes suggested designing a project to be one type of research does not prevent one from doing the other type, so the dichotomy of pure and applied research is misleading. According to Stokes, Read More
59: Technology Stewards “Communities of practice” (CoP) is a concept developed by Etienne Wenger and Nancy White and their collaborators; the idea has influenced organizational researchers and planners for more than a decade (Wenger 1999). Each CoP is defined by a group of practitioners who share a common field of endeavor and who also share Read More
A different review is available here: http://hackscience.net/blog/?p=269 Twenge, J. M. (2017). iGEN: why today’s super-connected kids are growing up less rebellious, more tolerant, less happy– and completely unprepared for adulthood and (what this means for the rest of us). New York: Atria Books. For several years, educators have been hearing about (and teaching) Millennials. This term Read More
Recently, a colleague asked me, “What is the difference between open educational resources and the materials I get from a publisher?” While the most obvious answer for educators is “cost,” it seems there is something far more important for educators, and that is the right to revise and redistribute works that are licensed under Creative Read More
This is a continuation of the Training, Learning, Design post. This theme continues as well in the post Design Defined. We know educators need three types of support when they are creating technology-rich teaching and learning. Previously, I introduced training, learning and design as the types and each is labeled based on the focus of Read More
This post concludes the theme begun in The (Overturned) Model of Standard Education and continued in Alternatives to the Standard Model of Education A dominant theme in the literature on the future of work is that workers—all workers, white collar, blue collar, in the services, information field, and trades, and yet to be discovered fields—will have Read More
This post continues the theme begun in The (Overturned) Model of Standard Education Many educational scholars and practitioners have recognized the inadequacy of the Standard Model in recent decades and they have proposed alternative models of education. The (incomplete) list of alternatives includes authentic learning (Herrington, Reeves, & Oliver, 2014), natural learning (Caine & Caine, Read More
For much of the 20th century, educators were adults who had earned an undergraduate degree which typically requires four years of study in higher education. As undergraduate students, these adults had become skilled users of print which was the dominant information technology in both society and school. As a result, educators were the most skilled Read More
117: Transparent Taming of Wicked Problems In ta previous post, 21st century education was presented as a wicked problem. Whereas tame problems are definable (cause and effect can be clearly identified), understandable (methods for resolving the problem are known or can be known), and consensual (reasonable people will agree on the need to solve it), Read More