Appropriate Proper Reasonable Computers and information technologies have an interesting characteristic: We can use it to be more efficient in our work, but getting to that point requires a temporary decrease in efficiency. We can illustrate this with this picture: When we are using a “primitive” technology, we must exert a certain (and familiar) level Read More
For several years, educators and other who care about your people have been hearing about “the Millennials,” which is the name given to the young people who were in school around the turn of the century. My children (who were born in 1990 and 1994) are firmly in the Millennial generation. Jean Twenge, a psychologist Read More
Bonnie Nardi and Vicki O’Day (1999), two information technology researchers and scholars, developed the concept of the information ecology to describe the technology-rich systems that were emerging at the turn of the century. (1999) used the term information ecology to capture the complex and evolving nature of these systems. Nardi and O’Day observed, “Information ecologies Read More
Appropriate Proper Reasonable | RSS.com Technology is a relatively new word to the lexicon. The term was first used in print in 1831 by Jacob Bigelow, a New England botanist and doctor who published a series of his lectures as a textbook. Evidence of technology use by humans, however, extends far into pre-history. Wherever archaeologists 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
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
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
89: Technology Acceptance In 2003, Venkatesh, Morris, Davis and Davis modified the TAM into the Unified Theory of Acceptance and Use of Technology (UTAUT). Through the UTAUT, the scholars sought to compare and unite into one theory eight different theories that had emerged for measuring technology use. According to the UTAUT, four factors are directly Read More
36; Three Important Papers | RSS.com In the closing months of World War II, Vannevar Bush (1945), who had served as Director of the Office of Scientific Research and Development during the war, published “As We May Think” in Atlantic Monthly. His article captured the essence of digital electronic information technology just as it had Read More
Teacher education has traditionally been informed by a framework comprising the content dimension (what is to be taught or the curriculum) and the pedagogy dimension (how it is taught or instruction). Shulman (1987) suggested teachers’ content knowledge and pedagogical knowledge cannot be developed in isolation, so he proposed “pedagogical content knowledge” (PCK) to describe the Read More