a. 509- Outcome and Evidence
OLTD Learning Outcome:
Evidence to support learning outcome:
PDF and link to Sustainable Change Quest: Alive in the Swamp
Reflection to Support Evidence:
For OLTD 509 (Emerging Technologies), we were asked to complete a variety of different Quests to demonstrate our learning. From the four main categories, Emerging Technologies, Sustainable Change, Credo and Pedagogy, I chose to read an article called Alive in the Swamp (2013) found in the Sustainable Change quests. For this reflection, I have included the link to the blog that I wrote to synthesize my thoughts of the issues raised be Donnelly and Fullan. The blog for Alive in the Swamp was originally posted on my OLTD 509 Blog page and I have included a PDF of the document below.
There were many key issues that are brought to the forefront in the article, Alive in the Swamp. The first of which, is Donnelly and Fullan concern that education, as a whole, becomes less engaging for students the older that they become. In their article, and included in my blog, they show a graph of student satisfaction which starts high in Kindergarten but keeps plummeting as students reach adolescents. Donnelly and Fullan find this intriguing especially since technologies could be used to engage and personalize learning. This brings us to the second key point of the articles. Technology has been integrated into the classroom for many years now, yet it has not transformed the education system as a whole. Donnelly and Fullan point out that although on a small scale there might be islands of sustainable change, on a whole, the education system is failing students in this regard. There are many barriers to change (time, money, resources, motivation, etc.). Donnelly and Fullan find that the strengths of and benefits of specific tool may be a factor. To overcome these issues, Donnelly and Fullan have included in their index as assessment color coded tool that assists in determining the strengths and weakness of a tool prior to implementation.
This Quest was important in my learning process of OLTD because it raises important questions about our roles as teachers and use of technology in education. Even though the graph of student engagement declines over time, I wonder if you would see the same curve regardless of implementing technology or not into education. I think that decline would exist regardless of the pedagogy being used. School becomes less ‘fun’ and engaging because there is less play, more challenging tasks and higher expectations as students mature. I am sure, that as an educational system as a whole, we could do better but I feel that declining curve would exists regardless of our efforts. What I do feel that I have more control over is creating a substantive change in my classes by implementing powerful and effective tools. Technology has been used in the classroom for a while, yet teaching remains relatively unchanged in a brick and mortar school. As I reach the end of this program, I am starting to reflect on which practices would be best implemented in to my classes so as to create a sustainable change in my practices.
Source:
Donnelly, K., & Fullan, M. (2013, July). Alive in the Swamp: Assessing digital innovations in education.
Retrieved January 23, 2016, from http://www.nesta.org.uk/publications/alive-swamp-assessing-digitalinnovations-
education
OLTD Learning Outcome:
- Be familiar with common terms, definitions and elements related to emerging technologies.
- Research and identify emerging technologies with educational applications not yet adopted by mainstream education or in early adoption phases.
- Examine current research around technology/pedagogy adoption, best practices for change management and technology integration.
- Adapt or develop a framework for assessing emerging technologies/pedagogies.
- Consider potential design/implementation opportunities and challenges of emerging technologies/pedagogies.
- Discuss potential digital citizenship and appropriate use issues.
Evidence to support learning outcome:
PDF and link to Sustainable Change Quest: Alive in the Swamp
Reflection to Support Evidence:
For OLTD 509 (Emerging Technologies), we were asked to complete a variety of different Quests to demonstrate our learning. From the four main categories, Emerging Technologies, Sustainable Change, Credo and Pedagogy, I chose to read an article called Alive in the Swamp (2013) found in the Sustainable Change quests. For this reflection, I have included the link to the blog that I wrote to synthesize my thoughts of the issues raised be Donnelly and Fullan. The blog for Alive in the Swamp was originally posted on my OLTD 509 Blog page and I have included a PDF of the document below.
There were many key issues that are brought to the forefront in the article, Alive in the Swamp. The first of which, is Donnelly and Fullan concern that education, as a whole, becomes less engaging for students the older that they become. In their article, and included in my blog, they show a graph of student satisfaction which starts high in Kindergarten but keeps plummeting as students reach adolescents. Donnelly and Fullan find this intriguing especially since technologies could be used to engage and personalize learning. This brings us to the second key point of the articles. Technology has been integrated into the classroom for many years now, yet it has not transformed the education system as a whole. Donnelly and Fullan point out that although on a small scale there might be islands of sustainable change, on a whole, the education system is failing students in this regard. There are many barriers to change (time, money, resources, motivation, etc.). Donnelly and Fullan find that the strengths of and benefits of specific tool may be a factor. To overcome these issues, Donnelly and Fullan have included in their index as assessment color coded tool that assists in determining the strengths and weakness of a tool prior to implementation.
This Quest was important in my learning process of OLTD because it raises important questions about our roles as teachers and use of technology in education. Even though the graph of student engagement declines over time, I wonder if you would see the same curve regardless of implementing technology or not into education. I think that decline would exist regardless of the pedagogy being used. School becomes less ‘fun’ and engaging because there is less play, more challenging tasks and higher expectations as students mature. I am sure, that as an educational system as a whole, we could do better but I feel that declining curve would exists regardless of our efforts. What I do feel that I have more control over is creating a substantive change in my classes by implementing powerful and effective tools. Technology has been used in the classroom for a while, yet teaching remains relatively unchanged in a brick and mortar school. As I reach the end of this program, I am starting to reflect on which practices would be best implemented in to my classes so as to create a sustainable change in my practices.
Source:
Donnelly, K., & Fullan, M. (2013, July). Alive in the Swamp: Assessing digital innovations in education.
Retrieved January 23, 2016, from http://www.nesta.org.uk/publications/alive-swamp-assessing-digitalinnovations-
education
alive_in_the_swamp.pdf | |
File Size: | 102 kb |
File Type: |
b. 509- Outcome and Evidence
OLTD Learning Outcomes:
Evidence to support learning outcome:
A pedagogy chart on my OLTD 509 Blog/Quest page
Reflection to Support Evidence:
As part of my gamified course, Emerging Technologies (OLTD 509), I completed a variety different Quests from many different areas. For this reflection, I am used a pedagogy chart that was created by the instructor, Avi Luxenburg . The document was shared with all members of the class by using Google docs. The quest that I completed using this chart was on BYOD. I wrote a reflection on this topic based on the article written by the Horizon Report. I then shared that document with Avi and later posted it as a PDF on my OLDT 509 blog/quest portion of my site.
From the Horizon Report on Bring Your Own Device, I learnt a variety of different things. Firstly, like many things in educations, we have adapted what is going on in the world of business. BYOD was studied at Intel. At this workplace environment, management noticed that staff members were bringing in their own devices and were trying to access the network in order to do work related tasks. The article then goes on to point out that many teachers use their own devices at school on a daily basis. This has now evolved into students bringing their own devices (smartphones, tablets, laptops) into the classrooms to personalize learning and to work with real time information from the Internet. Although this may be a cost saving incentive for school boards and districts are faced with tightening budget constraints, there remains the issue of digital divide and Internet security for students.
From this article and from posts in the G+ Community, I have learnt that the BYOD movement is here to stay. Many of my colleagues at my school have tried to implement BYOD in their classes in order to create a Blended Classroom that would have consistent and daily access to technology. What they have encountered is a multitude of hurdles to overcome. In some cases, students don’t have access to a device that they can bring to school every day. Parents are concerned about theft and breakage of these devices. Lastly, a school tech needs to make changes to each device so as it can gain access to the school’s WiFi. Admittedly, in the long term, BYOD will save school money but as teachers and students are trying to integrate this technology into the classroom, valuable learning opportunities are being lost. As with many emerging technologies, we are on the cusp of seeing what works and what doesn’t work. Experimentation is needed to see what will be successful. Currently, I struggle with BYOD. I am waiting for text books to disappear and schools to go paperless by providing every student with his/her own tablet or something similar to a Chromebook. At that tipping point, I can see BYOD being more successful at a brick and mortar high school.
OLTD Learning Outcomes:
- Be familiar with common terms, definitions and elements related to emerging technologies.
- Research and identify emerging technologies with educational applications not yet adopted by mainstream education or in early adoption phases.
- Examine current research around technology/pedagogy adoption, best practices for change management and technology integration.
- Adapt or develop a framework for assessing emerging technologies/pedagogies.
- Consider potential design/implementation opportunities and challenges of emerging technologies/pedagogies.
- Discuss potential digital citizenship and appropriate use issues.
Evidence to support learning outcome:
A pedagogy chart on my OLTD 509 Blog/Quest page
Reflection to Support Evidence:
As part of my gamified course, Emerging Technologies (OLTD 509), I completed a variety different Quests from many different areas. For this reflection, I am used a pedagogy chart that was created by the instructor, Avi Luxenburg . The document was shared with all members of the class by using Google docs. The quest that I completed using this chart was on BYOD. I wrote a reflection on this topic based on the article written by the Horizon Report. I then shared that document with Avi and later posted it as a PDF on my OLDT 509 blog/quest portion of my site.
From the Horizon Report on Bring Your Own Device, I learnt a variety of different things. Firstly, like many things in educations, we have adapted what is going on in the world of business. BYOD was studied at Intel. At this workplace environment, management noticed that staff members were bringing in their own devices and were trying to access the network in order to do work related tasks. The article then goes on to point out that many teachers use their own devices at school on a daily basis. This has now evolved into students bringing their own devices (smartphones, tablets, laptops) into the classrooms to personalize learning and to work with real time information from the Internet. Although this may be a cost saving incentive for school boards and districts are faced with tightening budget constraints, there remains the issue of digital divide and Internet security for students.
From this article and from posts in the G+ Community, I have learnt that the BYOD movement is here to stay. Many of my colleagues at my school have tried to implement BYOD in their classes in order to create a Blended Classroom that would have consistent and daily access to technology. What they have encountered is a multitude of hurdles to overcome. In some cases, students don’t have access to a device that they can bring to school every day. Parents are concerned about theft and breakage of these devices. Lastly, a school tech needs to make changes to each device so as it can gain access to the school’s WiFi. Admittedly, in the long term, BYOD will save school money but as teachers and students are trying to integrate this technology into the classroom, valuable learning opportunities are being lost. As with many emerging technologies, we are on the cusp of seeing what works and what doesn’t work. Experimentation is needed to see what will be successful. Currently, I struggle with BYOD. I am waiting for text books to disappear and schools to go paperless by providing every student with his/her own tablet or something similar to a Chromebook. At that tipping point, I can see BYOD being more successful at a brick and mortar high school.
kymtoporowskisbyod.pdf | |
File Size: | 331 kb |
File Type: |