QQC - Technology in Education

Stefania Lista

Source Quote Question Comment

Hamilton, E.R., In contrast to the notion that Will we be looking I agree with some of the authors cautions around the
Rosenberg, J.M., using technology at the into possible hierarchical structure of SAMR. Using technology well is really
Akcaoglu, M. (2016). modification or redefinition negative effects of a question of teaching well. Creating a different task or a new
The substitution levels leads to enhanced technology in the task (modifying or redefining) does not necessarily mean you
augmentation learning outcomes, Higgins classroom? At what have created a better task with regards to student learning. I
modification redefinition and Raskind (2005) point does believe that, while technology can be useful, we must also be
(SAMR) model: A acknowledge that the effects of technology become cautious not to fall too easily for the glamour of the new. We
critical review and technology use depend strongly a hindrance to must begin first by acknowledging our students, then our
suggestions for its use. on the nature of the teachers learning? subject, and then we may consider which task is appropriate.
Tech Trends. 60, 433- and students using it, as well as
441. the specific task for which it is
being used.

Chen, B., Gallagher- In 36% of elementary and Are teachers well- It is interesting to consider the impact of budget allocations on
Mackay, K., & Kidder, 25% of secondary schools, enough prepared by learning. Schools continue to invest in technology, but teachers
A. (2014). Digital principals report that teachers their undergrad and are often left to fend for themselves when it comes to content
learning In Ontario are most likely to use free teacher training to resources. In my first practicum I saw a prime example of this:
schools: The new normal. online resources when they select appropriate a French immersion school with ipads for every student, but
People for education need new learning resources. resources for with a terrible poverty of books, textbooks and updated
report. This marks a significant teaching? Should it resources in nearly every subject. I believe the internet can be a
change from the days of be a teachers supplementary resource but cannot replace textbooks.
assuming that every course responsibility to
requires a textbook. develop curriculum
in this way?

Balasubramanian, N., & By this time, most students How do you strike I believe that giving students autonomy in their learning is
Wilson, B. G. (2007). have found a clear purpose: to the proper balance essential, both for increasing student motivation, and for
Learning by design: look, listen, and learn the between classical showing them that learning in school has a real-life application.
Teachers and students as concepts I then present through instruction and Creating links between what students know and new
co-creators of direct instruction. [sic] Once guided-inquiry knowledge, and also between what they like and what they are
knowledge. In K. students have this rudimentary (embodied learning helps them retain what they have learned more easily,
Kumpulainen (Ed.), understanding, I present their learning)? by making links and making meaning, but also helps generate a
Educational technology: final challenge as a guided- culture of curiosity, encourages students to face challenges and
Opportunities and inquiry, hands-on lab activity. solve problems, and ultimately, become lifelong learners.
challenges (pp. 30-51).
Oula Finland: University
of Oula Press.

Ontario Ministry of Learning conversations do How might the Reading through this text, I was reminded of something I was
Education. (2016, July). not just happen on their own Learning told before embarking on a 3 month journey to Ecuador: real
The learning when groups of people get Conversations maturity is being comfortable dwelling in discomfort. The LCP
conversations protocol: together to discuss, but Protocol be used in makes it very clear that for growth to happen, we must remain
An intentional instead are a result of the classroom? in discomfort. We must learn how to listen and seek to
interruption strategy for intentional, systematic understand before we allow our fear of change to put up the
enhanced collaborative planning of the learning barriers of judgment or criticism. As new teachers, this is a very
learning. Retrieved from opportunity. important step to growth, because most of what we know about
http://www.edu.gov.on.ca teaching does not come from our own practice, but from
/eng/literacynumeracy/ins preconceptions, or inherited ideas. And so, rather than insist
pire/research/learning_co that what we think we know is best, we would be wise to listen
nversations.pdf to those who have gone before. This protocol can be facilitated
in a group setting, but can also be adopted individually as a
critical tool for self-reflection.

Ontario Ministry of Give students, teachers and Is there an ideal The idea of allowing students and teachers time to explore
Education. (2014). even parents the freedom to time in the French useful technologies is in-line with the research findings of
Assistive technology explore. Many children and or Religion Phillips and Zhao (2010) on the importance of consumer
tools: Assistive literacy adolescents feel less hindered classroom to give involvement in the selection process of assistive technologies.
learning for all learners in by technology than some students the When students are given the chance to try and select a product
the inclusive classroom. teachers. Providing opportunity to that they feel most comfortable with, we first remove the barrier
Retrieved from opportunities to try different explore assistive of discomfort or uncertainty towards the unknown.
http://www.edu.gov.on.ca assistive technology tools helps technologies? How Furthermore, given that assistive technologies may often feel
/eng/literacynumeracy/ins break down the perceived can assistive like another dependency (Phillips and Zhao, 2010),
pire/res barriers that sometimes technologies best emphasizing rather than diminishing a disability or need,
earch/WW_TechnologyT accompany them. be integrated into students may be reluctant to use them. Giving time in class for
ools.pdf. p. 3 these classrooms to all students to explore technology removes the stigma around
benefit all learners? assistive technology and empowers students through choice.
Furthermore, teachers can benefit from the exploration and
sharing of new technologies with students, which may prove
helpful to them in planning and in teaching.

Klopfer, Eric, and Scot These games did not Is there space for There appears to be a serious tension between curriculum,
Osterweil. The Boom necessarily connect to play in the learning skills and life skills, all of which students are expected
and Bust and Boom of academic standards, but secondary to learn in school. The idea of introducing games into the
Educational Games. clearly involved a diverse set of classroom? classroom in a way that is not token or cliche seems to require
Transactions on intellectual skills from an acceptance on the part of teachers that content is not always
Edutainment IX (2013): problem-solving to creativity to the top priority. Given, however, the limited amount of
290296. quantitative skills. Games like interaction time between students and teachers in the high
The Incredible Machine, which school classroom, I personally understand and may be reluctant
challenged players to create to assign time to game play, even though it may have value in
various Rube Goldberg-esque developing a variety of skills. I believe that for this to become a
contraptions, stand out in this viable or acceptable option for teachers and students, a whole
category. In many ways these school approach would be necessary. With staff support,
games represented the best of teachers would feel more comfortable and free to give equally
what the edutainment era had priority to all forms of student development in the classroom.
to offer, games that were
simultaneously fun and
intellectually challenging, and
in fact they were fun because
they were intellectually
challenging.

Vasireddy, N. (2015, When we connect languages How many math or I strongly believe in the idea of re-integrating knowledge that
August 18). Beyond to STEM project, children science teachers has been divided into subject areas using a project-based
STEM project based understand the power of would be willing to approach to schooling. In real life, language, mathematics,
learning: How a middle communication. collaborate in a science and art are undivided. Segregated school subjects give
school has managed to French project? students the false impression that they can succeed in life
integrate all subjects to without gaining knowledge in certain subject areas.
make meaningful project Additionally, students tend to give up on and abandon subjects
based learning. in which they are not succeeding, rather than pushing
Retrieved from: themselves to better their abilities in order to become well-
https://collaborate.teacher rounded, knowledgeable and capable citizens. French in
sguild.org/challenge/how particular is one of the subjects (if not the subject) that students
-might-we-create-rituals- most frequently drop. If instead language learning was
and-routines-that- integrated into schooling in a seamless fashion, I do believe that
establish-a-culture-of- students would learn language with more facility. Beyond Stem
innovation-in-our- projects would are an excellent alternative to subject-segregated
classrooms-and- learning. Unfortunately, I do not believe that schooling will
schools/ideas/beyond- move away from segregated subjects, given the growing
stem-project-based- demand for specialists in various areas of research and work.
learning

Couros, A. (2008 At the International School How could we use While there are safety concerns in using social media in
February). Safety in Bangkok, in Thailand, teacher NING or another schools, particularly around bullying, once we implement safety
social networking. Kim Cofino connects her fifth social network site procedures and select appropriate media, there is a great
Technology and graders through an online to connect students potential for using social networking sites to create a global
Learning. 20-22. social network to classrooms in in schools in learning community. In language classes in particular,
Australia, China, the UK, and Canada, in order to connecting classrooms across the globe, and pairing students
the U.S. The projects goal is to promote French who are learning one anothers languages can be very
encourage students to think reading? rewarding. This would be an excellent collaborative project
deeply and to communicate between language teachers, say French and English. One way to
about their reading. do this would be to have a global book club, using books
written around the world. Students would alternate reading once
in French, once in English, and then discuss with their
international reading buddy, again taking turns speaking in each
language. In addition to boosting reading and communication,
this would allow students to see cultural differences in
interpretation and understanding of stories, as well as the
practical value of knowing other languages when connecting
with people of other cultures, and engaging with text and ideas
from other cultures, written in their original languages..