September 5, 2014 § Leave a Comment
September 5 is Teacher’s Day in India. It is celebrated on the birthdate of Sarvepalli Radhakrishnan, Indian philosopher and statesman who was also the first Vice-President and the second President of India. He famously said, “teachers should be the best minds in the country.” To celebrate this day, here are three new ambigram designs (see image below). The first, goes around the circle, reading “teacher” one way and “learner” the other way. You can read these words from left to right starting from the top OR the bottom. In the center are two new designs where the word “teacher” and “learner” map onto themselves (when rotated 180 degrees). Enjoy. (Note, you can click on the graphic to view a larger version).
And yes, Happy Teacher’s Day to all my educator friends!!! (Move your mouse over the image to rotate it!)
September 4, 2014 § Leave a Comment
Ideas.TED.com has a new article titled—There’s no app for good teaching: 8 ways to think about tech in ways that actually improve the classroom. It quotes a bunch of scholars and researchers, one of whom is yours truly. I am just posting this, for the record.
Image created by Punya Mishra, using https://imgflip.com/memegenerator
August 22, 2014 § 3 Comments
My friend Hartosh Bal (author of A Certain Ambiguity, a mathematical novel) has a piece in Caravan Magazine titled “Why Fields medalists are unlikely to emerge from the Indian educational system.” He mentions the fact that of the three winners of the Field’s medal (the highest accolade in mathematics) are Brazilian, Iranian and Canadian respectively. The Canadian, Manjul Bhargava, however is of Indian origin and, it appears that the Indian media have “rushed to claim him as India’s own.” As the title of his article suggests, Hartosh uses the fact that Bharghava was not educated in India, as a starting point for a broader discussion of how the manner in which mathematics is taught in India. He makes some wonderful points and I would recommend reading his entire piece.
The only quibble I have with his argument is that (as indicated by the title of my post) is that the problems he identifies with mathematics education are not limited to just India. Similar issues (such as an instrumental approach towards learning mathematics, focus on rote memorization of rules etc.) exist right here in the US as well. As Hartosh writes:
We believe students learn only at one pace, and even more damagingly in the case of mathematics, in only one way. Far too many parents in this country have told me about their children being penalised in tests for solving a mathematics problem by a method other than the one taught in the class. It should be quite the contrary, a student who correctly solves a problem by innovatively thinking her way to a solution deserves more marks rather than less.
I love that last sentence.
August 20, 2014 § 3 Comments
Those who cannot remember the past are condemned to repeat it. — George Santayana (1905, p. 284)
The Atlantic has an article titled “Why tech still hasn’t solved education’s problems” focusing on the failed promise of MOOCs and asks the question
Why has the promised boom in educational technology failed to appear—and why was the technology that did appear not very good?
And my response to that question is … here we go again!!!
The history of ed tech is littered with stories of how the advent of a new technology (and its potential for learning) leads to a significant level of hype about how it would transform education and then when these extravagant promises were not met, leading to an inevitable conclusion of the uselessness of all technology.
I have written about this so often that I don’t even know where to start. But again that has never stopped me!
August 17, 2014 § Leave a Comment
Vijay Iyer, (http://vijay-iyer.com/) is an Indian-American jazz pianist and composer. He is a MacArthur Genius grant winner and is currently Franklin and Florence Rosenblatt Professor of the Arts at Harvard University and is widely regarded as being one of the most innovative composers and musicians today. His music transcends national boundaries through creatively bringing together traditional jazz, Indian classical fusion, and various other musical styles.
Mr. Iyer is a true polymath whose career has spanned mathematics, science, the humanities and the arts. According to his Wikipedia page, he has an undergraduate degree in mathematics and physics from Yale. He then went on to pursue a doctorate in physics but dropped that to complete an interdisciplinary doctoral in Technology and the Arts focusing on music cognition. In his dissertation he applied the ideas of situated and embodied cognition to West African and African-American music.
I found out about Vijay Iyer recently and was immediately struck by how he is an almost perfect example of the kind of polymathy we (in the deep-play research group) have been describing in our research and scholarship around creativity and trans-disciplinary learning. Below are some excerpts from interviews that match up to the work we have been doing.
August 13, 2014 § Leave a Comment
This summer over 120 educators met in three different locations both here in the US and overseas, as a part of the Master of Arts in Educational Technology (MAET) program hybrid classes. The video below, visualizing a quote by Steve Jobs, was created by all of us – one word at a time! The students and instructors featured here are as follows: The first cohort of the MSU-Wipro STEM & Leadership Fellows (in Chicago); three cohorts in the MAET Overseas program (in Galway, Ireland); two cohorts in the MAET East Lansing and MAET Certificate program (in East Lansing MI).
Each word was visualized by a different person, in their own way… but these diverse representations fit together to form a coherent, integrated and powerful message. How cool is that and what an awesome representation of the unity in diversity of the MAET program.
August 8, 2014 § Leave a Comment
Self-similarity in geometry is the idea of repeating a similar shape (often at a different scale) over and over again. In other words, a self-similar image contains copies of itself at smaller and smaller scales, such as the image below of the word “zoom.”
Self-similarity is a rich mathematical idea and connects to other powerful concepts such as infinity, iteration, fractals, recursion and so on. As it turns out self-similarity is also a rich source of ambigrams. This is why the third article in the series Of Art & Math is devoted to Self-Similarity. This series written with my friend Gaurav Bhatnagar is published by At Right Angles (a mathematics education magazine).
March 28, 2014 § 2 Comments
How do exemplary teachers incorporate creativity in their teaching? In this dissertation study, Danah Henriksen interviewed National Teacher of the Year award winners (and finalists), to better understand their beliefs, interests, and practices involving creative teaching. Analysis of the data help us identify key themes of how these teachers approach the creative process, as well as the connection between their personal interests and professional creativity.
This paper has been accepted for publication in Teachers College Record. The link below is to a pre-publication version, so please contact us if you would like to quote from it or cite it.
Henriksen, D., & Mishra, P. (in press). We teach who we are: Creativity in the lives and practices of accomplished teachers. Teachers College Press.
March 25, 2014 § 2 Comments
One question that all doctoral students dread (and rightfully so) is “What is your theoretical framework?” Why, they wonder (silently), why do we need a framework?
This question popped up recently in, of all places, Facebook. Pilar Quezzaire, a graduate of our MAET program, posted a question to our overseas FB page as follows:
Busy writing away about technology integration frameworks like TPACK, and I’ve been asked to come up with a few definitive articles about their effectiveness in general (not the effectiveness of a particular framework.) Has anyone come across a source that looks at the difference between integrating tech with a framework in mind, versus integrating technology without one? … I can (cite/list) lots of articles and case studies, but no one seems to have looked at the trend of using frameworks. Thanks!
This was not something I had given much thought to before. Theory is sacrosanct in academia, its the air we breathe so why question it. Reflecting on Pilar’s question prompted me to respond at length (maybe at greater length than she needed or wanted). Interestingly, the discussion moved form citing specific studies into the deeper philosophy of science issues. This is what I wrote (edited lightly to make it work as a blog post):
March 3, 2014 § 1 Comment
SITE2014 (the annual conference of the Society of Information Technology in Teacher Education) is being held in Jacksonville, Florida starting the 17th of March. As always, the Educational Psychology and Educational Technology program at MSU has a significant presence at the conference. This includes presentations and symposia organized by faculty, graduate students and graduates of our program. Thanks to Rohit Mehta, we now have a list of all the various events EPET people are involved in. Here it is, arranged chronologically:
February 19, 2014 § 2 Comments
Back in July 2013, the Journal of Digital Learning in Teacher Education (JDLTE) published our paper on 21st Century Learning. This paper written with Kristen Kereluik, Chris Fahnoe and Laura Terry looked at over a dozen different 21st century learning frameworks and attempted to come up with a coherent overarching framework—and its implications for teacher education. I have received occasional emails from people who have stumbled on this article and have liked it. What has been gratifying is that most of these messages are from practitioners! And then… yesterday, we received an email, as follows:
This year marks the beginning of an annual recognition for researchers who have published in the Journal of Digital Learning in Teacher Education—the JDLTE Outstanding Research Paper award. This award is in recognition of the single article from the prior volume year with the highest possibility to advance the field of teacher education, based on the criteria of potential impact and contribution, innovativeness, and generalizability or usability.As Chair of the JDLTE Outstanding Research Article Award Committee, along with the editors of JDLTE, I am pleased to let you know that your article, “What Knowledge is of Most Worth: Teacher Knowledge for 21st Century Learning, by Kristen Kereluik, Punya Mishra, Chris Fahnoe, and Laura Terry, has won this prestigious honor.
We would like to recognize your work during the ISTE conference this summer, and invite you to present your study during a full one-hour session that has been set aside for this purpose.
Here is the full reference with a link to the article.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127-140.
Also the diagram synthesizing our findings can be found here: http://punya.educ.msu.edu/2013/05/10/2-diagrams-21st-century-knowledge-synthesized-7-trans-disciplinary-skills/
February 3, 2014 § Leave a Comment
- Dodge, A. (2013). From research to practice: Understanding self-regulation. Education Matters, 1(1), 4-6. (Series edited by P. Mishra & M.J. Koehler)
- Bedell, K. (2013). From research to practice: Student engagement. Education Matters, 1(2), 8-11. (Series edited by P. Mishra & M.J. Koehler)
- Sloan, C. (2013). From research to practice: Developing better writers. Education Matters, 1(3), 11-12. (Series edited by P. Mishra & M.J. Koehler)
January 22, 2014 § Leave a Comment
There are some articles that sink without a trace. There are others like our 2006 TCRecord article introducing the TPACK framework that continues to be cited… and then there are some that keep getting published over and over (albeit in an updated manner). Here is one of them… the gift that keeps on giving!
December 14, 2013 § Leave a Comment
TPACK Newsletter, Issue #18: December 2013
Welcome to the eighteenth edition of the (approximately bimonthly) TPACK Newsletter! TPACK work is continuing worldwide. This document contains recent updates to that work that we hope will be interesting and useful to you, our subscribers. If you are not sure what TPACK is, please surf over to http://www.tpack.org/ to find out more.
Gratuitous Quote About Technology
“The good part about writing about technology is that you never run out of ideas, because it’s changing so fast. The bad part is that it’s changing so fast that there’s a million new products and ideas every day and every week.”- Walt Mossberg
In This Issue
-1. Gratuitous Quote About Technology
0. In This Issue (You are here.)
1. TPACK Newsletter Update
2. Recent TPACK Publications
3. Recent TPACK-Related Dissertations & Theses
4. Recent & Upcoming TPACK Presentations
5. Recent TPACK-Related Blog Entries
6. Other TPACK Updates
7. TPACK Newsletter Suggested Citation
8. Learning and Doing More with TPACK
–. Un-numbered miscellaneous stuff at the end
November 5, 2013 § Leave a Comment
November 1, 2013 § 12 Comments
We (Punya Mishra and Danah Henriksen, faculty at Michigan State University) are currently planning a special issue for the Journal of Teacher Education and Technology, on the topic of creativity. At the moment, we are looking for brief abstract submissions from educational scholars/authors, who may be interested in eventually submitting a full length piece on creativity (in the context of technology and teacher education). See below for a formal call for papers (with the brief abstract due at the beginning of December).
Drop us a line if you want to know more or forward this link to anybody who you think may be interested. Your help would be greatly appreciated.
~ Punya Mishra and Danah Henriksen (editors)
CALL FOR PAPERS: Special issue on Creativity, Technology & Teacher Education
September 10, 2013 § 1 Comment
Back in June 2011 I was in Paris for EduSummIT: Building a Global Community of Policy-Makers, Educators, and Researchers to Move Education into the Digital Age. EduSummIT was organized by UNESCO (along with other partners) and brought together over 120 scholars, policy makers from over 40 countries. I was part of a Thematic Focus Group emphasizing 21st century learning. It took two years but finally a special issue of the Journal of Computer Assisted Learning is out with 8 articles all emerging from the conference. Click here for the table of contents.
I am co-author on one article along with Joke Voogt from the University of Twente, Ola Erstad from University of Oslo, and Chris Dede from Harvard. Our article focuses on 21st Century competencies that are needed to be able to live in and contribute to our current (and future) society. A complete reference, abstract and a link to the pdf is given below:
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413. « Read the rest of this entry »
September 7, 2013 § 2 Comments
Dame Kathleen Ollernshaw was deaf since the age of 8. Despite this she had an amazing life as a mathematician, amateur astronomer, politician (she served as mayor of Manchester as well as in the Thatcher administration) and mother. To learn more about her read this story on the Scientific American website, titled Centenarian Dame Kathleen Ollerenshaw—Conqueror of Magic Squares, Rubik’s Cube and Mauna Kea. People with diverse interests like this always fascinate me (maybe it is because I am that way as well – though clearly not at the level of Dame Ollernshaw). You should read the article in full but I am highlighting some quotes that stood out for me. « Read the rest of this entry »
August 27, 2013 § 1 Comment
The latest in our series Rethinking Technology and Creativity in the 21st Century is now available. The article was co-authored with Danah Henriksen (and the Deep-Play Research Group) and it titled: A NEW approach to defining and measuring creativity. In this article we seek to provide a definition of creativity, and in turn offer an example of an ongoing research project in which this definition is being used to develop rubrics for evaluating the products of the creative process. Here is a link to the full article
Mishra, P., Henriksen, D., & the Deep-Play Research Group (2013). A NEW approach to defining and measuring creativity. Tech Trends (57) 5, p. 5-13.
Here is a key quote from the article: « Read the rest of this entry »
August 24, 2013 § 1 Comment
The Commonwealth Educational Media Center for Asia (CEMCA) recently published a report on ICT Integrated Teacher Education Models. One of the pieces in the report was by us. Here it is below: « Read the rest of this entry »
August 22, 2013 § 1 Comment
Connecting birds nests to “crop circles under the ocean” leading to some thoughts on perception, beauty and finding intelligent life in the universe (or maybe even on this planet).
The other day I found a bird’s nest on my front lawn. Most probably it had fallen down from the tree above. Here it is. It is a tiny thing. One regular egg would fit snugly in it.
August 9, 2013 § 1 Comment
Matt and I were invited to Sydney, Australia a year ago as a part of the Teaching Teachers for the Future (TTF) project. You can see a report in the New Educator: TPACK takes hold in Australia. As a part of this visit we were interviewed to speak a bit about leadership. I just found the video online… so for the record, here it is. Enjoy (or not).
August 8, 2013 § 2 Comments
Hot off the press: The Handbook of Research on Educational Communications and Technology, edited by Spector, Merrill, Elen & Bishop. And we have a chapter in it… Complete reference and abstract below:
August 8, 2013 § 11 Comments
One of the challenges faced by all instructors is ensuring that students actually read the textbook. This summer we came up with a innovative assignment to address this issue. The book in question was Daniel Willingham’s Why Don’t Students Like School? A cognitive scientist answers questions about how the mind works and what it means for the classroom.
We called it the 3 x 3 x 3 project since their task was to create a video overview for each of the chapters in the book under the following guidelines: the video should be no more than 3 minutes long, it would provide 3 key ideas from the chapter and 3 practical implications of these ideas for educators and for teaching (hence 3 x 3 x 3!).
Beyond that we provided no constraints on the technology to be used, style to be followed. SInce we had 5 groups and the book has 9 chapters and a conclusion, each group got to create two of these short videos.
Here are the 10 videos the students created. In essence these 10 videos are a video summary of the book in 30 minutes! Enjoy.
August 5, 2013 § Leave a Comment
I teaching CEP817, Learning Technology by Design in the spring semester. This is a course I love but it also one that needs to be redesigned. So I am always on the look-out for new resources that can help me rethink the class. I just came across the following website: Design Thinking Resources for Educators that seems to be just right for what I do (plan to do). So here it is… merely for archival purposes.
August 1, 2013 § 1 Comment
Trees are some of the largest living things in the world. They can weigh tons. For instance the One Oak Tree project measured and weighed a 222 year old Oak tree – and it’s weight was 14.4 Tonnes (3.86 tonnes of which was dry weight). That’s a lot of stuff! And this is not even an exceptional tree by any stretch of the imagination.
And imagine that all this stuff starts from a small oak seed! So where does all this bulk come from? « Read the rest of this entry »
July 31, 2013 § 1 Comment
Steven Jobs famously said,
Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and synthesize new things.
This summer the students and instructors of the East Lansing cohort of the MAET program created a short video around this quote.
July 23, 2013 § Leave a Comment
Note: This post has been edited somewhat to (a) clearly hide the url, which I had not done a good job of before; and (b) to add a few suggestions in the last paragraph for some strategies to make it easier for the participants to take part in the study. (September 18, 2013).
There are many pitfalls one can face while engaged in conducting research with humans. For instance, if you are designing a survey it is important to make it easy for participants to actually complete it. Matt Koehler pointed out to me one person who just got it totally wrong.
Here is a flyer, recruiting participants for a study on college students’ use of social media, that has been posted near the elevators here at Erickson Hall.
July 5, 2013 § 6 Comments
This article has been a while coming… but our paper on an analysis of 21st century learning frameworks and implications for teacher knowledge is finally in print. A previous version of the paper can be found here. Here is the full reference with a link to the article. Citation and abstract appear below…
June 21, 2013 § Leave a Comment
I have written previously about determining the shape of the earth… for instance, here is a post on seeing the shape of the earth using eclipses. (A somewhat similar effect could be seen in my photo of the moon during a lunar eclipse). On the web, I found another way of computing the shape of the earth through studying the turbulent wake of a ship. And then there was the post about reconciling the shape of the earth with the maps or projections we typically use (such as the mercator projection).
I was thus glad to find the following video: Top 10 reasons why we know the Earth is round « Read the rest of this entry »