Clicking on the link will take you to an archived webinar organized by ISTE, ASCD, SRI International, Central Susquehanna Intermediate District with funding support from US Department of Education. It is worth a listen if not for anything else but for a somewhat neat way of tying together TPACK with the Understanding by Design framework. This is something we have been doing for a while, though haven’t explicitly written about – so it was cool to see this convergence of ideas.
I also liked a slide they had titled Technology Integration 2.o! It does have a certain ring to it, doesn’t it? Maybe that is what we will start calling TPACK!
The recent (and ongoing) evens in Iran sadden me deeply… but also give me hope. The scenes and news emerging from there speak of courage and a need and demand for freedom. What is also amazing has been the use of technology particularly twitter to get news out of the country.
A few decades ago it was audio-cassette technology that led to the fall of the Shah of Iran. Ayotollah Khomeni had been exiled to France and his speeches would be secretly smuggled into Iran – where an informal underground network of people would dub and re-dub these tapes and pass them around. New technologies lead to new ways of sharing information, new ways to mobilize.
If this had been anybody other than Ken I think I would not feel as bad. Ken, you see, is the most amazing guy. Ken is always been available, whether in thinking of TE150, or the design of this website, or any of the classes I have taught. He is way more than the typical technology person. He is a film-maker, designer, and all around smart guy. He has a wonderful sense of the potentials of technology, a keen taste in design and a wicked sense of humor. I have felt comfortable calling him at home, at any odd hour, for any technical problems I face. And he has always stepped up, above and beyond the call of duty (in fact I think that all the help he provides is outside his immediate official responsibilities). Most importantly I consider him a friend. And then to completely forget his contribution… How could I do that!
To say that I feel terrible for this lapse is an understatement.
In the case of TE150, Ken was the guy who helped us make concrete some of our initial thoughts and visions. He was the person who suggested we use Moodle, helped set it up, created the specs for our server and in many, many ways helped make this course a reality. To have forgotten to thank him, official is a terrible lapse on my part. (I take little solace from the fact that Matt Koehler, my partner in crime, seemed to have made the same mistake.)
It is too late now to go back and place his name on the official list, but I have changed our original posting to add his name at the rightful place.
I hope have learned something from this. I know Matt and I have received a great many accolades for the work we do. It is easy for us to forget just how many people have helped make all this possible.
Ken, this is my public apology for having missed your contribution to TE150. I am truly sorry. I know this may be a case of too little, too late… but again better late than never. Thank you and I owe you one (actually a lot). Big time.
I see this as a way of fruitfully utilizing the fact that all my students bring laptops to the classroom (something I have written about here and here)… seems a better solution than having them just check email or update their facebook status
It seems to me that the story didn’t speak to one critical aspect of micro-blogging, how is the twitter feed brought back into the classroom discussion. The problem is that the microblogging tends to exist in a separate “space” from what the class is doing – and coming up with strategies for integrating these two spaces (the face to face AND the microblogging) is what is key. Finding the right balance is is something we struggled with in our experiments. One thing we learned, no big surprise here, is that context matters. A tool that works one way in a doctoral seminar with a dozen or so participants works very differently in an undergraduate class with twice that number of students.
Figuring out the parameters within which these new technologies and tools can be used is what we need to pay attention to. More often than not the discussion is restricted to the “tool” not its pedagogic application. Nowhere is this more apparent than in the comments that follow the Chronicle article. Take a look at them, they tend to follow the time honored rules of talking at cross purposes, with some of the silly comments that, sadly, characterize internet discourse.
Paul Morsink & Bakar Razali, two graduate students in our college have been doing this interesting variant of the 60 second lecture. They record short videos of individual faculty members talking about anything that interests them and through that allow viewers to learn more about faculty members at MSU’s College of Education. The results of their efforts are now available for all to see (yours truly is represented there as well, as is Matt Koehler). Their goal is to have a video for each and every faculty member in the college – they have around 23 so far. Check out the hobnob video project.
Just found out from Kathryn Dirkin that a prominent textbook of Educational Technology now features the TPACK framework. The book is titled “Integrating Educational Technology into Teaching” [link to Amazon.com] and is authored by Margaret D. Roblyer and Aaron H Doering. This is not an endorsement of the book (which I haven’t yet seen) though I know that Margaret has been a bestselling author and active in educational technology for many years (this is the fifth edition of the book) and I do know Aaron, having met him most recently at the SITE conference. Read the rest of this entry »
The ambigram design I had first presented here is now available through cafe-press in a variety of formats. Click here to buy t-shirts, buttons and more… Just to be clear, the prices for all the items are exactly what cafe-press charges. Matt and I make no money of this. None. Nada.
On Friday evening was meeting of the Innovation and Technology Committee the highlight of which was a gift of appreciation that we gave Joel Colbert for his service to the Committee. It was under his stewardship (over five years) that this committee achieved a great deal: the handbook, two major forums at AACTE conferences, and other highly visible and high-impact work.
Judi Harris, Matt Koehler, Mario Kelly and I have been working on setting up a regular TPACK newsletter. The first edition of the newsletter went out to subscribers yesterday. I am including the newsletter here for archival purposes. If you are interested in signing up for future issues please follow the directions at the end of this message or drop an email to Judi Harris. Read the rest of this entry »
I just finished reading “The reluctant fundamentalist” a novel by Mohsin Hamid over the break. (I had mentioned this novel in another context here). It is a tight, powerful novel, structured as a monologue, (reminiscent of Camus’ The Fall, a fact that few reviewers seem to have noticed), describing the literal and metaphorical journey of a young Pakistani man from a successful student and businessman in America to becoming a “reluctant fundamentalist” back in his home country.
I was reading this novel even as the horrific events of the past few days played out in Mumbai (see this, this and this). In some ways the attacks on Mumbai became a lens through which to interpret the novel, making me somewhat less sympathetic to the novel than I would have been otherwise. Hamid has gone on the record indicating that the views of Changez do not reflect his own – and that Changez is a piece of fiction, a writer’s creation. Though I knew this intellectually, it was emotionally difficult for me to separate the author and the character. This was partly because Changez’s story and that of the author roughly parallel each other – though Hamid quite his high-flying job in the corporate world to become an author (not a Islamic fundamentalist) and partly because I could not but notice the connections between the western educated protagonist in the novel (Changez) and the young men (wearing jeans and designer shirts) who attacked Mumbai. Read the rest of this entry »
There has been a great deal of interest in the educational use of cloud computing tools such as Google Docs in the College (and at MSU at large). Though these tools are often free and easy to use, they come with concerns about intellectual property and ownership of content.
As a part of informing the College of Education faculty and students about these tools the College Faculty Advisory Committee has organized a presentation by Jeff Keltner from Google. Jeff heads the Google Applications for Education initiative globally and is a specialist for Google’s collaboration products. He often presents about the Google vision for search and collaboration tools. Read the rest of this entry »
A quote in today’s oped in the NYTimes, about how this current financial crisis is difficult to understand since many of the decisions were taken by computer programs. The author quotes someone as follows:
the human race might easily permit itself to drift into a position of such dependence on the machines that it would have no practical choice but to accept all of the machines’ decisions. … Eventually a stage may be reached at which the decisions necessary to keep the system running will be so complex that human beings will be incapable of making them intelligently. At that stage the machines will be in effective control. People won’t be able to just turn the machines off, because they will be so dependent on them that turning them off would amount to suicide.
A few years ago I was asked to talk to some major donors of the College as a part of the kick-off of the MSU Capital Campaign. The text below is what I had written out prior to giving the talk. It is not an exact transcript of what I actually said, since I occasionally digressed from the written text in front of me. I had been asked to speak about the value of research. Read the rest of this entry »
This just in. Leigh Wolf just informed me that a video created by three of her students this past summer accepted by AfterEd – a web-based video channel produced by EdLab at Teachers College, Columbia University. New content is published weekly, including news, documentary, and editorial segments.
The video titled 10 Things you can do with Online Applications, created by Amy Pietrowski, Paul Lacey, and Reece Lennon, will premiere at 12:00 PM EST and will also be a part of After Ed’s EdLounge weekly screening this week at 4:30 p.m. at Teachers College Library, Columbia University.
What do Donald Rumsfeld and Sarah Palin have in common? Turns out that they both deliver speeches that can, at be, without much effort, converted into poetry. Check out this and this. Some of them are quite briliant.
I just completed my presentation Education Technology and Teacher Education, the TPACK framework. I think it went well, though you have to talk to ask the audience what they “really” think. Read the rest of this entry »
There is a somewhat troubling story in NYTimes a couple of days ago: (If You Run a Red Light, Will Everyone Know?) about CriminalSearches.com, a free service that lets people search by name through criminal archives of all 50 states and 3,500 counties in the United States! This is part of a growing trend of how technology removes / erodes people’s privacy. The creators of the system argue that they are doing nothing wrong, and that this information was always available anyway. “We are just trying to provide what’s already out there in an easier fashion, for free,” Mr. Lane said. “We think it’s pretty helpful to families.” However the potential for misuse is huge. Read the rest of this entry »
Today’s NYTimes story about an economist ranking art by the numbers (see A Textbook Example of Ranking Artworks) bothered me a bit. As the article says, David Galenson’s method is based not on the aesthetic qualities of the artwork but rather on “how frequently an illustration of a work appears in textbooks.” His method is simplicity itself, and I quote: He tallied the number of illustrations of each piece in the 33 textbooks he found that were published between 1990 and 2005, on the assumption that the most important works merited the most illustrations.” By this method he argues that Picasso’s, Les Demoiselles d’Avignon, as being ranked as number 1. There are two main concerns I have about this methodology. Read the rest of this entry »
My research and scholarship has mostly been in the area of educational technology – i.e. how to improve / facilitate learning through the use of technologies. David Brooks in his latest op-ed (The biggest issue) in the NYTimes flips this around somewhat. Citing research by Goldin and Katz he argues that over the past century there has been a “race between technology and education.” Read the rest of this entry »