Student expectations have shifted. Nowadays, they want the ability to choose when, where and how they learn. To meet these expectations and maintain high enrollment, many educational institutions offer online courses or blended learning environments with a mix of in-class and online instruction. As the higher-education landscape changes, your role as a teacher changes, too.
In honor of Teacher Appreciation Week, we asked educators from around the country to share their most transformative edtech moments. We discovered that while tech can certainly bring engagement and efficiency, it’s ultimately the teachers—and students—who make the magic happen.
"There is a lot of failure in this area. There are two types of failure: There's good failure and there's dumb failure. The dumb failure we see over and over again is just dumping technology into schools and hoping for magic to happen; not having a plan, thinking that things will happen automatically because kids are “digital natives,” a term that obscures as much as it illuminates; thinking that just because technology is there your problem is solved."
Throughout EFF’s investigation over the past two years, we have found that educational technology services often collect far more information on kids than is necessary and store this information indefinitely. This privacy-implicating information goes beyond personally identifying information (PII) like name and date of birth, and can include browsing history, search terms, location data, contact lists, and behavioral information. Some programs upload this student data to the cloud automatically and by default. All of this often happens without the awareness or consent of students and their families.
I think that the educator is the irreplaceable and irreducible variable in any quality education - and that any college or university that tries to save money by commoditizing teaching will quickly make themselves irrelevant in an environment of ubiquitous information. At the same time, I want to use digital tools - and digital thinking - to improve learning.
“What we don’t realize when we opt for the convenience or ease technology offers is that we’re denying ourselves the ability to create rich talents,” Carr adds. “Without practice, our brains begin to lose these talents for deep thinking or maintained focus.”
Even now, well into the second decade of the 21st century, we tend to view video games as a guilty pleasure. For anyone over the age of 25, they’re often something you sneak off to do when no one is at home. They’re a furtive treat, filled with the cultural equivalent of empty calories.
Source: The Guardian
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This section is used to share resources I find interesting. The opinions expressed in this section do not necessarily reflect my views. Most of the highlights are direct quotes from the original sources.