Wisdom: How to tell your classroom technology helps

November 21, 2015

This is much an encore post from a couple of years ago.

Wise man Alfie Kohn Tweeted a photo of this list by Bill Ferriter. I’d blogged about it before.

It’s still solid, and most school administrators still miss the point. Teachers get sent to courses to “learn to do a PowerPoint,” but rarely can anyone leading those courses tell when to use a PowerPoint, or Keynote, and when a simple list on a chalkboard/whiteboard is more effective, or perhaps when having students copy a list would be more effective, or when students making a poem/song/poster of a point would be more effective.

An international law firm recently directed that it’s army of a couple thousand lawyers would, henceforth, use Prezi instead of PowerPoint.  Nevermind that the lawyers hadn’t mastered PowerPoint and don’t have a clue what to do with Prezi: Some “managing co-partner” was taken in by the swoops of Prezi.  More than four years ago I learned Prezi at a technology course for technologies my district later decided not to support (money, use, lack of internet connections, etc., etc. — I suspected a lack of planning and thinking about how technology could be used).  In the course, I asked the instructor how to tell when to use Prezi instead of PowerPoint — and how to embed YouTube videos for classroom use of a Prezi.  After working for too long, we decided we couldn’t figure out how to embed videos, and so PowerPoint might be more useful.  Then the instructor confessed he didn’t know how to embed videos in PowerPoint, either.

Let alone, when does a video work better than other instructional methods?  Long or short? Notes, quiz, or oral feedback?

Many Texas districts struggle to teach “keyboarding” to students who have difficulty printing notes, letter by letter, because they don’t know cursive writing (and therefore, cannot read their teachers’ comments on their written work).

Is “integrating technology” really the problem?

Anyway, here’s Mr. Ferriter’s list, a checklist to tell whether you’re getting close to actually using technology, or whether you’re just ringing the bells and tooting the whistles of machines on the desks.

Cheat Sheet: What do you want kids to do with technology? By Bill Ferriter

Cheat Sheet: What do you want kids to do with technology? By Bill Ferriter The Tempered Radical blog.williamferriter.com @plugusin

_________________________________

What do you want kids to do with technology?

Wrong answers Right answers
·         Make Prezis ·         Raise awareness
·         Start blogs ·         Start conversations
·         Create Wordles ·         Find answers
·         Publish Animotos ·         (Answers to
THEIR questions)
·         Design flipcharts ·         Join partners
·         Post to EdModo ·         Make a difference
·         Use Whiteboard ·         Take action
·         Develop apps ·         Drive change

Technology is a tool,
NOT a learning outcome

_________________________________

“Technology is a tool, not a learning outcome,” Bill Ferriter says.  He’s right, of course.

Tip of the old scrub brush to April Niemela@AprilJNiemela.

Alfie Kohn’s Tweet:

More, generally:

Yes, this is mostly an encore post. Fighting ignorance requires patience.

Yes, this is mostly an encore post. Fighting ignorance requires patience.


Wisdom, a checklist about students’ use of technology

August 18, 2013

Cheat Sheet:  What do you want kids to do with technology?  By Bill Ferriter

Cheat Sheet: What do you want kids to do with technology? By Bill Ferriter The Tempered Radical blog.williamferriter.com @plugusin

“Technology is a tool, not a learning outcome,” Bill Ferriter says.  He’s right, of course.

Tip of the old scrub brush to April Niemela@AprilJNiemela.

More, generally:


Bill Adkins: Art education boosts achievement, but needs administrator support to work

June 24, 2011

One of our very good art teachers at Moises Molina High School, William Adkins,  works with a group called Big  Thoughts.  Big Thoughts interviews teachers who work with the program about how arts education boosts student achievement in core areas, and how to leverage arts to improve the boost.  Adkins had some thoughts about how art really is a core part of education , and on the role of administrators in helping teachers:

You can view 74 videos from about 30 different people on the Big Thoughts menu at Vimeo.

Adkins’ students regularly win awards, often outperforming the many more students at our district’s arts magnets.  One of his students, Moses Ochieng, too the top prize at the state art meet this year for a brilliant sculpture he did.  Moses was my student in U.S. history, too — a great adventure, since he emigrated from Kenya just a few years ago, and he lacks the familiarity with so many American things that we, and the textbooks, and the state tests, take for granted that students know.  Ochieng’s art helped focus him on history.  It supplemented his studies so that he picked up two years of history work in just one year.

More:


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