no_tag - Matthew Daniel on Diigo

12 Apr 09

Why Integrate Technology into the Curriculum?: The Reasons Are Many | Edutopia

Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts

www.edutopia.org/ology-integration-introduction - Preview

Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts
And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom.
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- When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coac

Capturing the Visible Evidence of Invisible Learning | Academic Commons

teachers must think deeper into the nature of education and our aims and outcomes and how technology can be used to better reach these outcomes. i.e., clickers in class, real question is the nature of questions in the class.

www.academiccommons.org/...le-evidence-invisible-learning - Preview

Lynne Adrian (University of Alabama) started off investigating the role of personal response systems (“clickers”) in a large enrollment Humanities course to see if the use of concept questions would increase student engagement, but was soon led to reflect much more interestingly on the purpose of questions in class and the very nature of the questions she had been asking for more than twenty years. Similarly, Joe Ugoretz (Borough of Manhattan Community College), in an early inquiry, hoped to study the benefits of a free-form discussion space in an online literature course, but got frustrated because the students would frequently digress and stray off topic; finally it occurred to him that the really interesting inquiry lay in learning more about the nature of digressions themselves, considering which were productive and which were not.

New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introduction to this Issue of Academic Commons | Academic Commons

Overview of jan Academic Commons issue on tech/ed.

www.academiccommons.org/...introduction-issue - Preview

We
need, in short, to merge a culture of inquiry into teaching and
learning with a culture of experimentation around new media technologies
Our ability to make the best use of any technologies to improve education
hinges ultimately on the reciprocal capacities to bring our powers of
inquiry to bear on educational technologies, as well as to bring the
power of new technologies to bear on our methods of inquiry and our
representation of knowledge about teaching practice.
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- the continuity
  of learning issues from Web 1.0 to 2.0 technologies, from online discussion
  tools, hypertext and multimedia authoring to emergent forms of electronic
  portfolios, blogs, social networking tools, and virtual reality environments.
  We take these up in the context of a dual challenge: to understand better
  the changing nature of learning in new media environments and the potential
  of new media environments to make learning--and faculty insights into teaching--visible and usable.
- Nothing good will come of these technologies
  if we do not first confront the crisis of significance and bring relevance
  back into education. In some ways these technologies act as magnifiers. If we fail to address the crisis of significance, the technologies will
  only magnify the problem by allowing students to tune out more easily
  and completely.”
- Cathy
  Davidson’s interview about “participatory learning and the new humanities,”
  where her celebration of the potential for “Humanities 2.0” is counter
  balanced by entrenched reluctance to rethink basic practices in our
  fields, especially around the ways we recognize expertise, collaboration,
  and creativity.
- guess part of me just
  doesn’t understand why this isn’t the most exciting time for all
  of us in our profession and why we aren’t figuring out ways that we
  can use this to bolster our mission in the world, our methods in the
  world, our reach in the world, our understanding of what we do and what
  we have to offer our students in the world? It just feels like we’re
  in an age where we educators should be the thought leaders and so many
  of us are futzing around the edges, and I don’t get it.
- n this environment
  it is especially important to flank classroom-based inquiry with
  institutional learning, where we can put into practice wide-scale
  views of learning outcomes as textured as those of faculty who look
  at learning in their own classrooms.

Alberta Education - ICT Illustrative Examples Database

Illustrative Examples from Alberta Ed., search by course and grade

education.alberta.ca/...ie.asp - Preview

Alberta Education - Rationale and Philosophy

ICT curriculum rational and philosophy

education.alberta.ca/...rationale.aspx - Preview

Important Note: The ICT curriculum is not intended to stand alone, but rather to be infused within core courses and programs.
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- Software Tools
  Appropriate computer-based software tools are:
  word processing
  database
  spreadsheet
  draw/paint/graphics applications
  Internet browser
  email
  multimedia applications
  clipart/media clips

R.I.P.: Lectures, Notes, and Tests (Scrapping the Old Ways) | Britannica Blog

Howard Rheingold outlines the structure for his class and rational. It's based on collaborative inquiry with a significant emphasis on using technology such as blogging and wikis to help facilitate the process and increase connection and communication. His arguments revolves around using inquiry and collaboration as a means for good learning, and that technology can help these practices succeed with ease in record keeping, research, and communication. He does note that he must "manage' the class, making mandatory expectations for blogging, collaboration, and presentation, and that only specific students at specific times may open their laptops in class for specific duties.

www.britannica.com/...d-tests-scrapping-the-old-ways - Preview

the power of every desktop computer or smart phone to function as a worldwide printing press, broadcasting station, market, community center, political organizing tool. Students will develop skills that are directly relevant to their personal development and their place in the world after graduation, but the price for learning to use the Social Media Collaboratory for collaborative inquiry is a serious committment of time and attention by every member of the learning group.

Technology Can Have a Positive Impact on Education: Deploy It Disruptively! | Britannica Blog

Author argues that technology has not improve education results because we are still operating in the 'old' model, merely cramming some computers in the back for word processing, internet searching, and powerpoints. He argues that the model must be changed and will do so not head on, but from the outside in. Thus online learning. Online enrollments have gone from 45,000 to 1 million since 2001 and will lead the way for this new model, thus we must shaped this new online model as desired.

www.britannica.com/...ucation-deploy-it-disruptively - Preview

Computers have been around for two decades in schools.

We have spent over $60 billion on them.

Yet they have had little to no effect on learning in schools
That’s because schools have done what every organization does when it sees an innovation. Its natural instinct is to cram the innovation into its existing model,

Why I Ban Laptops in My Classroom | Britannica Blog

Professor bans laptops from classroom for two reasons: notes are done better and are more engaging when written by hand, having to summarize, paraphrase, and prioritize; as opposed to verbatim which often occurs with the speed of typing on a laptop. There's not cognitive interaction. Two, is the distraction factor which is very real. This is not different than other distractions students have found in the past, daydreaming, drawing, writing notes, etc. this is a classroom management issue and leads more to engaging students with meaningful activities rather than lecture.

www.britannica.com/...-i-ban-laptops-in-my-classroom - Preview

Note-taking on a laptop encourages verbatim transcription
Laptops also create a temptation to the many other things one can do there — surf the Web, check e-mail, shop for shoes, play solitaire, or instant-message friends
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- About 80 percent reported that they are more engaged in class discussion when they are laptop-free.

Why Web 2.0 Will Not be an Integral Part of K-12 Education: A Reply to Steve Hargadon | Britannica Blog

Author argues why teachers like Wesch and Hargadon are too optimistic about Web 2.0 revolutionizing education. His main argument revolves around Web 2.0's collaborative nature which is no different than project based teaching that has been around for years and shown marginal effectiveness. He notes that success relies upon teacher training and effective implementation of technology. This seems rather intuitive. Although in reality it is sad to note that, yes, many teachers will implement poor uses of technology and yield little success; but this is true for all teaching methods and should not scare us away from utilizing new and diverse tools and methods of teaching.

www.britannica.com/...tion-a-reply-to-steve-hargadon - Preview

Most or all of these advantages accrue not from Web 2.0 in particular, but from its collaborative nature, and from the fact that students have a significant voice in selecting and shaping the project.
As Hargadon notes, the advantages are “significantly enhanced, if not dependent on, devoted adults helping to mentor and guide students
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- Direct instruction methods are easier to align with content standards, and they are easier to manage in the classroom.
- the question is really whether Web 2.0 makes the student project more likely to succeed than project-based learning did before Web 2.0

Moving Toward Web 2.0 in K-12 Education | Britannica Blog

Author argues Web 2.0 will usher in a new era in education as teachers take hold of the reins of the technology, accepting things like social networking programs that have previously come with a negative stigma because of a lack of adult influence and supervision. Makes comparison with printing press, but as results have been slow to surface, we will take this opportunity to re-write the book on education which will yield the real success.

www.britannica.com/...oward-web-20-in-k-12-education - Preview

’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will).
For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
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- The advent of printing press lowered the cost of producing written material, and Web 2.0 not only brings that cost now to essentially zero (anyone in this country can go to a public library and use a computer for free and with free software publish to the web), it is also bringing the nature of information publication as a conversation to the user who used to just be a part of “the audience.”
- While most of us watched those conversations taking place between trusted authorities or authors before in a world of broadcast media, we are often now immersed in them ourselves.
- eb 2.0 technologies for learning, students ages 11 - 16 were surveyed. 74% reported that they had at least one social networking site account and 78% reported having uploaded pictures, video, or music to the web–with 50% having done so in the previous week of being asked
- most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.
- So, if for no other reasons than we might muster to justify driver’s education in schools (learning to do something very important that carries some inherent and significant personal and social dangers), we can argue for the need to be teaching Web 2.0 as a part of K-12 education
- engagement of Web 2.0 is in the act of content creation
- Authenticity
- Students today are creating on the Web for very real audiences, and their writing or production has to pass a very real test:
- Participation
- actually being a contributor to world’s body of knowledge
- Openness and Access to Information.
- Web 2.0 is making obsolete many of the restrictions on access to information that were intended to protect the rights of creators, but instead mostly inhibited learning by others
- Collaboration.
- Creativity
- write, film, and edit a video which then can be uploaded to YouTube
- Passionate Interest and Personal Expression
- online portfolio
- Discussion
- provides an environment for learning how to actually talk about things
- contribute to discussions after class, or from home, provides a much broader opportunity for participation that the traditional class discussion. Students with different contribution styles, or who process information over time, are now more participative.
- Asynchronous Contribution
- Proactivity.
- ut the world has changed, and employers want and the world needs students who have learned to participate actively and independently
- Critical
- The vast amount of data on the Web requires more critical thinking than was needed when I was growing up.
- Thinking
- ABOUT CROWS
  
  by John Ciardi
  
  The old crow is getting slow;
  
  the young crow is not.
  
  Of what the young crow does not know,
  
  the old crow knows a lot.
  
  At knowing things, the old crow is still
  
  the young crow’s master.
  
  What does the old crow not know?
  
  How to go faster.
  
  The young crow flies above, below, and rings
  
  around the slow old crow.
  
  What does the fast young crow not know?
  
  WHERE TO GO.
- First: we’ve developed a negative cultural impression of social networking that comes out of the very power that will makes it such an effective tool for education. Fundamentally answering a human need to connect, create, and express ourselves,
- Third: Teachers will need time and training to learn to use these tools in the classroom,
- Fourth: the legal liabilities that schools face because of concerns about a) student exposure to inappropriate material and b) exposure of students to potential predators will not be easy to overcome.
- We’re long overdue for a really good discussion about the purpose of schools, and I believe that Web 2.0 will give us that opportunity

Anti-Teaching: Confronting the Crisis of Significance

Mike Wesch Article

www.scribd.com/...ing-the-Crisis-of-Significance - Preview

Participatory Media Literacy: Why it matters

Mike Wesch Blog

mediatedcultures.net/ksudigg - Preview

If print culture shaped the environment in which the Enlightenment blossomed and set the scene for the Industrial Revolution, participatory media might similarly shape the cognitive and social environments in which twenty first century life will take place (a shift in the way our culture operates). For this reason, participatory media literacy is not another subject to be shoehorned into the curriculum as job training for knowledge workers.

Turned On, Plugged In, Online, & Dumb: Student Failure Despite the Techno Revolution | Britannica Blog

Despite widespread technology use in schools an abundance of free and easily accessed information, gen-y has shown decreasing literacy and writing skills, and poorer results on standardized tests, particularly with historical info and facts.

Author doesn't not argue, but notes improvements have been made where teachers were trained to integrate technology into instruction.

www.britannica.com/...-despite-the-techno-revolution - Preview

Students cannot “create prose that is precise, engaging, and coherent,” it said, which means that “they cannot write well enough to meet the demands they face in higher education and the emerging work environment.” Indeed, other reports by the Commission estimated that poor workplace writing costs corporate America $3.1 billion per year and state governments $250 million per year.
Students with at least weekly computer instruction by well-prepared teachers do not perform any better on the NAEP reading test than do students who have less or no computer instruction.”
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- n 2004, economists at the University of Munich analyzed international test scores (including the U.S.) and determined, “computer availability at home shows a strong statistically negative relationship to math and reading performance, and computer availability at school is unrelated to performance.” (Emphasis added.)
- The percentage of those in the state reaching proficiency on the state test went from 29.1% to 41.4%, an astonishing gain. In the intervening years, too, every Maine middle-schooler was given a laptop, and teachers were trained to integrate technology into their instruction. Hence, the Globe headline: “Middle school laptop program leads to writing improvements.”

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons

www.academiccommons.org/...knowledgable-knowledge-able - Preview

In a world of nearly infinite information, we must first
address why, facilitate how, and let the what
generate naturally from there.

As infinite information
shifts us away from a narrow focus on information, we begin to
recognize the importance of the form of learning over the
content of learning.

Rethinking Computers in the Classroom - BusinessWeek

Computers in the classroom require changes to desired outcomes and curriculum, along with quality use and instruction on the part of teachers

www.businessweek.com/...tc20081215_371267_page_2.htm - Preview

outfitting students with smartphones, which provide basic computing functions and can cost as little as $100 a year per student. Keller's pilot will equip 55 students with smartphones featuring slide-out keyboards from Taiwanese vendor HTC, with data service supplied by Verizon Communications (VZ), according to Soloway, who's working with the district on its plan. In February, Detroit's University Preparatory Academy plans to start a similar smartphone test. "It's all going to be through the phone. That's where the opportunity is now," says Soloway.
digital portfolio" of their work online, collecting writing, art, and other projects on the school's Web site, which is publicly available. The projects help kids produce "real products for a real audience,
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- There's a sense of hope with the new Administration that there's opportunity for us to reclaim the kind of educational institutions we owe our children,
- But many of the programs have fallen short of expectations, say educators. A four-year study of math and reading software in 132 poor, urban schools, released by Mathematica Policy Research and SRI International last year, found that test scores weren't significantly higher in classrooms that used the products. A 2003 study by Soloway and another academic found that 65% of teachers said they used computers less than 15 minutes a week in their classes. "In many of these schools, computers are turned off in the back of the classroom," says Harvard's Wagner. At others, "I've been in schools with one-to-one laptop programs where kids are doing the equivalent of worksheets on their laptops," he says. "You don't need computers to do that—it's a big waste of resources."
- What's needed, say educators and technology advocates, is a 21st-century curriculum that harnesses PCs and the Internet to equip kids with skills needed in the modern workplace, like critical thinking, analysis, and communications
- Motivated students benefit simply from Web access, but most need guidance to get results from classroom computers, says Stan Litow, vice-president of corporate affairs at IBM. "That's why many of the computer labs didn't have a salutary effect on education," he says.

OER

Open Educational Resources is a movement expanding the available information and resources for students and teachers alike. Having a commonwealth of knowledge has it's obvious benefits but what about intellectual property and the problems with economics and maintaining an infrastructure?

www.sciencemag.org.ezproxy.lib.ucalgary.ca/...89 - Preview

Students everywhere, enrolled or not,have free access to content and interactive instruction, aswell as to networks of people with similar interests, enablingthem to collaborate in the construction of knowledge and tolearn at their own pace.
Open high-qualitycontent and instruction can set standards of practice and, becauseof their quality, transparency, and availability, help improvethe practice of teaching and learning throughout the world.
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- OER advocates believe that it will become a vibrant part ofthe educational and social fabric of the world. Lawrence Lessig,a professor of law at Stanford University, argues for the Webto be an open commons; if some people are restricted from knowledgewhile others are not, creativity will be constrained and inequalitiesheightened
- The Internet will change dramatically over the next decade asit incorporates such emerging technologies as geo- and semanticmapping, speech recognition, artificial intelligence (AI), datamining, and techniques that immerse learners in virtual worldsthat engage multiple senses. The opportunities for influencinglearning and teaching will expand dramatically. The power ofOER to increase access and to allow use and reuse should bothenhance and be enhanced by these innovations.

Laptop Programs

Author gives evidence that 1:1 programs show an increase in participation, engagement, better behavior and interest and a weak correlation to writing and mathematics. However, it is noted that more is needed than issuing laptops, as test scores, critical thinking and understanding are not in direct correlation. Instructional methods needs to be improved and accurately designed for the use of technology: Research in many nations suggests that laptop programs will be most successful as part of balanced, comprehensive initiatives that address changes in education goals, curricula, teacher training, and assessment.

www.sciencemag.org.ezproxy.lib.ucalgary.ca/...82 - Preview

Research in many nationssuggests that laptop programs will be most successful as partof balanced, comprehensive initiatives that address changesin education goals, curricula, teacher training, and assessment.
The reasons given by policy-makers for investing in these programsvary. There are economic arguments, based on improving students'technology skills, creating a better educated work force, andattracting new jobs; equity concerns, to support students fromlow-income families whose access to technology and informationis otherwise restricted; and education reform issues, as policy-makerstry to make schools more effective and provide students an educationthat prepares them for life in the 21st century.
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- For example, using a word processor has been shown to help studentslearn to write (13); certain drill-and-practice applicationsassist students in learning facts and skills (14); some sciencelaboratory simulations can be more effective learning toolsthan actual laboratory equipment
- Teachers routinely makeuse of computer software called ExamView that provides instantfeedback about how students have responded to assessment questions,and teachers may then assign students to groups on the basisof that information.
- Several times each year the teachers studyassessment data, gathered using ExamView, to find out how wellstudents are performing on education standards. The school'salignment of educational goals, instructional materials, studentassignments, teacher practices, and assessment techniques illustratesthat computers will be most effective when used as part of athoughtfully coordinated, systemic approach
- A study underway in Texas is unusual because it is a 4-yearlongitudinal study, costs millions of dollars, and includesnot only more than 20 experimental schools that use laptopsbut also a matched comparison group of schools that do not (12).After 3 years, the researchers found positive impacts of laptopson technology use and proficiency, increased interest amongteachers in student-centered instruction, reduced student disciplinaryactions, and greater teacher collaboration. However, there wasgenerally no significant impact on students' test scores inreading and writing and only a weak impact in mathematics.
- It is clear is that simply providing computers to schools isnot enough to increase student achievement or change the natureof instruction. At a minimum, learning goals, curricula, teachingstrategies, and assessments must change as well.
- Regardless of the price of technology, the investments in creatingeffective laptop programs are large. The Australian governmenthas recently committed Au$1.2 billion for its school technologyprogram. In the U.S., one national program alone, the E-Rateprogram, has spent about US$20 billion since 1998 to help connectnearly all schools to the Internet
- Yet the cost of laptop programs consists of much more than theprice of buying computers and connecting them to networks. Schoolsshould consider the total cost of ownership (TCO), includingtraining of teachers and administrators, technical support,software, replacement costs of aging equipment, and other items
- Computers are different than other technologies used in schoolsbecause they are all-purpose machines. They can be used as alibrary, a way to model invisible phenomena, a communicationdevice, a link to other tools (such as telescopes or onlinedatabases), a device students use to create knowledge artifactsin many media, and so forth
- Computers' flexibility makes themuniquely powerful educational tools but also means that qualityeducational interventions or treatments cannot be realized simplyby providing more computers.
- However, if the goal of laptop programsis to change educational goals; to improve patterns of teaching,learning, and assessment; and to help transform schools intomore effective institutions; more needs to be done than acquirelaptops and a corresponding technical infrastructure. Curriculaneed to be revised, better assessments developed, teachers mustlearn new approaches, and schools have to support teachers asthey learn to teach in new ways

Video games in Science in Math

www.sciencemag.org.ezproxy.lib.ucalgary.ca/...79 - Preview

11 Apr 09

Technology and Testing

www.sciencemag.org.ezproxy.lib.ucalgary.ca/...75 - Preview

Innovative applications of technologyalso provide rich, authentic tasks that challenge the sortsof integrated knowledge, critical thinking, and problem solvingseldom well addressed in paper-based tests
Online administrationeliminates costs for shipping, tracking, and collecting printbooklets while simultaneously introducing other logistical complexitiesrelated to equipment and security. Computer scoring providesrapid return of results and generation of reports tailored tomultiple audiences. Flexible administration times and localesshift annual, on-demand testing to interim and just-in-timechallenges
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- Computerized adaptive testing (CAT) procedures, in which itemsare selected based on the examinee's prior response historyand an underlying measurement model of proficiency, have beendeveloped to reduce testing time and examinee burden. However,their use in high-stakes testing contexts has been confinedlargely to admission, professional certification, and credentialingexams. Despite requests to use CAT in state testing programs,regulations of the No Child Left Behind (NCLB) legislation haveprohibited their implementation for assessment of student academicachievement in reading, mathematics, and science.
- Klein (8) recently reviewed the literature on automated scoringmethods and presented results from a study comparing hand andmachine scoring of college-level, open-ended items of the typefound on the Collegiate Learning Assessment. Findings acrossstudies using a variety of machine scoring methods consistentlyshow comparability of human and machine scoring ( $~$ 0.85 scorecorrespondence) at levels approximating the agreement betweentwo human scorers ( $~$ 0.86) and sufficient to warrant using computerizedscoring alone, or as an augmentation to human scoring.
- Classroom instructional uses of assessments.
- DIAGNOSER is an Internet-based tool that delivers continuousformative assessment and feedback to students and teachers (15,16). The online assessment identifies problematic "facets" ofstudents' thinking, then provides counterexamples and additionallessons.
- Moreover, because simulations use multiplemodalities and representations, students with diverse learningstyles and language backgrounds may have better opportunitiesto demonstrate their knowledge than are possible in text-ladenprint tests.
- A third important feature isgoing beyond annual, ondemand tests to multiple assessmentsdistributed over time combined with timely reporting that offersteachers the opportunity to tailor instruction.

Technology and Informal Education

Increase of technology and visual media in society (i.e. tv and videogames) has had both significant benefits and costs. Increases in visual-spatial intelligence, but negative effects on abstract vocab, mindfulness, relfection, inductive problem solving, critical thinking and imagination.

www.sciencemag.org.ezproxy.lib.ucalgary.ca/...69 - Preview

Rising IQ performance is attributableto multiple factors: increased levels of formal education, urbanization,societal complexity, improved nutrition, smaller family size,and technological development
The changing balance of media technologies has led to lossesas well as gains. For example, as verbal IQ has risen, verbalSATs have fallen. Paradoxically, omnipresent television maybe responsible for the spread of the basic vocabulary (11) thatdrives verbal IQ scores, while simultaneously the decline inrecreational reading may have led to the loss of the more abstractvocabulary driving verbal SAT scores
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- Technology and Visual Intelligence
- The understanding of pictures or icons develops at an earlierage than the ability to read words (
- Technology and Multitasking: Benefits and Costs
- Implications for Education and Training
- Violent Games: Are the Costs Worth the Benefits?
- reflection, inductiveanalysis, critical thinking, mindful thought, and imagination.We start with reflection and inductive analysis
- Over a 6-week period,an experimental reduction in television watching in a groupof 6-year-olds decreased intellectual impulsivity, increasedreflection, and increased time spent reading (50).
- Reading is also key to the development of critical thinking.The amount of out-of-class reading done during the college yearsis a statistically significant predictor of critical thinkingskills (51). One reason for this may be that books are perceivedas a "hard" medium, requiring mental effort (52).
- Here there is evidencethat visual technology inhibits imaginative response. In controlledexperimental studies, the audiovisual (television) presentationof stories, as compared with audio or print presentation ofthe same stories, led to better story recall and inferences

Matthew Daniel's Library tagged no_tag → View Popular

Why Integrate Technology into the Curriculum?: The Reasons Are Many | Edutopia

Capturing the Visible Evidence of Invisible Learning | Academic Commons

New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introduction to this Issue of Academic Commons | Academic Commons

Alberta Education - ICT Illustrative Examples Database

Alberta Education - Rationale and Philosophy

A Way of Doing Things

R.I.P.: Lectures, Notes, and Tests (Scrapping the Old Ways) | Britannica Blog

Technology Can Have a Positive Impact on Education: Deploy It Disruptively! | Britannica Blog

Why I Ban Laptops in My Classroom | Britannica Blog

Why Web 2.0 Will Not be an Integral Part of K-12 Education: A Reply to Steve Hargadon | Britannica Blog

Moving Toward Web 2.0 in K-12 Education | Britannica Blog

Anti-Teaching: Confronting the Crisis of Significance

Participatory Media Literacy: Why it matters

Turned On, Plugged In, Online, & Dumb: Student Failure Despite the Techno Revolution | Britannica Blog

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons

Rethinking Computers in the Classroom - BusinessWeek

OER

Laptop Programs

Video games in Science in Math

Technology and Testing

Technology and Informal Education

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