Posted in education, technology

#ETCoaches Book Study

LFTS

 

 

Today the weather is super cold and miserable here is The Texas Gulf Coast.  John is busy working on getting things ready for our tax accountant, I, on the other hand, am bundled up with hot chocolate and a book!

Guess who is having a better day?!

I started reading the book Learning First, Technology Second by Liz Kolb.  This is part of a book study, hosted by ISTE, with Ed Tech Coaches around the world.  I have loved the ISTE book studies I’ve taken part of in the past as I get such a global perspective.  It is also one of the reasons I love the ISTE conference!

Today is day two of our “slow chat” on Twitter.  Essentially we have one question a day to answer.  I love that because it allows me time to think about my reading.

As I started the book yesterday, one thing really resonated with me.  As an educator, we talk a great deal about “framework.”  In #edtech we discuss SAMR, TPACK and TIM Frameworks.  All have some validity to them, but they didn’t hit the mark of the learning comes first.  Kolb introduces us to her thoughts on the Triple E Framework.

In my mind, this framework makes a great deal of sense to the educator because it closely resembles a Universal Design for Learning.  As we move forward to help personalize learning for students; giving them a variety of ways to learn and to express their learning, #EdTech coaches have to follow suit with a variety of possibilities, not just one way of doing things.

 

Triple E Framework
from Learning First, Technology Second

 

The tool must always match the goal, not the other way around!

 

 

#LearningFirst1
from Learning First, Technology Second

 

I’ll post some of my thoughts and link to some of the quotes that resonate with me along the way.  If you are taking part in the study, then I look forward to learning with you.

If you are part of this book study with me, what are your goals?

Posted in education, innovation, technology

Empowering Students

socialjusticeBeing a student today is a much different experience than most adults experienced.  As educators, we have to realize that today’s students need an experience that empowers them.  What students don’t need is to have information shoveled into their heads, instead, they need to learn to create and optimize the tools they have to make a difference in the world.

Technology now allows all of us to be global learners and social change agents.  The walls of our classrooms are now a physical barrier that we can overcome.  As we talk about the need to help students develop core values, our students can learn about how those values make a global impact.

For example, I recently discussed with a group of teachers the impact that Skype can have in a classroom.  Skype is very simple to use but allows students to connect with others across the globe.  I’ve worked with a teacher who facilitated a discussion among students in Texas with students in Brasil.  What a powerful experience for her students.

Our community is still rebuilding after Hurricane Harvey.  I’m now part of a Facebook technologygroup created to send books to our campus, I’ve seen and taken part in Flipgrid videos that are created to uplift our students in this very difficult time.  The outpouring of love from those around the world to help our students has emphasized how technology can be used to empower others to make a positive difference in the world.

I recently had a discussion with a colleague about our views on the ever-changing role of schools in our community.  Our original university education programs didn’t prepare us for the evolution of the new school.

Like most careers, research and advancements in technology have taken us to new and exciting heights in the understanding of the child and how best to serve them in classrooms.  Using the classroom as a way to empower students to see themselves as agents of change makes the classroom relevant, years after the lesson has been taught.