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Transcript of Technology Integration
What Needs are Filled?
Standards Based Summative Assessments
Have Fun Doing Projects
Student's Minds and Future Jobs
Projects = Highest Levels of Engagement
Engagement Through Social Rewards
We have lost our ability in schools and on college campuses to be creative: to learn through doing, to learn through failing, to learn through just having fun.
- Jeffrey Selingo
Chronicle of Higher Education 10/2/2011
Amid worries that we are becoming less innovative, some companies are rewarding employees for their mistakes or questionable risks.
- Sue Shellenbarger
Wall Street Journal 9/27/2011
In the hyperconnected world, there is only “good” “better” and “best.” For hiring, being only book smart doesn’t cut it. If colleges want to justify the value of their degrees in the future, they better start creating learning environments where their students can be creative, try things out, and on occasion fail without being penalized.
- Thomas L. Friedman
New York Times 10/1/2011
Teens respond strongly to social rewards. Physiology and evolutionary theory alike offer explanations for this tendency. Physiologically, adolescence brings a peak in the brain's sensitivity to dopamine, a neurotransmitter that appears to prime and fire reward circuits and aids in learning patterns and making decisions. This helps explain the teen's quickness of learning and extraordinary receptivity to reward and his keen, sometimes melodramatic reaction to success as well as defeat.
- David Dobbs
National Geographic 10/2011
The boys often used phones to film their contests, posting the videos to a private Facebook group so more friends could admire their prowess. The rush of a headlock, a bond between friends--their fights delivered both excitement and social rewards.
Months later, she removed the stud for a night. The hole closed up. Her grateful dad likened the stud's removal to an early Christmas gift.
For teens, risk is an equation where consequences aren't given the weight they should be. Being around friends throws off the equation even more.
The hunt for novelty can go awry, but it also helps teens find their path.
Risk and Motivation
1. Permanent Record of Work
2. Students Have Control
3. Share Work with Everyone
4. Cross Campus Peer Review
- More Realistic Feedback
Try not to think of technology as a supplement to the assessment; rather, see it as the assessment.
Self Organising System?
Can small groups of students, organized around one piece of technology with only minimally invasive supervision, effectively teach themselves?
Next semester, with small groups formed around technology, I plan to test this out.
Technology allows students to find their niche anywhere in the world.
Is risk the new path to creativity?
Technology allows for continual progression, instant adaptation, where none are at fault.
2. Risk as Motivation
3. Fault Tolerant
4. Allow Social Rewards
"If children have interest, then learning will happen."
- Arthur C. Clarke
Is educational technology a
Is learning the emergent phenomenon?
The Tinker Philosophy:
The students are digital natives.
You do not need to teach them everything.
Let them explore and experiment.
They can teach each other how the technologies work.
If you give up control, you will learn from them.
However, all innovative companies tend to be alike in certain ways, Ms. Estrin says. They encourage coworkers to trust each other, comment on each other's work and take criticism in stride. Also, managers encourage intelligent risk-taking, tolerate failure and insist that employees share information openly.
-Shallenbarger, WSJ 9/27/2011