Intel is reported to be rolling out new smartglasses.  It sounds like the glasses will actually be relatively “dumb,” with most functionality driven by the bluetooth-attached cell phone.  They will have some “heads-up” display capability but it doesn’t sound like they provide any capture functionality, one of the most controversial things about Google Glass.  “Early access program” later this year.

“At eSpark Learning, we’ve built Frontier, a new platform of inquiry-based ELA lessons designed with students and teachers in mind. We’ve made it our mission to build lessons that nurture 21st century academic success and empower extraordinary teaching. Our team has interviewed and observed hundreds of teachers from across the country to learn where technology is falling short in their classrooms and where teachers need additional support to take their instructional practice to the next level.”

Find the rest of the article on EdSurge here.

EdSurge queried ISTE participants about this in June and this article details the responses.  I agree with some — single-purpose Clickers are pretty clunky.  The problem with this, as well as the disgust about Scantrons (although this fellow is talking Digital Scantrons, which I don’t think are as common as paper in our environment!), the “solutions” to both problems involves a 1-1 student to (compatible) device in the classroom arrangement, something I certainly can’t count on.  How about you?  What EdTech “turnover” would you like to see in 2018?

Matt Bower from Macquarie University in Australia has just published a new book with this title.  Here’s the TOC:

Chap. 1 Technology Integration as an Educational Imperative
Chap. 2 The Technology Pedagogy and Content Knowledge (TPACK) Framework and its Implications
Chap. 3 Pedagogy and Technology-Enhanced Learning
Chap. 4 Technology affordances and multimedia learning effects
Chap. 5 Representing and sharing content using technology
Chap. 6 Design Thinking and Learning Design
Chap. 7 Design of Web 2.0 enhanced learning
Chap. 8 Designing for Learning using Social Networking
Chap. 9 Designing for Mobile Learning
Chap. 10 Designing for learning using Virtual Worlds
Chap. 11 Abstracting Technology-Enhanced Learning Design Principles
Chap. 12 Technology-Enhanced Learning – Conclusions and Future Directions
I ordered it and will let you know what I think once we’ve had a sit-down together (the book and I)
4 Aug / 2017

Digital Distractions

Quote for today:

“If we want to make a dent in the problem of digital distractions in class, we must begin by clarifying the policies we have created and the reasons behind them. Those reasons might look different from teacher to teacher.” — James Lang, professor of English at Assumption College. (The Chronicle of Higher Education)

A good thought while preparing the syllabus.  Not just “turn it off,” but this is WHY I don’t want you on Facebook and Instagram and Snapchat during class and it has to do with acquiring both the skills AND the discipline to be successful in life and in the workplace.

“Personalized learning” is a huge buzzphrase these days, but, like the blind men and the elephant, it seems to mean many different things to many different people.  This article (ignore the horrible headline!) has a description of the process some instructors are using, in conjunction with their Learning Management System and a few specialized tools, to create personalized learning pathways.  As someone who has just converted a course from face-to-face to “anytime, anywhere,” I am a bit in awe of the amount of work that these instructors have undertaken to make this happen; I think it would take me a lot longer than a summer!  But I’d love to see some samples and more practical implementation tips for doing this, nonetheless.  And I would love to take a closer look at tools like Gooru’s “Learning Navigator” that is mentioned in the article.  Does it really promote learner success or is it a step toward creating “assembly line” teaching?  What do you think?

I’d love to use more games in my classes but haven’t found any that have anything to do with our lesson material.  One company is trying to change that.  Legends of Learning has created several games that are available to play for free and hundreds more for which your “first $300 are free,” and support state and national education standards (for K-12, but that’s great for a college review, in my book!)  I’m encouraged to hear about the development of games to support education and see some interesting titles, especially in the “Life Sciences” category, although I’m not very clear how far my 3000 credits will go.  How about you — are you using games in the classroom?

An article in the Chronicle for Higher Education Review discusses the Janus-faced nature of social media.  On the one hand, students “curate” their accounts, maintaining a pristine appearance to the world since they know the information will be used by anybody who can get to it to influence decisions about their future.  On the other hand, students “let off steam” in anonymous forums and accounts with “temporary” posts like Snapchat and Instagram.  Is the dichotomy contributing to student stress and anxiety?  Should educational institutions do more to help students understand, analyze and navigate these treacherous waters?