and why you should expect more from my model for integrating technologies into the classroom
I recently showed some colleagues my developing model for integrating computational technologies into the classroom. “This is,” one person said, “a really nice constructionist model for classroom instruction.”
Which is great, except that I’m not a constructionist.
Now, don’t be offended. I’ll tell you what I told my colleague when she asked, appalled, “What’s wrong with constructionists?”
Nothing’s wrong with constructionists. I just don’t happen … Read more
As part of an ongoing effort to design a model for integrating computational technologies into the formal classroom, I have turned my focus to computational literacy. My current model already has a space for considering computational literacy, so in this post I want to spend some time exploring my definition of computational literacy. This includes a discussion of the key features of computational literacy and how these features might be taught. The models I’ve created are included at the end … Read more
As part of an ongoing assignment for a course I’m taking called Computational Technologies in Educational Ecosystems, I’ve been designing and modifying a model for the role of technologies in the classroom. A previous version, a cellphone picture of a drawing on a sheet of notebook paper, looked like this:
Well. This is for a class on computational technologies, so a hand-drawn model would never do. Besides, one of the more useful affordances of new design technologies is … Read more
This makes me extremely happy, because as I’ve explained (more than once), I’ve struggled mightily with the very concept of modeling. I’ve also struggled with representation. The purpose of designing this model is to show my take on the role of new technologies in educational environments. But articulating a theory, even a working theory, about the role of technologies has been such an insurmountable challenge for me–which … Read more
I had the deeply unsettling experience recently of feeling like the stupidest person in the room. This type of experience is (both fortunately and unfortunately) fairly rare for the typical educational researcher, though it’s far more common for members of the learning communities researchers study. For this reason, I believe it’s incredibly important for researchers to examine the contexts that make them feel stupid, if only so they can better understand the groups they’re studying.
Human goals are mediated by, and thenceforth only achieved through, the widespread adoption and use of new technologies.*
Human purposes for adopting and making use of new technologies are often highly individualized (though nearly always aligned with an affinity group, even if that group is not explicitly named and even if that group is not comprised of other members of the learning community).
While no educational researcher is qualified to articulate achievable
Despite what you may have heard, I’m not really all that into new technologies.
Typically, I find out about new technologies long after they’re already old news. This is a constant source of shame for me. (‘Hey,’ I said in late 2009, ‘this cloud computing thing sounds interesting. What is it?‘) As much as I would like to join the ranks of early adopters, I simply lack the constitution. (‘Now, what’s this DROID thing I’ve been hearing so much … Read more