Starting a new read this morning. I’ll add my thoughts, aha moments and more here in this thread #LearningFirstTechnologySecond by Liz Kolb. #fcpssbts #fcpson 
“There are different types of engagement when it comes to technology tools. Authentic engagement is not about using a specific tool; rather it puts the learning outcomes first and the technology choices second.”
In the introduction Kolb names my frustration with tech integration models: striving to get to a higher level of integration often means we lose sight of the learning outcomes and the needs of our learners
Research from Diaz and Botenbal (2005) pedagogy bases training begins by helping teachers understand the role of learning theory in the design and function of class activities and in the selection and use of instructional technologies
This makes me think of the importance of our Learning Innovation Teams #fcpsLIT - the world isn’t about learning to use the computers, it’s about designing and ensuring ALL students have access to meaningful learning opportunities
Be cautious to not mistake the extrinsic appearance of excitedmwnt with increased engagement with the learning. Active learning is “minds-on” when students are thinking, reflecting, focused on the learning goals. Teachers plan instructional moves like visible thinking (con’t)
Thinking routines, modeling, think solids and other “reflective practices drawn from literacy learning” #fcpsLIT #OwnLiteracy
Yesssss 👏👏👏Access is important because it gives us an opportunity to use technology in ways that support our learning outcomes. Access is the first step. And we have to be careful not to stop there! It is all about the choices we make instructionally. The teacher is critical!
Co-use: two students (or a student and an adult) collaborating on a task with a digital tool. Increases social learning, deepens learning and offers an environment where children’s learning extends beyond what they would learn working alone
Technology should be integrated to help students meet learning goals in ways they could not without technology, in mindful active learning tasks, quantity over quality, co-use over individual in ways that encourage problem solving and creating connected to real world knowledge
Ch 4 Defining Engagement- I’m struck by the guiding questions and how closely they connect to the interactions we plan for in blended learning. Interacting with peers, teacher and content
I also appreciate the practicality of considering the teacher moves that matter and create these interactions whether or not the technology includes it. It’s about how we use tech not what the tech does.
Does technology “enhance” learning? How do we define enhance? Is it a value judgement? Are we considering pedagogical changes or just technological? How might we make it measurable and connected to learning goals?
Price and Kirkwood (2014) define enhancement as 3 ways of improving learning - operational (more accessibility, choice), quantitative (scores, time on task) and qualitative (changing practice to include new ways of learning, reflecting and sharing)
Enhancement - does it help students develop more sophisticated understanding? Create scaffolds to make it easier to understand and learn? Create pathways for students to learn or demonstrate understanding in a way they couldn’t do with traditional tools?
Extension - does the tool create opportunities to learn outside the school day? Create a bridge between school and every day life experiences? Allow students to build skills they can use in their everyday life?
Check the lesson on all three Es - engagement, enhancement and extension to assess how closely the technology use is aligned with the learning outcomes. If it’s just engagement... consider what instructional moves will deepen the connection. It should be purposefully used!
This book has so many great take-always but Chapter 8 is special and makes the purchase worth it. Seeing and hearing from the field is key to changing practice. Exemplar lessons are shared from primary-high school in a variety of different content areas. I found you @MsMeshover!
Ch 9 - it’s like angels singing! To choose tools for learning, “teachers need to rely on the effective instructional practices of each content area and look for those practices to be built into the tools.” Focus “less on the bells and whistles of the final product” 👏👏👏
Even when tools have built in learning strategies, teachers know their students best and need to make instructional moves to meet the particular learning goal of their class
I would add that our ultimate end goal is not teachers selecting the right tool. That’s a step on the way to STUDENTS selecting the right tool (and how they use it) for their own learning. Keep the end game in mind
I’ve overheard conversations that co-use, modeling and think-aloud are most effective in littles. I’d argue they are just as effective strategies with big kids too! I’m also struck by how many connections to literacy instruction are listed in these instructional strategies in ch9
If you choose to use a drill and practice tool, be sure the teacher moves make it part of a larger lesson, move to making it part of a constructive and collaborative activity
Love the additional printable and interactive tools provided for planning and evaluating lessons and tools tripleeframework.com/triple-e-plann…
Final takeaways - I’ve been reluctant to use a framework or model because they feel evaluative or like the developing stops when you reach a certain level. Also i struggle with thinking of tech only, and not the learning goals....
...yet I keep hearing from teachers and administrators that we need a frame for shaping our thinking. Not a checklist, not a rubric. This provides open ended questions about the learning - I would be interested to line it up with our FCPS Instructional Framework ...
...and see how it keeps the focus on the four key components (student centered environment, concept based curriculum, purposeful assessment, and meaningful learning experiences). I think this provides a better framework than the others I’ve seen. I don’t know that it ...
... explicitly names blended learning, but it has the components embedded. I’m excited to think about how this might be useful as I work with teachers to plan lessons and with other coaches and school leaders as we visit classrooms. It’s bound to spark some conversations and ...
...Shift the conversation away from whether the students are using their computers or not and more to the conversation of how are they learning.
@threadreaderapp unroll please
