Teague's Tech Treks

Avoiding tech "OOPS-idents" by Helen Teague

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Weekend Ed. Quote ~ January 13

We are now faced with the fact that tomorrow is today.
We are confronted with the fierce urgency of now. ~Martin Luther King, Jr., 1963 March on Washington 

 

~~~

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MiTE Conference P.M. Session for Friday, January 13, 2017

“Mobile & Global Digital Storytelling–Can You Tell A Story in six seconds? Bring your phone and learn how”

Can you tell a story in 6 seconds using just your mobile phone? Mobile tech is app-smashing its way into digital storytelling with international and intergenerational participants. Mobile digital storytelling is an innovative outreach beyond academic programs silos. Mobile digital storytelling for intergenerational studies innovates and leverages technology to connect students with life events beyond the campus, merging interdisciplinary academic concepts, combating intergenerational stereotypes, and changing perceptions.
This presentation, driven by QR-coded resources and international co-participation, explains how mobile technology, apps, and student enthusiasm converge to increase awareness of global issues, confront stereotypes, spark conversations, and build advocacy dialogues for social justice all through an interdisciplinary learning experience.References:

Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. Theoretical foundations of learning environments, 1(1), 25-55.

Beare, K. (2008) Youtube in the Classroom! Retrieved from:

esl.about.com/od/listeninglessonplans/a/youtube.htm

Deci, E. L., & Ryan, R. M. (1975). Intrinsic motivation. John Wiley & Sons, Inc.

Hodgkinson-Williams, C., & Cox, G. (2015). Open educational resources. Moving beyond the hype: A contextualised view of learning with technology in higher education, 37.

Koh, Angeline. International Digital Storyteller, Singapor. Personal Communication, Singapore. March 15, 2015.

Kress, G. (2010) Multimodality: A social semiotic approach to contemporary communication. London: Routledge.

Nikolich-Žugich, J., Goldman, D. P., Cohen, P. R., Cortese, D., Fontana, L., Kennedy, B. K., Mohler, M.J., Olshansky, S.J., Perls, T., Perry, D. & Richardson, A. (2015). Preparing for an aging world: Engaging Biogerontologists, Geriatricians, and the Society. The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, J Gertontology A Biol Sci Med Sci, 2016, Vol.71, No. 4, p. 435-444. doi: 10.1093/gerona/glv164

Peterson, P. G. (1999). Gray dawn: how the coming age wave will transform America– and the world.

United Nations, Department of Economic and Social Affairs, Population Division (2013).

World Population Ageing 2013. ST/ESA/SER.A/348.

Wenger, E., & Lave, J. (1991). Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive, and Computational Perspectives) by Cambridge University Press, Cambridge, UK.

Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.

World Health Organization. (2011). Global health and aging. Bethesda: National Institutes of Health.

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MiTE Conference A.M. Session for Friday, January 13, 2017

A four-point-effectiveness checklist for continued student engagement with mobile technology in online courses is described in this paper. Designed for pre-service and in-service adult learners, the checklist reflects research in pedagogical practice of mobile learning, knowledge transfer, adult learning theory, and the TPaCK instructional framework.  Data sources include the feedback artifacts of current online course facilitators who also contributed to this paper. Post-course assessment data from adult learners validates the success of best practices for student engagement with mobile technology when the syllabus can be held in the palm of your hand.

Keywords: Online Education, Online Learning, Transfer of Knowledge, TPaCK, Adult Learning Theory, Personalized Feedback

References:

Anderson, T. (2008). The theory and practice of online learning. (pp. 45-74). Edmonton, AB: AU Press, Athabasca University.

Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. REL 2013-003. Regional Educational Laboratory Mid-Atlantic. Retrieved from http://eric.ed.gov/?id=ED54421

Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: effective strategies for moderators. Madison, Wisconsin: Attwood Publishing.

Gusley, T.R. & Yoon, K.S, (2009). What works in professional development.  Retrieved from: http://www.k12.wa.us/Compensation/pubdocs/Guskey2009whatworks.pdf

Herrera, SD. (2010). Biography-driven culturally responsive teaching. New York: Teachers College Press. Loucks-Horsley, S, Stiles, K.E.,

Huber, G. P. (1991). Organizational learning: The contributing processes and the literatures. Organization science, 2(1), 88-115.

Iverson, K. (2011). Andragogy vs. pedagogy: much ado about nothing? In V. L. Cyboran, Ed.D., Chapter 2: Six Myths about Teaching Adults, a forthcoming book. Retrieved from RU Training.org database.

Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116-128. doi:10.1016/j.compedu.2016.03.002
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.

Koh, J. H. L., Chai, C. S., & Tsai, C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal Of Educational Technology & Society, 17(1), 185-196.

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Loucks-Horsley, S, Stiles, K.E., Mundry, S. Love, N.,& Hewson, P.W. (2010). Designing professional development for teachers of science and mathematics. Thousand Oaks, California: Corwin.

Mathiasen, H. (2008). Is There a Nexus between Learning and Teaching?. In Understanding Learning-Centered Higher Education. Copenhagen Business School Press.

Merriam, S. (2004). The changing landscape of adult learning theory. In J. Comings, B. Garner, & C. Smith (Eds.), Review of adult learning and literacy: Connecting research, policy, and practice (pp. 199-220). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from:

https://www.lindenwood.edu/education/andragogy/andragogy/2011/Merriam_2004.pdf

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.

National Center for Education Statistics, nces.ed.gov. Retrieved from: https://nces.ed.gov/pubs/web/97578e.asp.

Perkins, D.N. & Salomon. (1998). Teaching for transfer. Retrieved from

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198809_perkins.pdf

Selwyn, Neil (2011).  Social Media in higher education. London, Routledge.

Retrieved from: http://sites.jmu.edu/flippEDout/files/2013/04/sample-essay-selwyn.pdf

Stronge, J.H. (2002). Qualities of effective teachers.  Alexandria, Virginia: ASCD.

Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.

Wiggins, G. (2010). Exploring essential questions of education:  What is transfer? Retrieved from: http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf


 

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Mobile Technology in Teacher Education (MiTE) Conference January 12-14, 2017

 January 12-14, 2017 are the dates for the International Conference on Mobile Technology in Teacher Education  (MiTE) for educators from  institutions of higher education, County Offices of Education, and schools to be held in Los Angeles. The annual Winter Conference is in its third year, attracting highly skilled professionals who are interested in the integration of innovative approaches and emerging technologies into teacher education, inquiry and productivity. Enjoy poster sessions, research-based sessions, practitioner-based sessions, plenary presentations and workshops. Converse with international like-minded practitioners and change agents to develop meaningful relationships and shape the future of education.

MiTE

View the Conference Schedule at this link: https://mite2017.sched.com/

 


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Happy Birthday Michael Minovitch

While we were celebrating the new year yesterday, Michael Minovitch celebrated his birthday.

I hope he had an out of this world birthday because he is the reason we know so much about the outer planets of the solar system. Dr. Minovitch proposed the solution to the “three body problem” that would propel the Voyager spacecrafts from one planet to the next using that planet’s gravitational power. Voyager 1 launched in September, 1977 and Voyager 2 launched in August, 1977. The Voyagers contain gold disks with “The Sounds of Earth” an idea from Carl Sagan. Click the link from “the Sounds of the Earth” to hear them.

Traveling at 50,000 miles an hour, over 10 miles a second. Voyager 1 is out in deep space is now over 11 billion miles from Earth and passed most of the power of Sun’s gravitational grasp (see the real-time distance measurement at this link.) Its twin, Voyager 2, has flown past all the outer giant planets, of Saturn, Uranus, and within 3,000 miles of Neptune in 1989.

The maths required for Voyager 2 to fly over Neptune required mathematical accuracy within one second and weather forecasting on a planet 3 billion miles away from Earth. Both Voyagers have flown farther than Pluto into interstellar space.

Now in a mission over 35 years, data from the Voyager transmiter, takes over 15 hours to arrive back to scientists at the Jet Propulsion Lab in Pasadena, California. And it all began with Dr. Michael Minovitch’s math of the “three body problem.”

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