Teague's Tech Treks

Avoiding tech "OOPS-idents" by Helen Teague

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TCEA Convention Has A Mobile App

The TCEA 2017 Convention is in full-go-to mode! And, as they say, there is an app for that!

Get the TCEA 2017 mobile app is now available.

Download the official TCEA mobile app to access session descriptions, speaker information, exhibitors, and more. The new and improved 2017 app will help you get the most of your convention experience.

  • Browse exhibitors, mark your favorites, find specific booths, and take notes.
  • Interactively add sessions from the app to your custom app schedule, and then sync across your devices.
  • Stay up-to-date with real time alerts.
  • Follow the social media buzz; even tweet from the app – #tcea17.
  • Browse local Austin restaurants, attractions, and reference helpful travel information.

 

And be sure to stop by our session tomorrow!

Title: STEM & Flipped Classrooms Go Global & Mobile
Date/Time: February 8, 2017, 10:30am – 11:30am
Location: Room 19B
Format: 50-minute Presentation, we will be live tweeting during the presentation — #tceapepperdine2017

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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.

Other Posts regarding the MiTE Conference


 

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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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ELearn 2016 Part 2

Presenting new research from our collective paper,Online Course Facilitators Describe What Works in Learner-Centered Feedback at the  in Washington,

Our paper reflects the writing collaboration of six PBS TeacherLine course facilitators and the PBS Program Manager, Francine Wargo. The course facilitators are Helen Teague, Rose Castro, Dr. Joyce King, Victoria Lara, and John Tierney.

Here is the abstract of the paper:

Abstract: A four-point-effectiveness checklist for continued student engagement through personalized assessment feedback in online courses is described in this poster and accompanying paper. Designed for pre-service and in-service adult learners, the checklist reflects research in pedagogical practice of knowledge transfer, adult learning theory, and the TPaCK instructional framework. Data sources include the feedback artifacts of current online course facilitators, who are also the co-writers of this paper. Post-course assessment data from adult learners validates the success of these methods in both current teaching practice and subsequent professional development through participation in online courses.

Also today, online Course Facilitators from describe what works for our learners in a participatory share session, aptly titled “Effective Practices in Online Course Facilitation: Roundtable Participatory Share.”

Here is the Abstract:

Abstract: The most effective online course facilitators implement personalized messages and content that inspires, engages, and educates. The courses’ sound structural strategy ensures implementation by teacher-learners. This interactive roundtable features online educators who will share best practices and the educational effectiveness of content that allows learners to exit each course with a set of materials ready for use, vetted, and strengthened by experiential analysis and subsequent recommendations. This roundtable discussion will include video clips of online course facilitators and teacher-learners describing various aspects of their experiences while in their online courses. Teachers and teacher-learners may appear live from remote locations recounting their experiences.

. To learn more about the conference, click 

eLearn

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