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Technology and Education (Clark, 1983 (With all of the evidence pointing…
Technology and Education
Clark, 1983
With all of the evidence pointing to the challenging nature of researching media's impact learning, How do educators make decisions about which new media's to use? Is there any problem with teachers making instructional decisions to include media that may have mixed results (or no results) in their classrooms?
How do you think the premise of this article would change, if at all, if it was written today?
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"a vehicle for making available to schools what psychologists
have learned about learning" (Glasser & Cooley, 1978, p 855).
Given what we discussed about the issues with neuroscience and education, what are your thoughts on technology being the tool with which teachers use and apply psychology and learning research?
"Studies comparing the relative achievement advantages of one medium over another, will inevitably confound medium with method of instruction." (Clark, 1983, p 451)
Where do we draw the line between medium and method of instruction? Is there a point where the two are the same or distinctly separate?
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Ronsisvalle & Watkins, 2005
What kind of impact do you think pre-screening students for participation in online learning opportunities has on the students who apply (or don't apply)?
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There are some pre-school children who cannot regularly go to a kindergarten or related institution due to various reasons. Although online education itself does not contribute to children's socio-emotional development, it might bring a positive impact on the development of children's cognitive skills. However, those children whose parents cannot afford to technology-based services, online preschool education will not necessarily respond to their educational needs.
Are there skills that students in a traditional classroom setting would learn that a student in an online environment would not? What about the other way around?
Given the prevalence of online courses in college and the positive effect of previous participation in online learning, what responsibility, if any, do high schools have to prepare students for the reality of taking online courses in college?
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Edwards & Fenwick, 2016
How does the increased integration of digital decision-making tools impact the school system? What impact could it have on curriculum or instructional methods?
Are there ethical implications? If so, how do we best train teachers to be both knowledgeable and cautious?
How would teachers relying on algorithms and data analysis to make instructional decisions change the relationships we see in schools? (Teacher/Student, Administrator/Teacher, Teacher/ Parent)
With the standardization necessary for productive use of data analysis tools, what impact do you see that having on the non-standardized portions of instruction? (Things like behavioral norms, creative projects, Socratic seminars)
Bettinger & Loeb, 2017
Given the negative effects listed in this article and the lack of overwhelmingly strong positive evidence in others. What are some important considerations schools need to keep in mind when making decisions about offering online courses?
One of the things that we would need to take into consideration is how we can associate technological advances and online education with the history of teaching methodology. It would be important to pedagogically properly contextualize the potential of online education from a perspective of teaching and learning for the most disadvantaged/least successful students.
If low performing students struggle with online courses, what changes to the selection process or courses themselves can schools make to address this issue?
One of the solutions for that is probably blended learning, a combination of online course taking and in-person course taking to improve the traditional forms of teaching and learning in a classroom.