We read the first part of the book, Opportunities and Challenges of Digital Teaching Platforms by John Richards and Chris Dede. It started off talking about DTP (Digital Teaching Platform) which is a way of teaching interactively using technology. The teacher and the student each have a laptop and there are three different ways of using this in the classrooms. 1) The teacher creates lessons. The students manage and check their own work. There is also interactive interfaces for all people involved. Also, there are specific tools for assessment. 2) Curriculum and assessments are all in digital form. 3) A DTP involves having the teacher be in charge by monitoring work, displaying work, managing different group discussions with large and small group activities. This is a new way to incorporate technology into the classroom involving interaction, assessment, content, and implementation.
It is so exciting to truly be on the cusp of this digital age for our classrooms! I realize that our older grades have had this capacity for several years now, but I am very excited by the prospect of being able to maximize individualized learning opportunities as we have more computers available for all children to learn on-line simultaneously. It is obviously more engaging for students to work in colorful, bright, computerized applications than through the use of workbook pages. The vignettes described in the text illustrate how students are working in hands on, explorative learning environments and the teacher is able to receive immediate updates about student performance. This will enable the teacher to capitalize upon the "teachable" moment, maximize time on task and provide lessons specifically targeted toward students' needs.
Digital Teaching Platforms Review of Intro and Part 1
The Goonies (Florence, Michelle, Melissa, Mike)
pages 1-12 Introduces Digital Teaching Platforms (DTPs) and the intent of the book: “this book articulates the current state of design and research on DTPs, sets forth principles for evaluating this type of integrated classroom technology, and sketches the likely evolution of this powerful medium for educational improvement” (2). A DTP is a fully implemented system in which “each student and the teacher have a laptop, or some equivalent computational device, connected to a network” (1). A “full-fledged DTP” must do three things: first, it must be a completely realized, fully equipped network. Second, it must provide the content of the curriculum and assessments in digital form. Finally, it must support real-time teacher-directed interaction in the classroom.
The introduction goes on to explain the division of the book into four parts: Framing the innovation, the curriculum content and pedagogy, continuous formative assessment of the student, and an examination of a fully executed DTP.
Part 1, chapter one: Digital Teaching Platforms in the Spectrum of Educational Technologies. Reads a bit like a protracted advertisement for Time To Know - the developer of the first commercial DTP operating at scale (also the company that initiated the conference at Harvard, which was the genesis of this book).
This chapter includes some vignettes that illustrate how a DTP might be utilized in a classroom situation.
(13-24) The editors suggest that the vignettes illustrate that the DTP “keeps the teacher in charge of the lesson, while providing the tools and resources that he needs to ensure that the class runs smoothly”(14). In these scenarios, teachers are able to assign tasks based on interests and capabilities, view progress, make note of difficulties, and go on to design follow-up activities for reinforcement.
The text then goes on to describe three different types of comprehensive products “addressing the teaching and learning enterprise”(14). The three products examined as Course Platform Learning Managements Systems, Course Delivery Learning Management Systems, and Digital Teaching Platforms. DTPs are presented as the product encompassing all the best elements of the other two in that they “provide comprehensive courseware with tools for teachers and students”(16). In other words, a DTP provides content for the course and the ability to add content as well as design and administer assessment. The teacher is able to monitor progress and make instructional decisions based on student responses. Time to Know is presented as the “only commercial example of a comprehensive Digital Teaching Platform”(16). The editors next present some research in regard to the impact of technology on teaching and learning. The majority of studies presented do suggest that student gains are noted when technology is used in the classroom. Two of the studies failed to show that technology was consistently effective. It is suggested that in these situations, technology was not implemented correctly. An additional study suggests that many factors, such as professional development and school culture, influence the success of technology. The editors then note that “Time To Know includes an extensive program of professional development that addresses the pedagogy of the platform as well as the technology” (14).
(25 - 37) On page 25, the authors continue explaining how DTP will function in the classroom through categories such as attention, momentum, space and time, routines and discipline. The strategies suggested did not seem like anything we, as teachers, don’t already do. For example : “The teacher must coordinate the flow of events during class and provide smooth, rapid transitions between activities (Kounin, 1970).
From there, the writers switch to talk about individualization, practice and assessment. The authors discuss research on reading that found that practice and timely feedback are important to developing skills. They also explain the importance of students being about to evaluate their own work, online assessment tools, and individualizing instructions with something like the T2K platform. Again, I felt that main gist of this section was not that different from what teachers are already doing (or trying to, anyway).
On pages 28-29, it is explained how DTP is designed around social constructivist learning. In explaining the constructivist view, the authors explain what it means for the students and teachers. Learners build and grow based on what they already know and their developmental levels. The teacher’s role becomes more of a guide and encourage students to test a variety of ideas. Two features that sound interesting in regards to this are LiveText and The Galley. LiveText in an interactive function for reading and comprehension skills. The Galley is a place where work can be analyzed, displayed and discussed, etc.
Following that, the authors discuss an essay written by Larry Cuban about the adaptation of technology into the classroom. Cuban’s essay explains three scenarios for technology in schools. The first is the technophile, which “predicts that technology will make schools more efficient and therefore more productive” (p. 30). The second is the preservationist, which support the idea that technology should not rule the educational system. The third, named cautious optimists, is a scenario where there are slow and steady implementation of technology and teachers and students learn together.
The rest of this section seems to go into more detail about the topics already introduced like individualization and independence, rapid responses, rigorous practice, etc.
(37 - 51) Chapter 2: This chapter discusses the history of technological integration into educational settings. But more importantly, the editors, Richard and Dede discuss the integration of DTPs and one-on-one laptop initiatives in educational settings, while focusing not only on the pitfalls and challenges inherent in the promotion of the “disruptive” change that occurs, but also discussing the key implementation factors necessary for the success of the program.
A 2010 survey conducted by Project RED of 1,000 schools with one-to-one laptop initiatives revealed that only 33% of schools reported substantial improvement in student performance due to the increased technology (40). The project RED survey identifies the nine key implementation factors that are linked most strongly to educational success:
Integrating technology classes into every class period Implementing change-management leadership by school principals Practicing daily online collaboration by students Integrating technology into the core curriculum at least weekly Performing online formative assessments at least weekly Having a low student-computer ratio Taking frequent virtual field trips Using search engines by students daily Training principals in teacher buy-in, best practices, and technology-transformed learning (41)
The remainder of this chapter is concerned with dissecting the nine factors necessary for the successful implementation of a DTP program or a one-on-one technology program. Each factor is explained in depth, with statistics available for the successful programs compared to the less successful programs -- which is very helpful and informative. The disappointment in this chapter came in the form of the discussion -- or lack thereof -- regarding the pitfalls/challenges of the implementation process. While touting the nine factors necessary for success, the reader is led to believe that the unsuccessful implementation merely has to with the non-implementation of the ‘nine factors.’ What the reader needs to know, and this chapter neglects to expound upon, is the real pitfalls and challenges with the actual use of technology in the classroom with the students.
One part of the reading discussed an essay written in 1993 in the Teachers College Record by Larry Cuban. I found this interesting because we are so far advanced in using technology now in 2012 than at the time the article was written. In his article, Cuban discussed three scenarios (the technophile, the preservationist, and the cautious optimists) for the future of technological innovation in schools.
The first approach, the technophile, suggested that the computer would eventually replace the teacher. The second approach, the preservationist view, said that the teacher uses the technology to support what they are teaching. The third approach, the cautious optimists, predicted that computers produce gradual changes in teaching.
I agree with the preservationist view. Technology should support the role of the teacher in the classroom. Teachers should use it as a tool, but it should not replace the teacher. "What a teacher does with it is more important than what it is.....The preservationist approach is cautious toward major changes and respects traditional aims for schooling, reinforcing what schools have done for over a century" (pg. 30).
I think that we are fortunate that our schools are familiar with technology and its applications. I believe that digital teaching is important, but I do not think that we need teacher-centered classrooms that focus solely on digital print and learning. Particularly in the primary classroom, there needs to be a fair divide between actual print and digital print. It is great that DTPs provide "anywhere, anytime learning". This is a huge benefit of technology and the digital world. I thought that it was interesting how the article pointed out that "students, teachers and administrators live in a digital world outside the school and that this external reality is having an impact on the classroom". This is so true and thankfully for the most part, we are all on the same page of wanting to be involved.
8 comments:
We read the first part of the book, Opportunities and Challenges of Digital Teaching Platforms by John Richards and Chris Dede. It started off talking about DTP (Digital Teaching Platform) which is a way of teaching interactively using technology. The teacher and the student each have a laptop and there are three different ways of using this in the classrooms.
1) The teacher creates lessons. The students manage and check their own work. There is also interactive interfaces for all people involved. Also, there are specific tools for assessment.
2) Curriculum and assessments are all in digital form.
3) A DTP involves having the teacher be in charge by monitoring work, displaying work, managing different group discussions with large and small group activities.
This is a new way to incorporate technology into the classroom involving interaction, assessment, content, and implementation.
It is so exciting to truly be on the cusp of this digital age for our classrooms! I realize that our older grades have had this capacity for several years now, but I am very excited by the prospect of being able to maximize individualized learning opportunities as we have more computers available for all children to learn on-line simultaneously. It is obviously more engaging for students to work in colorful, bright, computerized applications than through the use of workbook pages. The vignettes described in the text illustrate how students are working in hands on, explorative learning environments and the teacher is able to receive immediate updates about student performance. This will enable the teacher to capitalize upon the "teachable" moment, maximize time on task and provide lessons specifically targeted toward students' needs.
Digital Teaching Platforms Review of Intro and Part 1
The Goonies (Florence, Michelle, Melissa, Mike)
pages 1-12
Introduces Digital Teaching Platforms (DTPs) and the intent of the book: “this book articulates the current state of design and research on DTPs, sets forth principles for evaluating this type of integrated classroom technology, and sketches the likely evolution of this powerful medium for educational improvement” (2). A DTP is a fully implemented system in which “each student and the teacher have a laptop, or some equivalent computational device, connected to a network” (1). A “full-fledged DTP” must do three things: first, it must be a completely realized, fully equipped network. Second, it must provide the content of the curriculum and assessments in digital form. Finally, it must support real-time teacher-directed interaction in the classroom.
The introduction goes on to explain the division of the book into four parts: Framing the innovation, the curriculum content and pedagogy, continuous formative assessment of the student, and an examination of a fully executed DTP.
Part 1, chapter one: Digital Teaching Platforms in the Spectrum of Educational Technologies.
Reads a bit like a protracted advertisement for Time To Know - the developer of the first commercial DTP operating at scale (also the company that initiated the conference at Harvard, which was the genesis of this book).
This chapter includes some vignettes that illustrate how a DTP might be utilized in a classroom situation.
(13-24)
The editors suggest that the vignettes illustrate that the DTP “keeps the teacher in charge of the lesson, while providing the tools and resources that he needs to ensure that the class runs smoothly”(14). In these scenarios, teachers are able to assign tasks based on interests and capabilities, view progress, make note of difficulties, and go on to design follow-up activities for reinforcement.
The text then goes on to describe three different types of comprehensive products “addressing the teaching and learning enterprise”(14). The three products examined as Course Platform Learning Managements Systems, Course Delivery Learning Management Systems, and Digital Teaching Platforms. DTPs are presented as the product encompassing all the best elements of the other two in that they “provide comprehensive courseware with tools for teachers and students”(16). In other words, a DTP provides content for the course and the ability to add content as well as design and administer assessment. The teacher is able to monitor progress and make instructional decisions based on student responses. Time to Know is presented as the “only commercial example of a comprehensive Digital Teaching Platform”(16).
The editors next present some research in regard to the impact of technology on teaching and learning. The majority of studies presented do suggest that student gains are noted when technology is used in the classroom. Two of the studies failed to show that technology was consistently effective. It is suggested that in these situations, technology was not implemented correctly. An additional study suggests that many factors, such as professional development and school culture, influence the success of technology. The editors then note that “Time To Know includes an extensive program of professional development that addresses the pedagogy of the platform as well as the technology” (14).
(25 - 37)
On page 25, the authors continue explaining how DTP will function in the classroom through categories such as attention, momentum, space and time, routines and discipline. The strategies suggested did not seem like anything we, as teachers, don’t already do. For example : “The teacher must coordinate the flow of events during class and provide smooth, rapid transitions between activities (Kounin, 1970).
From there, the writers switch to talk about individualization, practice and assessment. The authors discuss research on reading that found that practice and timely feedback are important to developing skills. They also explain the importance of students being about to evaluate their own work, online assessment tools, and individualizing instructions with something like the T2K platform. Again, I felt that main gist of this section was not that different from what teachers are already doing (or trying to, anyway).
On pages 28-29, it is explained how DTP is designed around social constructivist learning. In explaining the constructivist view, the authors explain what it means for the students and teachers. Learners build and grow based on what they already know and their developmental levels. The teacher’s role becomes more of a guide and encourage students to test a variety of ideas. Two features that sound interesting in regards to this are LiveText and The Galley. LiveText in an interactive function for reading and comprehension skills. The Galley is a place where work can be analyzed, displayed and discussed, etc.
Following that, the authors discuss an essay written by Larry Cuban about the adaptation of technology into the classroom. Cuban’s essay explains three scenarios for technology in schools. The first is the technophile, which “predicts that technology will make schools more efficient and therefore more productive” (p. 30). The second is the preservationist, which support the idea that technology should not rule the educational system. The third, named cautious optimists, is a scenario where there are slow and steady implementation of technology and teachers and students learn together.
The rest of this section seems to go into more detail about the topics already introduced like individualization and independence, rapid responses, rigorous practice, etc.
(37 - 51)
Chapter 2: This chapter discusses the history of technological integration into educational settings. But more importantly, the editors, Richard and Dede discuss the integration of DTPs and one-on-one laptop initiatives in educational settings, while focusing not only on the pitfalls and challenges inherent in the promotion of the “disruptive” change that occurs, but also discussing the key implementation factors necessary for the success of the program.
A 2010 survey conducted by Project RED of 1,000 schools with one-to-one laptop initiatives revealed that only 33% of schools reported substantial improvement in student performance due to the increased technology (40). The project RED survey identifies the nine key implementation factors that are linked most strongly to educational success:
Integrating technology classes into every class period
Implementing change-management leadership by school principals
Practicing daily online collaboration by students
Integrating technology into the core curriculum at least weekly
Performing online formative assessments at least weekly
Having a low student-computer ratio
Taking frequent virtual field trips
Using search engines by students daily
Training principals in teacher buy-in, best practices, and technology-transformed learning
(41)
The remainder of this chapter is concerned with dissecting the nine factors necessary for the successful implementation of a DTP program or a one-on-one technology program. Each factor is explained in depth, with statistics available for the successful programs compared to the less successful programs -- which is very helpful and informative. The disappointment in this chapter came in the form of the discussion -- or lack thereof -- regarding the pitfalls/challenges of the implementation process. While touting the nine factors necessary for success, the reader is led to believe that the unsuccessful implementation merely has to with the non-implementation of the ‘nine factors.’ What the reader needs to know, and this chapter neglects to expound upon, is the real pitfalls and challenges with the actual use of technology in the classroom with the students.
One part of the reading discussed an essay written in 1993 in the Teachers College Record by Larry Cuban. I found this interesting because we are so far advanced in using technology now in 2012 than at the time the article was written. In his article, Cuban discussed three scenarios (the technophile, the preservationist, and the cautious optimists) for the future of technological innovation in schools.
The first approach, the technophile, suggested that the computer would eventually replace the teacher. The second approach, the preservationist view, said that the teacher uses the technology to support what they are teaching. The third approach, the cautious optimists, predicted that computers produce gradual changes in teaching.
I agree with the preservationist view. Technology should support the role of the teacher in the classroom. Teachers should use it as a tool, but it should not replace the teacher. "What a teacher does with it is more important than what it is.....The preservationist approach is cautious toward major changes and respects traditional aims for schooling, reinforcing what schools have done for over a century" (pg. 30).
I think that we are fortunate that our schools are familiar with technology and its applications. I believe that digital teaching is important, but I do not think that we need teacher-centered classrooms that focus solely on digital print and learning. Particularly in the primary classroom, there needs to be a fair divide between actual print and digital print. It is great that DTPs provide "anywhere, anytime learning". This is a huge benefit of technology and the digital world. I thought that it was interesting how the article pointed out that "students, teachers and administrators live in a digital world outside the school and that this external reality is having an impact on the classroom". This is so true and thankfully for the most part, we are all on the same page of wanting to be involved.
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