Proficiency-Based Education

Teachers know “proficiencies” are coming to dominate as the buzzword that is attracting the attention of educational leaders and policy makers. (Some might characterize this as a distraction of attention from important issues an needs, but I will proceed without comment on that speculation.) One of the disputes I have with how this is being […]

Cognitive Load Theory

This post complements this earlier one on The Lens of Cognitive Load Theory While technology acceptance is a theory that can explain and predict the decision to use a technology, cognitive load theory (Sweller, Ayres, & Kalyuga, 2011) (CLT) predicts and explains technology use once it has been adopted. CLT is based on the assumption […]

The Self-Driven Child

In private conversations for several years, I have been promoting “Ackerman’s Theory of Control.” My informal theory can be summarized as “people (children included) need to control something in their lives… if they don’t feel in control, they will take control of something.” My theory emerged out of years of working with children, and finding […]

#OER and #STEM

Educators are well-known for being easily distracted–we adopt a “new” or “innovative” method or strategy or tool for teaching, and we become strong advocates for it until the next innovation arrives. (In recent months, I have collected recollections of colleagues whose memories support the conclusion that some of us have been using these methods consistently […]

Four Prepositions Framing #edtech

When we think about computers and information technology (ICT), and the models that educators have developed to use ICT in classrooms, it seems we can capture the nature of students’ and teachers’ interaction with it with four prepositions. Each is described and illustrated in this post. Teaching about computers- When computers first arrived in schools, […]