Two Types of Presentations

In my recent book Efficacious Technology Management, which I published under a Creative  Commons license (you can find it here), I began a section with the paragraph: “Data” has been widely, but imprecisely, used in education for most of the 21st century. Data-driven educators make decisions based on information they have gathered about their students’ […]

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 […]

Cold Closure in #edtech Repairs

To avoid wasting instructional time preparing to use technology that may or may not be functioning, teachers are likely to avoid those devices that are malfunctioning (or even rumored to be malfunctioning) until they are assured they have been repaired. When a help ticket has been fixed, the technician closes it, then moves on to […]

On the Need for Translators in #edtech

I am of the option, that effective educational technology must be appropriately, properly, and reasonably configured. I am also of the opinion that the individual who can make decisions in all three domains of educational technology is exceedingly rare. (Most who claim they can do it are mistaken.) Fundamentally, technology professionals and education professionals understand […]

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, […]

What the Tofflers Wrote About Rates of Change

In 2006, futurists Alvin Toffler and Heidi Toffler captured the relative speed of change throughout society with this scale: businesses appear to be adopting new information technologies and adapting to them at 100 miles per hour, with other organizations (such as professional organizations and non-governmental organizations) moving almost as quickly; families in the United States […]

Semiotic Democracy

Palfrey and Gasser (2016) used the term semiotic democracy to describe the effects of participatory content creation on society. They observed, “any citizen with the skills, time, and access to digital technologies to do so may reinterpret and reshape the stories of the day” (p. 233). It appears high school students are providing us with […]

Frameworks Defined

A continuum can be created with educational scholars placed at one extreme and educators at the other; educational theory is placed on the extreme with scholars and models of instruction are placed on the extreme with practitioners. Between these two extremes, there exists a gap that must be filled if instruction is to be informed […]

Progressive Discourse

As a wicked problem, the process of education—and thus the planning for education—appears different depending on many personal and societal factors that influences one’s perspective. (Stakeholder groups are commonly identified to categorize those with different perspectives on education; but that does not capture the individualized nature of one’s perspective, nor does the term recognize the […]

Theory in Planning

In the vernacular, “theory” is associated with ideas that are incomplete or not necessarily true. Among educators, and other pragmatic professionals such as technologists, theory is often associated with unrealistic or idealistic thinking that has little connection to her or his work The interpretations of theory are unfortunate, however, as theory can inform and focus […]