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Date of publication: 2017-09-05 08:02

Ah, yes, you re right! My apologies. I had somehow read the first post, but then must have searched carelessly to find the second one, which I hadn t read. (Technology amplifies our capacity to do stupid things in haste.) We are in agreement. Sorry! Maybe ETD will let me edit that bit.

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As evidence ability
MY COMMENT: And precisely, one of the many contributions using ICT in classrooms is help students develop their cognitive skills.

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Looking at India, things seem especially bleak:

India has one of the lowest teacher-student ratios: Expert
http:///india/India-ha

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You don t seem to object to reading and writing that involves technology. You are for teachers lecturing in a classroom a classroom is a designed technology. You are against technology in schools , even though schools, too, are designed technologies. As I ve even argued, teaching itself is a technology: http:///7565/56/76/teachin

Reality: Maybe a little bit at first. But, the novelty factor of most technologies quickly wears off, and those which don’t tend to turn viewers into zombies rather than engaged learners.
In addition, this comment is a real insult to good teachers everywhere. Good teachers are exactly those who can engage students creatively, regardless of the aids available to them. Technology might amplify the impact of good teachers, but it won’t fix bad teaching.

Huzzah, Matt! I completely agree w/your last statement. And that kind of thinking is exactly what led me to tweet: When designing an #ICT9D intervention, the fidelity of your underlying models/frameworks & assumptions is critical to success.

This debate is conducted in a luxurious context: its called online. The vast majority of people who would state their desire here for putting technology into their schools currently don t have access to the technology to say so.

Reality: All of that may be true, but without directed motivation of the student, no sustained learning actually happens, with or without technology. Good teachers are interactive, adaptive, constructivist, student-centered, and capable of EFotM, but on top of all of that, they are also capable of something that no technology for the foreseeable future can do: generate ongoing motivation in students. If education only required an interactive, adaptive, constructivist, student-centered, EFotM medium, then the combination of an Erector Set and an encyclopedia ought to be sufficient for education.

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