July 18, 2014
The overall mission of any educational institution is (or should be) to provide students with the help and support they need while at the institution in order to succeed so they can continue to succeed after they graduate.
My philosophy regarding technology and education is that the desired end result is not merely the use of technology; rather it is that faculty, administrators and students use technology in ways that contribute to the success of all constituents.
In the past, common practice (at least with educational technology) separated the “how” from the “why”. Often, we trained people how to use computers and software but did not include messages about why using technology was important in achieving goals. Even more detrimental was the practice of purchasing technology without also investing in training and expecting it to be used. My hope is that educational leaders now view technology as a key component of accomplishing our goals, take time to convey their views to others, and commit resources to help people use it.
In my long-range vision, I see faculty, administrators, and students:
- using hardware and software that is adaptable, comprehensive in capabilities, user-friendly and provides the best value for its cost
- discovering new ways to use current technology and sharing ideas about new technology
- collaborating locally and globally with others through the use of technology
- understanding the systems and the data and using that data to make informed decisions
- using technology in almost every task; its use is commonplace and its value is unquestioned
My main objective is to bring that vision into a reality and here’s why:
My work and work-life is important to me. I endeavor to truly enjoy what I do at work. I have tremendous respect for my co-workers. I want to be a resource for them and to be perceived as approachable and “end-user level” friendly. I value our shared investigation, analysis, creativity, out-of-the-box thinking, collaboration and fun. I hope to inspire my co-workers to embrace these things too.
Kelly Walsh gathered a variety of videos on the subject. Check them out!
August 2, 2014
The article, ““At-Risk” Adolescents: Redefining Competence Through the Multiliteracies of Intermediality, Visual Arts, and Representation”, by David O’Brien supports my belief that American education system has largely ignored and discriminated against students who learn best by doing. Students who can only learn by doing suffer even worse. But, thankfully, the Internet and resources held therein provide many more choices of information delivery and degrees in complexity.
My experience with kids and adults supplies me with prime anecdotal evidence; I know people who can take apart an item made with high complexity, fix it, and then put it back together by following a series of images. And they can repeat the operation again without referring to the images. And they can extrapolate what they learned, make changes, and apply it to other things. But they can’t do the same when the learning is initiated and maintained in text. The end result of hands-on learning is evident: the student has used higher order thinking skills to analyze, synthesise, and evaluate what they have learned. Isn’t that the goal of education?
The title of the article, “Why not all American youth should go to college”, is misleading since it wraps up by highlighting a community college system that is working to address the need of such youth but the economist, Robert Lerman, provides solid reasons why education needs to incorporate the use of technology into curriculum and how to do it.