What is it that draws us to Technology? As an educator, I find it interesting that while we have a theory of how people adopt technology (the innovation adoption curve of Rogers), we still don’t know why. Rogers’ curve says that there are five levels of adoption: Innovators, Early Adopters, Early Majority, Late Majority, and … Continue reading Technology vs Learning Adoption
During the World War Two era, there was a condition known as battle fatigue. It dealt with warriors who had been constantly bombarded with battle conditions for so long that they started having difficulty in coping with day-to-day activities. The symptoms were irritability, anger, depression, mood swings, and so forth. Now days it’s referred to … Continue reading Classroom Fatigue
How many times have you been reading on social media and seen the acronym SMHL wondering what it stands for? It means “shake my head laughing” and it is something I quietly do regularly at my job. You see, I help teachers design their lessons in order to increase engagement. While I am not laughing … Continue reading Inherent problems with the conceptual understanding of SAMR
Have you ever gone to an elegant restaurant where they have fancy place settings and wondered how people eat off of them? What is this fork for? Why do I have multiple knives? Are these for decoration or eating? And so forth … Well educational curriculum can be thought of in the same way. Most … Continue reading What’s for dinner tonight?
When does the content we as teachers know start to decay? If I were to think of academic content as a rock and society as water, I could draw a great many comparisons. Academic content, like rocks have three choices when they face water.Choice 1: Rocks can sit in one place with no moving water … Continue reading Content Decay
As a teacher, I know that failure teaches more than success. And yet, by failure, I don’t mean an urbanized understanding of a letter grade. I mean the risk taking and attempts made by a student to solve the riddle that the teacher has produced. This in many ways mirrors a Koan. A Koan, through … Continue reading Elegant Failure
Does this sound like an archaic riddle to you? If so, you might not be alone. However, having the answers to every question means no real growth. Questions are what spark a desire for us to find an answer. Have you ever been compelled to answer questions that just sits there nagging at the back … Continue reading When is a question not a question?
I've noticed that students have an overwhelming desire to be engaged. Similar to what Jane Mcgonigal said in her book, Reality is Broken, students will go out of their way to be engaged. I think students are playing a game that we just haven't figure out the rules for yet. Students are willing to work, … Continue reading Filling a Need
As I go through instructional objectives, professional development ideas, and learning theories, I often wonder about the application of the materials presented. When does the “rubber meet the road?” I think that there are a few of us out there that thrive on the idea that it is our job to problem solve those practical … Continue reading When Ideology meets Practicality
I sat around talking to students once, asking them why they came to school. The most frequent response was because they had to. The ones who wanted to come then struck me as odd. So I asked them why. Their responses focused around some teacher that they had some connection with, because they “made” learning … Continue reading Inspiring Students to Learn