PILOTed

Should We Let Pedagogy Die?

Pedagogy is the way we teach kids.

Pedagogy focuses on the methods that bring content to students effectively so that they learn it.

In 1980 Malcolm Knowles acknowledged that pedagogy was not enough when we wanted adults to learn:

1. Adults need to have agency in their instruction.
2. Adults need to be able to try things and make mistakes.
3. Adults need to see the relevance of instruction.
4. Adult learning should be about solving problems not providing information.

He coined the term Androgogy for the methods used so that adults can learn. Don’t these apply to children? Do you think children learn better when they have agency, create and learn by doing, need to see relevance, and learn while solving problems they care about?

In the last few years, learning scientists are starting to realize that even Androgogy may not go far enough.

Heutogogy is self determined learning.

In Pedagogy, what and how you learn is determined for you. In Androgogy, what and how you lean is determined with you. In Heutogogy what and how you learn is determined by you.

Pedagogy is thus a top-down approach. Creating a great textbook or an effective lecture are examples of Pedagogy.

Androgogy is a joint approach to learning, with an authority guiding and nudging a learner. Problem-based learning is often Androgogy, often with an instructor selecting certain aspects of projects, and working with the learner(s) to select other aspects.

Heutogogy is learner driven. The learner may research content, and may consult and be guided by experts. But what to learn and what to do are ultimately decided by the learner herself.

There are a growing number of instances where Heutogogy has been deployed. Here are two.

Elinor Vettraino is Programme Director and Head Coach at Aston University in Scotland. In the UK, University is three years. In her program, year one students come in, and she tells them, you are going to form groups of 4-6 students. Each group is responsible for creating a sustainable business. In operating and sustaining the business your group needs to determine what you want to learn from your three years here, and you all are responsible for making sure each of you learns what you came her for. The financial goal for the business is to pay for the group to take a six-month around the world trip at the end of the three years. Dr. Vettraino is one of the founders of the online Team Learning Community which is a community of practice to support this type of learning worldwide.

Don Wettrick is an educator in Indianapolis. He has been teaching using heutogical methods in high school. On day one, students come into his class. He shows them the learning standards that Indiana requires for the course. He then instructs the students: Here is what the state is requiring you to learn this year. In the next day come up with a project that will benefit the school or community that will start teaching you at least some of these standards. On Friday, you will have a chance to present to me what you will be attempting, what it will teach you, and how you will assess whether you have learned it. Let me know if you have any questions. As the year progresses, the projects become more ambitious. If you want to find out what his students have done, or, even  better, if you want to support his students, take a look at his website STARTedUp.

Androgogy and Heutogogy are two learning models with demonstrably better outcomes than the didactic pedagogy we routinely apply. Isn’t it time we put pedagogy out to pasture?

Thank you Creative Bravery Festival for introducing me to Dr. Vettraino and reintroducing me to Heutogogy. Image was developed by Dr. Vettraino.

Flexible Pedagogy Post Covid-19, a White Paper

Going into the Covid-19 shutdown, US schools probably couldn’t have been more unprepared to deliver online, remote, or blended instruction. Look at what we did.

Teachers taught through “classroom management” and assessed through tests that are easy to grade but which do not test the things that we care about the most.

We rewarded students for, and punished them for not, complying and following instructions rather than inspiring them through intrinsic motivation.

And then we closed the schools and told the teachers to deal with it and cover the same material for the rest of the school year while 20-50% of their students do not have access to online classes or materials and none are used to having to learn on their own without a teacher hovering over them.

And then we let the teachers know that next year they may or may not be teaching in classrooms, may or may not have a similar class schedule as they have in the past, their students may or may not have access to technology, their students will probably not have learned as much in the previous year as they have in the past, but that they are still responsible for teaching all next year’s content.

And yet, somehow, it just may be possible that, at the end of next school year, students could even be ahead of where they would normally be. Sancha Gray, Superintendent of Asbury Park, NJ calls this a probletunity. That’s what we have now, a probletunity.

We’ve known for years that the way we educate was suboptimal, but there has been no impetus to make the gut wrenching changes needed. Now the “opportunity” has been thrust upon us. We all know we want personalization, student agency, better ways to assess learning, more authentic learning experiences, attention to the whole child and cultivate foundational skills and competencies such as the 4C’s (collaboration, communication, creative thinking, critical reasoning).

It’s time to invent the future.

Here's my vision.

New Hampshire #EdTech Highlights

This last week I attended the New Hampshire Christa McAuliffe Technology Conference (CMTC) for the first time.

The biggest highlight of the conference was the opportunity to attend Kathleen McClaskey’s session on personalizing learning. But before recapping what was so spectacular about that presentation, here were some other highlights:

• 11-year old Olivia Van Ledtje’s keynote on what today’s kids expect from school, and how we can apply that to teaching.
• Pernille Ripp’s keynote, making points like:
  • How is it that we educators turn off so many students?
  • If you can predict who will do well in your class by their race of financial situation, something has to change
  • When we take away the ability to make choices from students, we are teaching them to be helpless
• Standing room only for Digital Storytelling Throughout the Curriculum
• Apple Education's Session on Engaged Instruction using Augmented Reality that featured 3DBear
• Great ideas from the roundtable discussion on Promoting Student Civic Engagement that tie activities to learning goals.

What made Kathleen’s session stand out from all that?

In less than an hour, Kathleen gave us all a clear, easy to follow roadmap, on how to reach EVERY SINGLE STUDENT. I can’t fully do her presentation justice, but…

It all boils down to

1. helping every student create their learner profile on how they access information, what engages them, and how they express themself. For each, where are they strong, what are their challenges, and what are their preferences and needs.
2. Guiding students through creating a personal learning backpack and then a personal learning plan based on their profile
3. Revisiting the plan with the students to monitor process and commitment and to continue to allow the students agency

Here is an example Kathleen used based on what a student might complete for how they express themself:

You can see how a student can take ownership of their learning, and how that would motivate them to progress.

Kathleen’s presentation made the process crystal clear, and it is also explained on the Make Learning Personal website. I highly recommend getting hold of the book.

Perception

Let's start with three figures, an emoticon image, an image of a grown woman, and an image of a sheep, and put them together in the same frame.

 

As you look at the three figures, what's the story?

Here is a slightly different frame with an adult, a different emoticon, and the sheep image rotated about 90 degrees:

 

Different story, right? 

The fact is, there is no story except for what you've made up in your head. It's just a picture with three images each time.

Now look at two different ways to combine these two short videos:

First version:

 

And second version:

 

Your brain worked a little harder to come up with these stories, one with a happy ending and one with a sad one. Actually, there is no "ending"; it's just mixing the same two videos by reversing the sequence.

Okay, one final video:

 

Boy starts out happy with his teacher (or his mom, or his older sister, we really don't know that there's any relationship, that's just our brains looking for meaning) and his pet sheep. The sheep gets sick; in fact it looks like the sheep is going to die and the boy is very upset. The sheep is healed and the boy is happy again.

The human mind is a story making machine. We can't help but put together events, related or not, and create stories. 

It's not a fact that there is a sad or happy boy and that he's sad or happy about his sheep while his teacher is watching. The facts are that there are three 3D object files that were placed together in two slightly different scenes and recorded (using the 3DBear augmented reality app) and then those two videos were mashed together using iMovie.

As adults, we need to be able to separate the stories that our mind constructs from the facts or data that exist. When the stories are helpful, we can use them. Even when they are helpful, we should question them to see what angles we are missing.

We should be teaching our children these skills as well. And we'll be exploring similar issues on two upcoming live Edchat Interactives: Diverse Tools for Diverse Readers on October 29 and Unleashing the Power of Storytelling Across the Curriculum on November 5.

If students had more grit, they would succeed

If kids had more grit, if they persevered and just tried harder, then they would all succeed.

That assumption is probably one of the ten most harmful beliefs we can have if we want to help students.

Let’s look at our own grit and perseverance, the ways we let ourselves off the hook, and then the tricks and tips to overcome them to succeed.

What stops us from doing the things we know we should be doing

Here are seven common barriers we all face.

1. We tell ourselves we can do something tomorrow so we do not have to do it today.
2. We feel uneasy or uncomfortable, and so we retreat to areas where we are more comfortable, or we feel physical pain, so we stop.
3. The results we anticipate do not appear, so we stop.
4. We are already overloaded with stressors and do not or cannot devote the mental energy required to succeed.
5. We do not have the skills or resources to succeed at this time.
6. We do not look for lessons that will help us succeed next time; we just move on.
7. We are not vested in the process or the goals.

We have all encountered every one of these right? And just putting our heads down and working harder or longer rarely, if ever, has helped us overcome them. What do we know about how to cope with these barriers?

We tell ourselves we can do something tomorrow so we do not have to do it today.

One trick to overcome this obstacle is to remember times when we’ve had those thoughts before but continued anyhow. Remember how you felt when you continued and succeeded, and then use those successes to motivate yourself to take the first or next step in what you know you should be doing now.

We feel uneasy or uncomfortable, and so we retreat to areas where we are more comfortable, or we feel physical pain, so we stop.

How do we succeed anyhow?

Acknowledge that the feeling of being uneasy and uncomfortable is part of growing, learning and succeeded. You probably always feel that when you attempt something new. Acknowledge that the feeling is temporary and that you will emerge stronger and more capable on the other side. Focus your attention on the results and enjoy our ability to pass through some unease or pain on the way to achieving what we set out to achieve.

The results we anticipate do not appear, so we stop.

In almost any complicated or complex problem, the thing we try first is almost never going to succeed. It may take 3, 5, 10 or more iterations before we come up with whatever works.

Go into any substantial task with the mindset that your first actions are not going to immediately succeed, but that they will lead to eventual winning strategies. Use your first actions, not as signs of success or failure, but as probes to guide your future attempts. It’s not deciding that you are going to power on, it’s starting off understanding that you are going to learn as you go.

We are already overloaded with stressors and do not or cannot devote the mental energy required to succeed.

If Serena Williams is going into a tennis match thinking about how her daughter is going to be fed or if someone will change her diaper or put her to be on time, she’s not going to win very many matches.

You can learn techniques to increase mindfulness and focus, but we all also need to address the lower levels of Maslow’s Hierarchy. We need to know that our physical needs, our safety, and our social belonging are solved before embarking on growth activities.

We do not have the skills or resources to succeed at this time.

In many cases, we can learn to learn as we proceed, and we can adjust our resources as we learn what we need, just as described in the paragraph about not seeing immediate results, above.

You also need to plan: there are resources that are going to be on the critical path; make sure you have or have access to them. We can’t learn physics if we have no content or instructional materials; we cannot access online materials if we don’t have Internet access; and we can’t build an addition to our house, if we don’t have building materials.

We do not look for lessons that will help us succeed next time; we just move on.

We’ve all learned that feedback and reflection are critical to ongoing success. Some of the more popular methods go by the names Agile, Scrum, Kanban, Lean and OODA Loop methodologies.

Pick one or more of these strategies to sharpen your abilities to prepare to iterate, amass relevant data for feedback, analyze results and methods, and devise new approaches.

We are not vested in the process or the goals.

Here’s an interesting experiment. Say to yourself, “I have to take out the garbage today.” Now say to yourself, “I get to take out the garbage today.” Just that little adjustment can do wonders to change attitudes. After all, taking out the garbage really is a choice, and it allows you to keep your residence as something you want to live in.

The other side of the coin is that we all feel more vested and more motivated if we believe we are contributed to choosing what we are about to do. When we have agency, we are more likely to persevere and exert greater effort.

Develop internal tricks, like the one above. Also, ensure there are system-wide channels that can establish agency for yourself and other actors, users, or participants who are participating in working toward  a common goal.

Back to the Students

The seven items listed above are not exhaustive, there are myriad other factors that get in the way of our success, but let’s apply these seven to our students:

1. Students procrastinate, putting off until tomorrow what they should be doing today.
2. Students are uncomfortable with new activities, so they retreat to actions where they are more comfortable or just stop.
3. Students do not do well, so they stop.
4. Students are already overloaded with stressors and do not or cannot devote the mental energy required to succeed.
5. Students do not have the skills or resources to succeed at this time.
6. Students do not look for feedback on how to succeed next time; so they just move on to other things.
7. Students are not vested in the process or the goals.

Just as we should be helping ourselves overcome obstacles, we should be working with students teaching them how to overcome these obstacles. Telling them to “work harder” or “stick with it” just won’t cut it.

Writing by the numbers

123-345

One

Every piece you write should have one point. Whether you are trying to persuade, sell, instruct, or entertain, what is the one thing you want people to get?

Two

The human brain is designed to make choices from two alternatives. Good/bad. Painful/Pleasurable. Happy/Sad.

Use that in your writing. Provide two choices.

Three

The human brain is also designed to regard the number three as complete. Find a way to describe or justify your main point or your favored choice with three vignettes or supporting facts.

Three again

We have three dominant senses, visual, auditory, and kinesthetic. People remember ideas much better when you describe or present them using all three senses. Stories you tell need to involve all three senses.

Four

Four or more items makes something complicated. If you are describing a before condition or something that needs to be changed or some competitive alternative, make it seem complicated.

Five

People can hold five thoughts or facts in active memory. No more than five. Some of those five might be taken up by things that are extraneous to whatever you are describing. Do not present item after item. Give your audience a way to consolidate elements into some more general thought. For example, if you wanted to present six different tips for writing, you might call it Writing by the numbers and give a memory tool like 123345.

If you find this helpful and interesting, there are other helpful and interesting things you can learn from some of the upcoming Edchat Interactive webinars.

CoSN 2019 Recap

Foto from Art Poskanzer, Flickr

What do you think when you see these pictures of old classrooms, with the chairs aligned in rows, and some phrase like, “every sector of society has changed dramatically since the 19^th century except one, education”?

Simplistic, right?

I do often wonder, though, what’s wrong with rows of chairs in a classroom? Is there really anything to learning space design?

Well, I just found out that, yes, there is. Learning space design can facilitate effective learning and teaching practices, just like great kitchen design can facilitate effective cooking.

I learned this by facilitating a learning space design workshop with Randy Fielding this past week at the CoSN national conference.

Great learning space design starts with an understanding of effective pedagogy, just like great kitchen design begins with an understanding of food preparation.

We know that real effective pedagogy requires flexibility. There is a time for real world, authentic, relationship-based learning. There is a time for didactic instruction. There are times for group work. There are times for individual reflection. And there are times for whole class instruction.

Randy walked us through methods for balancing specialized spaces with flexible spaces, allowing for both watching and doing, and for watchers to feel part of a learning process. While a final design requires a trained professional like Randy, first approximations and refinements are within the domain of any educator just by keeping the ends in mind:

• What are the different methods of learning and doing that you want to employ in the space?
• How do you allow for effective movement?
• What output and sharing mechanisms are you going to encourage (LED screens, tablets, flipcharts, etc.)
• What else can the space be used for?
• How do you make the space welcoming?

You may be wondering, what was my role in “facilitating” the workshop? For the final 45 minutes, participants had the chance to do their own redesign of the existing space in Augmented Reality using the 3DBear app. 3DBear has collections for library design, learning space design, and room design. Providing a hand-on activity right after or as part of instruction is an especially powerful and engaging teaching technique. In fact, allowing students a voice in designing their own space provides an exciting exercise in design thinking and student voice.

Ah, but what is good pedagogy?

Heidi Backman is the superintendent of Kaunianen (it rhymes with Coney Island) Finland. You may know that Finland was determined to be the happiest country in the world. Kaunianen is reported to be the happiest city in Finland, and the root causes, according to the to article, are the community and school educational and enrichment activities that run under Heidi’s domain.

Heidi listed her the prime reasons for success:

• Establish a spirit of interpersonal trust within the organization and throughout the community
• High quality teacher education
• Maintain stability, with strategic objectives achieved through step by step reforms
• Maintain a social mission, with an emphasis on equity: no big differences between schools, no big differences in opportunities to different segments of the population
• Focus on learning, not testing, and understand that learning does not mean instructional time, learning means learning

There was a fascinating interchange during Heidi’s session at CoSN.

A US district administrator asked, “Can you share with us some of your failures, some of the things you’ve tried that have failed.”

The Finnish answer, after a long pause to think, “No, I don’t think so, because we don’t measure things by success or failure. We do things to gain feedback, so that we can observe, measure, and improve. Everything we’ve done has given us feedback to improve. We just don’t think of our initiatives that way.”

Interesting food for thought, right?

The scene at CoSN. No one seems worried about the Pterodactyl.

Transforming West Africa

I just finished a week in Niger teaching African Development Universalis (ADU) students “Sensemaking, Problem Solving, and Achieving Success”

This was one of the most rewarding weeks of my life.

I got to spend 4 days with sixty 21-23 year old young adults (2 2-day classes of 30 students each). Understand that only about 2% of students in Niger get to attend university, so these are all individuals who have demonstrated a capacity of scholarship and leadership.

The newly founded ADU will have its first graduating class next year. ADU has a mission of providing young adults with the tools they need to be successful and transform the country. You may have noticed “Universalis” instead of University in the name. One thinks of Universities providing courses in specific disciplines in order to graduate students who are knowledgeable in those content areas. ADU chose the Latin Universalis because it means universal as ADU’s mission includes whole person learning. While students may take some traditional courses in literature, economics, computer science, etc. ADU will often interrupt classes for days to focus students on life skills. They invite specialists around the world to come and teach 1-2 day classes based on their areas of expertise. Students intern at outside organizations. They have trips to NGO’s, company, and government facilities to assist in projects that are national priorities. It is a unique experience.

I presented the “Sensemaking, Problem Solving, and Achieving Success” course in English. Niger is a French speaking country, and none of the students has ever been to an English speaking one. They all already speak two languages, the language of their ethnic community and French. English is their third or fourth language. Imagine taking a 2-day course in a language where you had never heard a native speaker. That’s what they did.

If you are not familiar with Niger, let me give you a little background. It is part of Francophone (French speaking) Africa, and has been an independent country since 1960. The country has traditionally relied on agriculture, but the desertification of Africa means that about 2/3 of the county is now arid desert, and in the rest, what used to be a 6-month wet/growing season is now only 3 months. The country has very few natural resources, some uranium, which France used to buy, but now with the reduction of nuclear reactors the price of uranium has dropped through the floor. Oil was discovered about 10 years ago, but the oil revenues from China, which locked up all the oil deliveries, do not seem to be making it into the Nigerien economy. Put that together with the fact that Niger has the fastest growing population in the world (the average woman having about 8 children), and also that Niger is landlocked, and you have a recipe for poverty. Niger has an annual per capita average income of $500. Yes, the average family earns $500 per YEAR.

The roads are mostly packed sand, and are congested with cars, motorcycles, camels, donkey carts, hand carts, and a few bicycles. Traffic in the city is sometimes stopped while a herd of cattle or sheep cross.

The daily temperature highs are about 90 degrees in February, but they spike to 110 degrees in March to May.

The Nigerien targeted national development sectors are energy, agriculture, and education. China is looking at Niger as one of their openings for Africa. They are pouring more than $750 million a year into projects. Niger is very strategic for the US as it is close to so many hotbeds of terrorism and the US has multiple military bases in the country. Of course, with China pouring so much money into the economy, one wonders what the future will bring. The US government has approved money for projects in the developing world, but so far, any meaningful distribution of US aid, investment, or lending to Niger is barely in the discussion stage.

With this backdrop, the students who are attending ADU are going to be the people who are going to be charged with moving the Nigerien society and economy forward. These are the young adults who are being prepared to start, lead, and manage the government, NGO, and corporate organizations.

And they seem eager for the task.

Since a portion of the class is about problem solving, an opening exercise was to ask each student to write down two things they wanted to change and what they wanted to learn in order to change them, and then we shared them with the class.

The answers that came back were

• making sure everyone earns a livable wage
• improving the education system so everyone has the opportunity to attend and learn
• becoming self-sufficient with energy and especially sustainable energy
• eliminating corruption
• eliminating starvation
• creating a healthcare system that works for everyone
• inspiring people to become engaged in doing a good job instead of passively doing the minimum they could get away with
• ensuring the equality of everyone so that no one is discriminated against.

These students are not primarily thinking about, “what’s in it for me”, they are expecting that they will carry the Nigerien society and economy on their backs.

The purpose of “Sensemaking, Problem Solving, and Achieving Success” was to show them how to do that.

Day 1 started off with practical examples where students learned that their own mindset skewed their understanding or sensemaking of specific situations; they practiced changing their way of thinking to see how that changed the way they approached problems, and discussed how to apply that to problems they were facing.

We next covered how the human mind creates patterns and then stories, how those patterns and stories were only one view of any situation, and how the students could ensure they were not trapped into acting based on a single mindset. They learned how to access diverse mindsets and avoid hidden assumptions and avoidable surprises.

The last major topic of the first day dealt with a framework for classifying problems. Since virtually any change they wanted to make involved people, and problems involving people involve solutions that emerge over time, they learned the value of preparation, diversity, and iteration, and we started working on strategies for how to initiate and lead change under those conditions.

Day 2 focused on techniques for managing change in complex adaptive systems, in other words, practically any situation that involves people:

• how to prepare to iterate,
• how to dominate and coopt those who will inevitable oppose you,
• how to create options
• how to build an organization with can thrive under change, ambiguity, and uncertainty
• how to build consensus and enroll those who previously opposed you

We ended when the students described, based on their initial challenges that they presented at the beginning of day 1, how their approaches to their own challenge were going to change, how they could build a team and organization to support the changes they envision, and how they could succeed in overcoming obstacles.

It was so incredibly exciting to see the enthusiasm and transformation. The future is unpredictable. And these students are eager to embrace it.

 

If you would like to support ADU in their mission to mold the generation that is going to drive West Africa forward, please go to https://ilimi.org/donate/

Here is the announcement of the course at ADU:

Here are some of the students who participated in the two classes:

The students actively participated in the class. Here one student leads the class in a discussion of challenges and accomplishments.

Friday evening is a time for celebration. Here we all are dancing.

At the end, we looked at our future over the Niger River

Conclusions from How People Learn

The National Academies of Sciences Engineering and Medicine have released How People Learn II: Learners, Contexts, and Cultures. This is a 350 page report based on decades of research. Below are, word for word, four (out of a total of 17) conclusions in the report, which can be purchased or accessed as PDF here.

If you are interested in education, you have to read this book.

CONCLUSION 2-1: Each learner develops a unique array of knowledge and cognitive resources in the course of life that are molded by the interplay of that learner’s cultural, social, cognitive, and biological contexts. Understanding the developmental, cultural, contextual, and historical diversity of learners is central to understanding how people learn.

CONCLUSION 4-1: Successful learning requires coordination of multiple cognitive processes that involve different networks in the brain. In order to coordinate these processes, an individual needs to be able to monitor and regulate his own learning. The ability to monitor and regulate learning changes over the life span and can be improved through interventions.

CONCLUSION 6-2: Educators may support learners’ motivation by attending to their engagement, persistence, and performance by:

• helping them to set desired learning goals and appropriately challenging goals for performance;
• creating learning experiences that they value;
• supporting their sense of control and autonomy;
• developing their sense of competency by helping them to recognize, monitor, and strategize about their learning progress; and
• creating an emotionally supportive and nonthreatening learning environment where learners feel safe and valued.

CONCLUSION 8-2: Effective use of technologies in formal education and training requires careful planning for implementation that addresses factors known to affect learning. These factors include alignment of the technology with learning goals, provision of professional development and other supports for instructors and learners, and equitable access to the technology. Ongoing assessment of student learning and evaluation of implementation are critical to ensuring that a particular use of technology is optimal and to identifying needed improvements.

The research and conclusions from this book are right in line with our online discussion December 17: A Brief History of the Future of Education, led by FETC speaker Ryan Schaaf. Please register and join us.

 

Technology has no effect on student achievement

When you introduce technology into the classroom, and hold learning content, instructional practice, assessment experiences, and professional development constant, you actually hold back learning; students learn less in one year than they learned without the technology. This has been reported in numerous studies, including John Hattie’s Visible Learning.

However when digital tools are leveraged “to enhance highly reliable instructional and learning strategies”, students have been observed learning four years of material in one year. The effect of technology use coupled with the effective execution of highly reliable instructional strategies is greater than the effect of either in isolation.

What are these highly reliable instructional strategies? Strategies that support Hattie and Donoghue’s Model of Learning, which has three phases:

1. Surface Learning: acquisition of facts and content, first in short term and then through practice and rehearsal to consolidate the learning and vocabulary into a superficial understanding.
2. Deep Learning: further consolidation of facts, content linking to other knowledge and abilities, and acquisition of deeper understanding.
3. Knowledge Transfer: consolidation of the deeper understanding into longer term memory and expanding capabilities to be able to apply it to different contexts to solve new problems.

Highly effective instructional strategies are ones that lead students through this process. One system that has documented success is the T3 Framework developed by Sonny Magana, author of Disruptive Classroom Technologies: A Framework for Innovation in Education:

1. Translational Technology Use: translating tasks from analog into digital form, which automates some tasks and allows consumption of resources through digital media.
2. Transformational Technology Use: enacting significant changes in learning tasks and student activities in ways that were not possible without technology.
3. Transcendent Technology Use: learning activities that prepare students to master future learning and utilize what they have learned in ways that may by inconceivable today.

Practically, what does that mean for teachers, students, classes, and schools today?

Here are three ways to find out. 1) Dr. Magana is going to be speaking at FETC. Register, attend, and learn. 2) His books are available from Amazon.

And 3) on November 29, Dr. Magana is going to lead an online discussion on Edchat Interactive. Register and attend; it’s free.