“Instead of buying your children all the things you never had, you should teach them all the things you were never taught. Material wears out but knowledge stays.”
Week 6 of 8. Also the wind-up (or is it wind-down?) of the first half of the Fall term. As my previous post noted, the end-goal of this 8 week session is to develop a framework. Specifically, the alignment between research interest, research question, theories, and a sample of literature. Sounds easy, right?
Finding that unifying these elements is no small task. I didn't anticipate that it would be. However, my research is proving to be the most problematic. There is little data, qualitative or quantitative, that supports my problem statement. At least, newer studies (within the last five years) are scant.
However, I put this slideshow together. It's basic. It's riddled with errors and it needs clarification by way of refining sample literature. It's also missing the Voicethread narration, but it's a start.
*Once this Voicethread is complete, I will post it here for your critique. Feedback welcome!
Learning about frameworks: conceptual, practical, and theoretical. Framework(s) is a word that gets thrown around a lot in education circles. But, there are so many other considerations:
- alignment
- findings
- data
- rhetoric
- the air speed velocity of an unladen swallow
Wrapping up the third week of the first half of the Fall semester. Currently, learning about creativity, inquiry, & innovation. Also, researching instructional technologies. A lot.
Finding that there are numerous studies that speak to the efficiencies in using tech in the classroom, but very few speaking to the enhancement of learning, or infusing higher-order thinking skills. I am working "to interpret, analyze, synthesize, and develop an argument for [my] research."
By the way, what ever happened to the Bloom’s Digital Taxonomy?
Every great cause begins as a movement, becomes a business, and eventually degenerates into a racket.
—Eric Hoffer
North Shore | Lake Tahoe
Tahoe Vista | 2019