Took a trip to the Palm Springs area for three nights/four days. A road trip. While the winds blew like hell the last few miles on the way there, it was totally worth it. And, I’m now beginning to understand why people retire to the desert.
Scenes from the newly inherited collection of a novice philatelist
I haven’t had much time to examine my grandfather’s & father’s stamp collection, because there’s a whole dissertation to slog through. And, there’s a full-time job that’s eating up a substantial amount of time. Although, when I have a free moment or two, I love to randomly pull a stamp to learn more about it.
I find some of these stamps fascinating. This one is one of the few cancelled or postmarked stamps, from grandpa’s time as a professor at Stanford.
This sign sums it up quite nicely…
It’s a sign.
• How are instructional technologies socially conceptualized?
• Which theories are predominant in specific learning domains?
• What new theory has been developed, and/or is "old theory" adequate to the task of explaining the social impacts and use of the digital?
• To what extent is digital research theoretically or empirically driven?
• Which concepts and key themes cluster and link regardless of theoretical or empirical approach?
• Can a new "theoretical framework" for understanding instructional technology (digital learning) be generated, and is this needed?
• To what extent have interdisciplinary approaches modified or developed theory?
• Which methods and approaches predominate in education?
• Does the availability of large volumes of digital data change how the digital is studied and/or the approaches taken to instructional technologies in education?
• Are certain methods intrinsically linked to certain domains or theories? How are methods tied to the social contexts around instructional technology research?
• Have interdisciplinary approaches modified or prioritized certain methods in the study of instructional technology?
*list of questions adapted from various existing research journals and texts