D-thoughts

The goal of class today was for students to start to develop a personal framework by which to assess the quality of teacher technology integration into the classroom. This is a useful thing. I've always thought of using the technology to create a new kind of educational environment. However, I can see that I haven't really had a structured way of doing this. Sure, I've had lots of structure that has helped the process, but this seems different--not sure how at the moment.

Jonassen has an approach that focus on using technology as a "Mindtool". In this sense he means using computer technology to support learner cognition instead of controlling it. Of course, any tool places constraints on a situatation depending on the properties of the tool. However, this is analogous to a closed or narrow question and an open question--both channel the topic addressed, however one allows for an infinite number of correct responses while the other only one or a few. Look to my comments on the Jonassen paper for more details.

We used induction to create categories for criteria that would help us evaluate the quality of technology integration in a lesson. We used the comments that different individuals used to describe the qualities of the lessons/tools which we explored on the first day of class (very clever!).

Joan presented her framework, abbreviated "RAT" for the kinds of Tech Integrated lesssons (TI): Replacement, Amplification, Transformational. One might assume that Transformational is where we always want to be at. However, as she said, that isn't necessarily so. She emphasized the role of this framework isn't to evaluate a lesson so as to place it on a continuum from yuck to yum but instead to help teachers think about how they are using technology in their lessons. Also, that in an observational sheet of the lesson their will be many R's, A's and T's at different points in the lesson. I think this is wonderful--the goal of assessment ought not to be one of simple good/bad judgement as that can lead to a focus on inflating or defending our ego instead of improving our instruction.

I know I will use this tool as a way to think about my own lessons as well as work with my colleagues in thinking about their lessons.

**Lesson ideas--start with a bunch of bubbles in inspiration such as "hobbies" generated by the students and have students manipulate these to form groups--introduce terms of categorizing, category heading, sub-category, group, member.

**Lesson idea--use FLE3 for tasks that involve concept differentiation eg "How can you tell the differentce between R, A, and T" elements of a lesson?