CP+Part+3

=Technology and Education Reform= Choose a philosophy, pedagogy, person, or other global approach to this topic - enter below with your name


 * You will have 5 minutes to present 20 slides - max of 15 seconds per slide. ** Please also load a copy of your presentation to your student portfolio.


 * IMPORTANT: ** Do not write your presentation out on the slides - use a few words to trigger your thoughts. Chris shows you how in his SlideShare presentation below the video.

Here is an example: Chris Lehman, Principal at the Science Leadership Academy in Philadelphia. media type="youtube" key="q08jz7xEp00&rel=0&color1=0xb1b1b1&color2=0xcfcfcf&fs=1" height="344" width="425"

His presentation. media type="custom" key="2105005"

Present
Patrice Hess - Response Devices (Clickers) for Classroom-Based Engagement (as defined by faculty & students) Selected resource http://www.tltgroup.org/facilities/clickers.htm

Tami Dean- Multiliteracies: Web 2.0 tools and literacy instruction= Literacy for the 21st century

Tom Waterson - Use of blogs in composition / language arts instruction.

Michelle Edgcomb--Use of computer simulations to study the sciences

Chris Lackey -- More with simulations for sciences and mathematics (will probably be some overlap with Michelle), but with a focus upon programming literacy for understanding and creativity.

Tomomi Kawakami--Supporting students curiousty and Nurturing creativity and challenge spirits; International competition for robotics among high school students

Future
Colleen Herald - using online sources for content acquisition in literacy methods classes for pre-service teachers. Selected resource [|Technology in Literacy Education (TILE)]

=One Example=

Ivan Illich
http://www.infed.org/thinkers/et-illic.htm - His chronicling of the negative effects of schools and his development of a critique of the 'radical monopoly' of the dominant technologies of education in //Deschooling Society// (1973) echoed concerns held well beyond libertarian and anarchist circles. At a time when there was increasing centralized control, an emphasis on nationalized curricula, and a concern to increase the spread of the bureaucratic accreditation of learning, his advocacy of deinstitutionalization (deschooling) and more convivial forms of education was hardly likely to make much ground.

[|http://www.cogsci.ed.ac.uk/~ira/illich/] = Illich Archive

[|Planning, Forecasting, and Inventing Your Computers-in-Education Future] (2007)