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Educational Technology: The Possibilities and Perils
- 1. THE PERILS & POSSIBILITIES EDUCATIONAL TECHNOLOGY BONNI STACHOWIAK
- 4. THE POSSIBILITIES & THE PERILS EDUCATIONAL TECHNOLOGY
- 8. #blm
- 9. perils.
- 14. AND INVESTMENT DECISIONS THAT REINFORCE CLASS AND RACE BOUNDARIES. CHRIS GILLIAR DEPISODE #130
- 18. more perils.
- 22. messy.
- 23. possibilities.
- 24. IMAGINATION
- 25. Overconfidence really is associated with a failure of IMAGINATION.
- 26. When you cannot imagine an alternative to your belief, you are convinced that your belief is true. Daniel Kehneman on On Being
- 28. I build courses the way I IMAGINE stories. SEAN MICHAEL MORRIS
- 30. authenticity.
- 35. ROBIN DEROSA
- 37. ALAN LEVINE
- 40. First time tweeter, I will create a new account Veteran bird, I will use an existing account Veteran bird, but I want to create a new personality Pass, I am not going to do twitter
- 41. << do not click
- 42. connection
- 43. KEN BAUER e114
- 49. THE POSSIBILITIES & THE PERILS EDUCATIONAL TECHNOLOGY
Notas del editor
- Racing to the horizon Educational technology: the possibilities and the perils
- Racing to the horizon – picturing a coordinated, pulsating move at rapid speed toward the future…
- We don’t do a lot of racing anywhere in our family. Well, at least not in the same direction.
- Insensitive to the risks students take when they’re online
- Unaware of the ways in which we continue to disadvantage the underrepresented (digital divide – like a sink hole vs digital redlining - active verb) A 2016 Center for Public Integrity investigation revealed that, across the nation, communities with median household incomes below $34,800 are five times more likely not to have access to broadband than households in areas with a median income above $80,700. This means that over 30 million Americans — the majority of them in areas with a median household income below $47,000 a year — don’t have access to broadband. Such stark disparities equate to a second-class experience where common applications like streaming video, graphics and downloading larger files, as well as online job applications, research and banking functions, are either compromised or negated. This skewed process known as ‘digital redlining’ involves discrimination against Black and lower-income communities in the offering of broadband or upgraded services. As opposed to its later digital manifestation, the practice of redlining is commonly traced back to its institutional beginnings with the National Housing Act of 1934 when the Home Owners Loan Corporation, on behalf of the Federal Home Loan Bank Board, produced city maps with color-coded areas to differentiate loan policies. This color-coding was both figurative and literal as groups like African-Americans, Arabs and Eastern Europeans were financially “quarantined” from mortgages and related financial services. Digital redlining also is a question of equitable access to timely services and resources. Discriminatory treatment regarding access to online services widens the digital divide and has consequences that go far beyond an after-school Internet search. Limiting access to knowledge and resources in communities that desperately need both to transform themselves is, at least, unethical and, at most, unlawful. http://atlantablackstar.com/2017/04/06/digital-redlining-major-american-communication-companies-controlling-gets-broadband-access-not/
- Unaware of the ways in which we continue to disadvantage the underrepresented (digital divide – like a sink hole vs digital redlining - active verb) A 2016 Center for Public Integrity investigation revealed that, across the nation, communities with median household incomes below $34,800 are five times more likely not to have access to broadband than households in areas with a median income above $80,700. This means that over 30 million Americans — the majority of them in areas with a median household income below $47,000 a year — don’t have access to broadband. Such stark disparities equate to a second-class experience where common applications like streaming video, graphics and downloading larger files, as well as online job applications, research and banking functions, are either compromised or negated. This skewed process known as ‘digital redlining’ involves discrimination against Black and lower-income communities in the offering of broadband or upgraded services. As opposed to its later digital manifestation, the practice of redlining is commonly traced back to its institutional beginnings with the National Housing Act of 1934 when the Home Owners Loan Corporation, on behalf of the Federal Home Loan Bank Board, produced city maps with color-coded areas to differentiate loan policies. This color-coding was both figurative and literal as groups like African-Americans, Arabs and Eastern Europeans were financially “quarantined” from mortgages and related financial services. Digital redlining also is a question of equitable access to timely services and resources. Discriminatory treatment regarding access to online services widens the digital divide and has consequences that go far beyond an after-school Internet search. Limiting access to knowledge and resources in communities that desperately need both to transform themselves is, at least, unethical and, at most, unlawful. http://atlantablackstar.com/2017/04/06/digital-redlining-major-american-communication-companies-controlling-gets-broadband-access-not/
- Sense of classroom being out of control
- They remain digitally illiterate – and so do we…
- Keeping students work behind a wall
- Disconnected from our students and their learning.
- Be real Open up Get connected Make it real (authenticity) (learning is not linear) “real world” - Open it up (Alan Levine virtual bus tours) (fork the text) Connect the learners Foster relationships ( Let them connect
- Be real Open up Get connected Make it real (authenticity) (learning is not linear) “real world” - Open it up (Alan Levine virtual bus tours) (fork the text) Connect the learners Foster relationships ( Let them connect
- Be real Open up Get connected Make it real (authenticity) (learning is not linear) “real world” - Open it up (Alan Levine virtual bus tours) (fork the text) Connect the learners Foster relationships ( Let them connect
- Doceri
- collaboration
- Connection outside the classroom