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Tag Archives: tech
Technology: skill or tool?
An interesting post from Jeff Utecht, which is relevant to a point I made in my previous post. I particularly like his Skills tied to specific tools do not need to be taught. I agree. You don’t need to teach … Continue reading
Posted in Assessment, Creativity, Implications for teaching, tech
Tagged assessment, creative, learning, tech
Comments Off on Technology: skill or tool?
What you know is… who you are? or irrelevant?
I was having dinner with a couple of alums the other night, seeking feedback on my teaching (more on the question of my methods, general approach, and philosophy than course content). We got into a discussion of different teaching styles … Continue reading
Posted in Assessment, Implications for teaching, Philosophy, Reflection, tech
Tagged assessment, learning, philosophy, questioning, tech
Comments Off on What you know is… who you are? or irrelevant?
Getting down to basics
During a long conversation with Jeff Ritter and Lori MacConnell at lunch yesterday, I discovered a number of interesting things. One of them was a clearer articulation of what I’m trying to do in my teaching, no matter what the … Continue reading
Posted in Assessment, Interdisciplinary, Reflection, tech
Tagged assessment, learning, questioning, tech
7 Comments
NT–“new technologies”
Probably the most important question facing teachers of English/Language Arts right now is to what extent they should incorporate “new technologies” into their courses. SJS graduates have reported (literally for decades) that the two areas in which they are generally … Continue reading
VQ
The real question from my colleague’s observation about students’ learning more in images and sound bites than the way they’re being taught is what the implications of such an observation for a teacher of a non-communications or non-performance-oriented course are….
Video gen?
One of my colleagues said that an innovative course he’d taught recently led to his learning as much as the students, and one of those lessons was that “students present themselves in images and [sound-]bites, not words–they are learning differently … Continue reading