Eclectic Technology

With ThingLink for Video now available you might be wondering what you could do with it. Find examples of:

* How to Kick off a Unit and Target Instructional Goals

* Prepare a Flipped Lesson to Prepare Students for Work in Class

* Using ThingLink for Video for Professional Development

* 12 Examples Created by Teachers

* plus a How To Video to help you create your own

ThingLink has developed a resource that may become a staple in your classroom. If you do not yet have an account, go create one at the ThingLink website and you should be up and running pretty quickly.

This infographic starts with the Caveman 50th to 40th century B.C., looking at the technology available as well as how education worked. We define this period as a time of the hunter-gatherer, and learning was hands-on, taught through stories and songs. Technology consisted of sharpened stones, paints created by natural materials and stone knives. Additional time periods explored are Ancient Greece, Medieval England, Victorian, Mid-20th Century and Today. An interesting look back and one that students might also enjoy looking at!

Is ed-tech working? Perhaps the best answer is "it depends" on many factors, some known and some unknown. When we talk about ed-tech we are talking about tools. For tools to be used effectively teachers must be provided with high quality professional development and support. This post explores the issues of ed-etch tools by looking at how programs in a variety of locations has worked and exploring additional issues including:

* Are students experiencing digital overload?
* How does digital reading impact learning?

* How does Google (let's call it using the Internet since not everyone uses Google) impact your brain and learning?

* How can ed-tech tools help build 21st century learning skills?

There is much food for thought in this post and I will leave you with a quote from Sylvia Martinez, the president of Generation YES, "The best way to use tech in the classroom is when the technology primarily supports the process of student learning, not the product. Sure, it’s easy to get excited when we find tools that make things easier, but we have to be careful about what’s getting automated. Tools that support deep student creativity may take more time to learn, but in the end, give students access to powerful, creative experiences. The learning that takes place on the journey is the real outcome, and a "push-button" tool deprives the child of that experience."