I would love to simulate life. Well, maybe not. I am reminded of the movie Vanilla Sky, by which I am fascinated, and about how we can tell the difference between reality and simulations, if no one tells us the difference.

Simulations help us analyze reality, and technology makes simulations possible.

For example, the Army is increasingly relying on technology to simulate combat, because the cost of practicing in actual combat is too high, and not simulating it results in poor performance when Soldiers meet reality.

Classrooms are the same, and the costs may be just as high, though the effect dulled by time. Nevertheless, teachers should look for ways to align learning to reality as much as possible.

Out of the five types of Academic Software we discussed in class, which do you think is the best suited for learning and why?

Death by PowerPoint

You may have heard the phrase.

If you are in the Armed Forces, you have definitely experienced it.

Here's another one: "with great power comes great responsibility." (Who said it? If you know, just shout it out. You'll impress your classmates, and that's what college is all about, right?)

PowerPoint fits the theme, and is a metaphor for how we use many technologies. We shouldn't wield a technology without learning how to use it appropriately. A hammer doesn't make a good screwdriver.

Sure, the technology we study in here is supposed to make teaching more efficient, but our paramount consideration is that it make learning more effective.

Read this article, inspired by too many clumsily-delivered PowerPoint presentations.

Which techniques suit your style the most?

What Challenges You?

A recent piece from a Texas newspaper suggests that e-textbooks are not widely used because there are too many obstacles.

http://www.statesman.com/life/e-textbooks-are-on-the-way-but-not-871780.html

Innovation, by definition, always challenges the status quo. Some of the most important changes have been downright disruptive. Most of these decisions are made at the state and district levels, though.

I am more interested in the barriers to technological change at the classroom level. There is room for technology-- I've been in lots of classrooms and have seen it employed beautifully, or witnessed a dire need for it. There are as many reasons for avoiding it as there are teachers.

Why would you avoid it? What are some of the obstacles that might prevent you from implementing the latest, greatest?

Be Goal Oriented

What are your goals for this course? I ask because, as a teacher I know exactly what I'd like you to learn. That's a very myopic view, though, since I can't conceive of anything that I can't conceive.

Which brings use to our first lesson (assuming you are reading this during Week 1). Don't ever forget that, as a teacher, you know more about what you want to teach than your students. That's not to say that you are smarter than your students, only that you know what's in the lesson before they do.

It's a very powerful thing. Students generally come eager and open. Teachers often don't. We want to jam a very specific body of content into our lessons, and we can get downright unruly if we don't accomplish it.

I'll try to be different. I'll try to be flexible. In order to facilitate my differential flexibility, please tell me what you expect. What does the course title mean to you? What would make you feel like this class was well worth your time and several thousands of dollars in student debt?

Your goals will help me make this the best class I possibly can.

Thanks for the Memories

We had some great presentations during our last class session-- I was really impressed with the way you incorporated technology into lessons and projects. Of course, using technology is almost second nature to most of you.

I had a lot of fun teaching and learning with you. Please comment on this last-- sigh-- blog post with what we in the Army call an "After Action Review." Tell me and our fellow readers:

1. One thing you really liked about the class: format, teaching methods, assignments, or anything else that comes to mind; and

2. One thing you would change. Be critical, as I love that kind of feedback.

You have been great. Thanks for the memories.

Daily Data Collection

Our guest in class tonight gave a really insightful presentation. Given that:
1. Data helps us make good decisions;

2. The more accurate the data, the better-justified the decision;

3. The more quickly we can access data, the sooner we can make good decisions; and

4. The sooner we make good decisions, the sooner we will have opportunity for positive change;

How much does the use of a daily exit ticket help improve student performance, and how could you use something like that in your content area and grade level?

A Query for Principles of Online Research

Imagine you are trying to teach your students how to find reliable information via the internet. What are some main points you would need to teach them?

I have often thought that effective practices can be boiled down to numbered lists or bullets. Am I mistaken in this regard? Is online research just a matter of following instinct, or are there specific principles that can guide the honest student to legitimate sources of information.

Let's make this post into a list. Think of two "principles" or "guidelines" for finding credible and reliable information online. They may be different at varying age levels, but if so, just note that in your comment.

I'll start. The online researcher should look for a variety of sources, including contemporary versus time-established; differing points of view; and scholarly work versus anecdotal opinion stuff.

How creative and insightful can you get as you expand this list?