Chalkboard Projects (when technology works, and when it doesn't)
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My presentation at the 12/1 faculty development day to get us thinking about how technology should integrate into our classrooms.
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Chalkboard Projects (when technology works, and when it doesn't)
- 1. Chalkboard Projects When technology works (and when it doesn’t)
- 2. Let’s multitask Draw four straight lines without picking up your pen so that you pass through all the dots once.
- 3. Let’s multitask Fail Draw four straight lines without picking up your pen so that you pass through all the dots once.
- 4. “The inventor of the system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind.” ~ Josiah F. Bumstead
- 5. “The inventor of the system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind.” ~ Josiah F. Bumstead 1841
- 6. “The inventor of the system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind.” ~ Josiah F. Bumstead 1841 On the benefits of the chalkboard
- 9. The Chalk Board Then: • Innovative teaching tool
- 10. The Chalk Board Then: • Innovative teaching tool • Rapidly adopted
- 11. The Chalk Board Then: • Innovative teaching tool • Rapidly adopted • Changed teaching & learning
- 12. The Chalk Board Then: • Innovative teaching tool • Rapidly adopted • Changed teaching & learning • Probably showcased at Parent’s Night
- 13. The Chalk Board Then: Now: • Innovative teaching tool • Rapidly adopted • Changed teaching & learning • Probably showcased at Parent’s Night
- 14. The Chalk Board Then: Now: • Innovative teaching tool • No longer viewed as innovative • Rapidly adopted • Changed teaching & learning • Probably showcased at Parent’s Night
- 15. The Chalk Board Then: Now: • Innovative teaching tool • No longer viewed as innovative • Rapidly adopted • Widely used • Changed teaching & learning • Probably showcased at Parent’s Night
- 16. The Chalk Board Then: Now: • Innovative teaching tool • No longer viewed as innovative • Rapidly adopted • Widely used • Changed teaching & learning • Price of doing business • Probably showcased at Parent’s Night
- 17. The Chalk Board Then: Now: • Innovative teaching tool • No longer viewed as innovative • Rapidly adopted • Widely used • Changed teaching & learning • Price of doing business • Probably showcased at • We need something Parent’s Night cooler for Parent’s Night
- 18. Next Cool Thing
- 19. Next Cool Thing • Engaging teaching
- 20. Next Cool Thing • Engaging teaching • Wikipedia
- 21. Next Cool Thing • Engaging teaching • Wikipedia • Classroom management
- 22. Next Cool Thing • Engaging teaching • Wikipedia • Classroom management • Facebook
- 23. Next Cool Thing • Engaging teaching • Wikipedia • Classroom management • Facebook • Email
- 24. Next Cool Thing • Engaging teaching • Wikipedia • Classroom management • Facebook • Email • Takes up time
- 25. Next Cool Thing • Engaging teaching • Wikipedia • Classroom management • Facebook • Email • Takes up time • Helpful software
- 26. Or Next Chalk Board? • Engaging teaching • Wikipedia • Classroom management • Facebook • Email • Takes up time • Helpful software
- 27. Puzzle Thinking • Limited & static rules • Limited answer set • Clear when solution is reached • Easy to “cheat” with technology
- 28. Puzzle Thinking • Limited & static rules • Limited answer set • Clear when solution is reached • Easy to “cheat” with technology
- 29. Puzzle Thinking • Limited & static rules • Limited answer set • Clear when solution is reached • Easy to “cheat” with technology
- 30. Puzzle Thinking • Limited & static rules • Limited answer set • Clear when solution is reached • Easy to “cheat” with technology
- 31. The Challenge of Mysteries • Too much information • Fluid and plural • Absence of an outcome may be the outcome • Need ‘framing’ rather than ‘solving’ • Technology and good teaching lead to results
- 32. The Challenge of Mysteries • Too much information • Fluid and plural • Absence of an outcome may be the outcome • Need ‘framing’ rather than ‘solving’ • Technology and good teaching lead to results
- 33. The Challenge of Mysteries • Too much information • Fluid and plural • Absence of an outcome may be the outcome • Need ‘framing’ rather than ‘solving’ • Technology and good teaching lead to results
- 34. Puzzle Solution
- 35. Puzzle Solution
- 36. What happened? • Who solved the puzzle? • Who used the internet? • Who worked it out for themselves? • Who shared the answer with others? • Who “cheated?” • Compare this experience to the workplace • Compare this experience to our classrooms
- 37. Now what? • Technology lets us solve puzzles easily • Puzzles aren’t as interesting as they used to be • Technology can engage our learners • But many things can’t be taught this way
- 38. Framing mysteries using effective tools has always been good teaching.
- 39. Work Cited quot;Thinking outside the box.quot; Wikipedia, The Free Encyclopedia. 3 Nov 2008, 12:02 UTC. 26 Nov 2008 <http://en.wikipedia.org/w/ index.php?title=Thinking_outside_the_box&oldid=249387189>. Treverton, Gregory. quot;Risks and Riddles.quot; Smithsonian June 2007. Smithsonianmag.com. Smithsonian Institution. 30 Nov. 2008 <http:// www.smithsonianmag.com/people-places/presence_puzzle.html>. Wesch, Michael. A Vision of Students Today. 12 Oct. 2007. YouTube. 30 Nov. 2008 <http://www.youtube.com/watch?v=dGCJ46vyR9o>.