Learning First, Technology Second_ The Educator s Guide to Designing Authentic Lessons

16 Pages·2017·4.553 MB·English

by  LIz Kolb

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Learning First, Technology Second
The Educator’s Guide to Designing Authentic Lessons
By Liz Kolb
© 2017 International Society for Technology in Education
World rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means—electronic, mechanical, photocopying, recording, or by any information
storage or retrieval system—without prior written permission from the publisher. Contact
Permissions Editor: iste.org/about/permissions-and-reprints; [e-mail]; fax:
1.541.302.3780.
Editor: Valerie Witte
Copy Editor: Steffi Drewes
Proofreader: Kristin Ferraioli
Indexer: Wendy Alex
Cover Design: Edwin Ouellette
Book Design and Production: Kim McGovern
Library of Congress Cataloging-in-Publication Data
Names: Kolb, Liz, author.
Title: Learning first, technology second : the educator’s guide to designing authentic
lessons / By Liz Kolb.
Description: Portland, Oregon : International Society for Technology in Education, [2017] |
Includes bibliographical references and index.
Identifiers: LCCN 2016059616 (print) | LCCN 2017003566 (ebook) | ISBN
9781564843890 (pbk.) | ISBN 9781564846310 (mobi) | ISBN 9781564846327 (epub) |
ISBN 9781564846334 (pdf)
Subjects: LCSH: Educational technology. | Education—Effect of technological innovations
on. | Lesson planning.
Classification: LCC LB1028.3.K649 2017 (print) | LCC LB1028.3 (ebook) | DDC 371.33
—dc23
LC record available at https://lccn.loc.gov/2016059616
First Edition
ISBN: 9781564843890
Ebook version available
Printed in the United States of America
ISTE® is a registered trademark of the International Society for Technology in Education.
About ISTE
The International Society for Technology in Education (ISTE) is the premier
nonprofit organization serving educators and education leaders committed to
empowering connected learners in a connected world. ISTE serves more than
100,000 education stakeholders throughout the world.
ISTE’s innovative offerings include the ISTE Conference & Expo, one of the
biggest, most comprehensive ed tech events in the world—as well as the
widely adopted ISTE Standards for learning, teaching and leading in the
digital age and a robust suite of professional learning resources, including
webinars, online courses, consulting services for schools and districts, books,
and peer-reviewed journals and publications. Visit iste.org to learn more.
About the Author
Liz Kolb is a clinical assistant professor at the University of Michigan in
Ann Arbor where she teaches courses in education technology to preservice
teachers. She is the author of several books, including Cell Phones in the
Classroom: A Practical Guide for the K-12 Educator (ISTE 2011) and Help
Your Child Learn with Cell Phones and Web 2.0 (ISTE 2013). In addition,
Liz has published numerous articles and book chapters on new technologies
and education in prominent publications, such as Education Leadership,
Scholastic, Edutopia, ISTE’s Edtekhub, and Learning and Leading with
Technology. Liz has done consulting work and has been a featured and
keynote speaker at conferences all over the United States and Canada. Liz co-
developed the annual 4T Virtual Conference in 2011 and runs the blog
cellphonesinlearning.com. She is also the creator of the Triple E Framework
for effective teaching with digital technologies. Liz is a former social studies
and computer technology teacher. Liz currently resides in Ann Arbor,
Michigan.
Acknowledgments
The Triple E Framework, research, and case studies presented in this book
come from a collaboration of many master teachers and thought leaders in
education technology. I do not have room enough here to show my gratitude
for their contributions, but I do want to name a few of the many who were
particularly helpful with this book and the Framework behind it. Thanks to
the following educators for sharing their inspiring lessons for this book:
Tammy Church, Evelyn Daugherty, Kyle Dunbar, Kelly Grahl, Todd
Hausman, Adam Hellebuyck, Rory Hughes, Alyssa Marcangelo, Stephanie
Passman, Jeff Stanzler, Booke Stidham, and Tom Ward. I am standing on the
shoulders of many educational leaders, without whom the Triple E
Framework would not have been possible. This includes (but is not limited
to) the creators of the TPACK, SAMR, and TIM (as well as many other
models for technology integration). There are numerous teachers and school
districts in Michigan, Indiana, Illinois, and Wisconsin that were willing to try
the Framework, long before we knew it worked well, and I thank them for
taking a risk and giving me the necessary feedback to improve the model.
Most specifically, I am grateful to Melissa Brooks-Yip, Delia DeCourcy,
Kristin Fontichiaro, Teresa McMahon, Kevin Upton, Jeff Stanzler, and
Amber White for their professional collaboration and willingness to volunteer
their time to a conference based on many of the ideas and research shared in
this book. My fellow Michigan Association for Computer Users in Learning
(MACUL) Board members who have helped me grow as an educator and
inspire me to think differently about research and practice. My colleagues at
the University of Michigan, in particular my mentor Barry Fishman, who
always believed in me and often reminds me that there is no snake oil in
education technology (a phrase I love to borrow). Many other colleagues
have also supported my work, including (but again, not limited to): Deborah
Ball, Tim Boerst, Ellen Byerlin, Maria Coolican, Betsy Davis, Joanna Elliot,
Kendra Hearn, Debi Khasnabis, Elizabeth Moje, Pete Pasque, Chris
Quintana, Cathy Reischl, Katie Robertson, Shari Saunders, Elliot Soloway,
Annemarie Sullivan Palincsar, and Meri Tenney Murihead. Most importantly,
my current and former students inspire and challenge me each and every day
to be a better teacher and learner.
I am grateful to ISTE for their continued support of my work and their efforts
to continuously improve the work of technology in education—in particular
Emily Reed, who helped start the conversation for publishing this book, and
Valerie Witte, who had the unenviable task of editing my writing and
ultimately making this into a lovely work of art. It has been a pleasure and
thrill to work so closely with these experts.
Dedication
For Brent, Meghan, and Sam, without whom this book would have been
completed a few years earlier, but there would be nobody to celebrate it with.
I prefer the long wait and celebration. I am happy for each of you.
Children’s Technology Review Exchange (CTREX), 169
choice, 155
Civilization Creation, 136–142
Classkick, 59
Common Sense Education, 169–170
Computational Thinker, 36
co-use and co-engagement, 16–18, 40, 42, 156–157
Creative Communicator, 36
CTREX (Children’s Technology Review Exchange), 169
D
differentiation, 154
Digital Citizen, 35
Drawtime, 45
“drill and practice” approach, 14
E
ecosystems unit scenario, 46, 61–62, 75–76, 88–89
edshelf, 170
EdSurge, 170
Elapsed Time and Sled Dog Racing, 115–117
election results scenario, 49, 65, 78–79, 91
E-Mentors, 142–145
Empowered Learner, 35
engagement
about, 30–31, 34
as active, 40, 42
defined, 41
false, 1–2
instructional strategies promoting, 41–43
questions for measuring, 45
scenarios, 45–53
as social, 40, 42
technology integration and, 12–13
time-on-task, 41, 42
tools promoting, 43–45
enhancement