Technology for Learning continues to work on a wide-ranging and diverse portfolio of project. We continually strive to meet each individual client’s needs through customization of offerings. The categories below list just a sampling of our efforts to date. If you would like to learn something more specific about our projects, please contact us.
We are not human creatures living in a spiritual world.
We are spiritual creatures living in a human world.
Teilhard de Chardin, Jesuit mystic
Where are the front porches that lead to lemonade and conversations? What binds together a community in cyberspace? This essay explores different types of communities – from rural Scottish communities to natural systems – to derive principles of interdependence that can inform how we create virtual communities.
The idea of essential questions, formed by scholars, teachers and students, has become a cornerstone of many reform efforts around the country. Teachers who use essential questions report that they are a powerful tool for focusing daily classroom activity on a meaningful goal. For students, essential questions are a clear statement of expectations – what they will know and be able to do, allowing them to take more responsibility for taking learning away from every lesson.
The best digital portfolios are an integral part of the learning process. They capture the waves of action and reflection that characterize the learning process. On this digital canvas, the results and the processes of learning are intertwined through ongoing reflection. Classes that are developing a portfolio culture have groups of students who are explorers, celebrate the milestones they reach, and understand the discoveries that surround their learning.
Stop and think! How many times have you said that to yourself or someone else who was busy “doing?” Infusing reflection into learning opportunities accelerates learning and makes is more likely to be transferred to new situations in the future. When curiosity is behind learning, a different mental rhythm seems to develop. Here’s a set of reflective exercises born out of curiosity that can enhance knowledge-building in a community.
Digital portfolios have more than come into their own in the last twelve years, but not without technology, culture and assessment challenges. In this article, David Niguidula, Gail Rind and I look back on the lessons learned. See the webcast of the talk at NECC 2005 at Dozen Lessons.
We can make the most of technology only when we think about what it can do for us, not what we must do for it. We need to use technology for research, problem solving, skill-building, communicating and presenting our ideas. With these goals “in mind,” our mind’s eye guides us to make technology an extension of ourselves, not unwieldy tools we must constantly bend to our purposes.
Earth Systems Science: Online Graduate Course Using Inquiry Strategies
In order to put Humpty Dumpty back together again, science educators have begun teaching Earth as a system — combining earth, life and physical sciences. To support this curriculum shift, a team from NASA Classroom of the Future created online graduate courses for K-4, 5-8 and 9-12 teachers. Read about the design and results of these courses that are now being replicated by more than 40 universities and other institutions.
Ways of Knowing
How does a community of practice in a school or district develop? This site explores the intersection of knowledge-building and community-building as a way to understand the essential ingredients of an effective school community.
Storytelling has a long tradition of connecting people to their core beliefs to each other, to their pasts, and to their culture. For a NECC keynote, Hilarie and six other female technologists celebrated this tradition by creating a story circle. You can read their stories and tell your own at Tech Story. Check out some resources on storytelling for reflection, learning and research.