3f & 3g: Infrastructure and Communication

In my post Constructing Meaning with Chromebook and OER, and the associated conference presentation and materials, I address both indicators above.

Two important considerations for effective technology-based learning relevant to indicator 3f featured in the instructional approach presented here are that (1) when possible, innovations leverage existing and/or open access infrastructure; and (2) that technology-based teaching demonstrate the primary role of the teacher in personalizing learning, connecting diverse students to learning experiences, and fostering logical and scientific thinking, literacy, and social/emotional engagement (Redding, S., & Center on Innovations in Learning, 2013, p.6).

The presentation and embedded conference and instructional materials demonstrate the characteristics of “strong professional development” outlined by Soine & Lumpe (2014) that include appropriate length, engaged and collaborative learning, and addressing of both content knowledge and teacher needs.

 

References:

Redding, S., & Center on Innovations in Learning. (2013).  Through the student’s eyes: A perspective on personalized learning and practice guide for teachers. Philadelphia, PA: Temple University. Retrieved from https://files.eric.ed.gov/fulltext/ED558042.pdf

Soine, K.M., & Lumpe, A. (2014). Measuring characteristics of teacher professional development. Teacher Development 18(3), 303-333. doi:10.1080/13664530.2014.911775