We are at the halfway point of Course 4. So far, you have been exploring different frameworks for technology integration, as well as ways in which human connections make deep learning possible. I have enjoyed reading your blog posts, seeing your digital creations and getting an insight into what teaching and learning looks like in your unique settings.

Holly Mashburn CC 2020 https://hmarshburn.coetail.com/2020/11/06/course-4-week-1-frameworks-for-learning/

Holly created a variety of  great  visuals in her Week 1 blog post, including this one that has tech at the bottom of it because “it shouldn’t be the first we think about.”

Katya reflected upon her technology use not only with SAMR and TPACK but also with her overall confidence in using technology. I wonder where are you using this scale?

Simon shared that he is pushing for ways to use technology is above substitution and augmentation. He mentioned that he is “starting to see more opportunities for going (at least) one step beyond substitution with tech integration that will support my students’ progress.”

Deep, equitable learning is our responsibility

This week we are thinking about the importance of providing deep learning tasks. I value the way in which Daniel Pink explains about deep learning. He says that we what we are really doing is providing “purpose” for our students. And that is something that we all are striving for in our schools and classrooms.

Michael Fullan goes even further in “Rich Seam” and shares the importance to think about how we can get students to:

  • Practice the learning process
  • Create new knowledge
  • Use new knowledge
  • Apply future skills
  • Display proactive dispositions

As we plan for rich learning opportunities these are great reminders to keep in our minds. Perhaps you have them on your unit plans. I wonder how do you keep these ideas alive when planning for deep learning?

However we also want to make sure that the learning is equitable for all of our learners. When thinking about the word equality…. What word comes to mind? According to Oxford Languages it defines it as: 

  1. the state of being equal, especially in status, rights, and opportunities.
    “an organization aiming to promote racial equality”

Sometimes our (invisible) biases and the language we use in our classrooms/schools have an impact on student learning. So being aware of what biases we may have is an important step. An area about this that I find extremely interesting is the types of language that we use with our students. I often refer back to his chapter on “language” from his book in Creating a Culture of Thinking. If you are not aware of it or have not read it before this is a great poster that explains it, briefly.

This image below is a great reminder about the importance of equality in our classrooms, schools and society. It is my belief that educators do have a moral imperative to make the world a better place. What does equality look like in your classroom or school?

Photo by Jon Tyson on Unsplash

This week…

Our learning so far means that we understand that the use of technology can actually enhance these factors. As you are unpacking this weeks readings try and keep these questions in mind. How might technology facilitate deep learning experiences? & How might deep learning create a more equitable learning environment?

Please visit the My Courses page for some of the resources, big understandings and essential questions you might consider for your post. Some of the most reflective posts are those where the writer asks themselves these. When you are commenting also consider asking them of your peers. This will go a long way in developing meaningful connections to our understandings.

By the end of this week you should have completed:

  • 3 blog posts with links submitted on the gradesheet
  • 3 comments with links submitted on the gradesheet
  • Continue thinking about how you might plan for the Course 5 project
  • Begin thinking about the Course 4 project
  • For those in G.E.T. please see the My Courses page for what you should be working o