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Creativity and Digital Technology [...]

Naomi Barnes discusses on the supposed freedoms provided by the web. Discussing the work of Gardner and Davis, it is suggested that the _app_ generation brings with it its own creative constructs. >Digital apps and worlds, have boundaries (or scaffolds) – no matter how vast, no matter how much the creator allows manipulation of story lines and sharing of ideas. T...

 

Technology Ownership [...]

A panel of experts discuss what it means to own things in the digital age in this episode of Future Tense: >More and more of the objects we use in our daily lives include software, from cars to communication devices to toys. In the digital world you never really own that software, you’re simply given a licence to use it. So what does that mean for our notion of ...

 

I Stopped Blogging by Phillip Cooke [...]

Just as there are many reasons why people blog, there are also many reasons why people do not. This is a useful reflection on the challenges with blogging. > So why haven't I blogged? >   > Possible reasons include: > "I'm always too busy", but that is just a copout. I was busy when I was blogging previously, but am I underestimating the impact of an increased work s...

 

Technology is never neutral [...]

Technology always has a focus, whether it be student, teacher or system. One of the interesting things to consider is when different perspectives compete within the one software package. >Technology is never neutral. An incredibly clever teacher might be able to pull a technology a little bit between the vertices in the triangle, but that doesn’t change the equat...

 

Technology Makes Learning More Doable [...]

It is often argued that technology is about redefinition and substitution. However, Bill Ferriter makes the case that technology simply makes things *more doable* and easier for everyone. > Technology lowers barriers, making the kinds of higher order learning experiences that matter infinitely more doable than they were in previous decades. This is contrast to those...

 

Fourth Revolution Regulations [...]

Gary Coleman discusses some of the challenges associated with the _**Fourth Revolution**_ around regulations: >With so many regulatory questions surfacing as new business models are launched using exponential technologies, some business owners are taking a proactive role. For instance, technology companies are working with the EU to reshape privacy rules that impact t...

 

Uncoachable? [...]

Peter DeWitt reflects on the question, _are some teachers **uncoachable**?_ >The truth is that at some point it is no longer the coaches job to work with a teacher if that teacher doesn't want to work with the coach. At some point it is the job of the administrator to chime in and work with the teacher. Coaches are not supposed to be evaluators. The other day a ver...

 

Edtech’s inability to imagine the future [...]

Benjamin Doxtdater reflects on the current state of **EdTech** and wonders if instead of teachers being _scared_ that technology companies just aren't ready for the future: >Perhaps it’s Edtech, not teachers, that lags far behind in its narrow discussion of technology. Rather than leading the way forward, Edtech is stuck in the past and irrelevant, especially to tho...

 

Unbundling Education [...]

>Like its close cousin Disruption, unbundling has been a favourite philosophy of the silicon valley start up. It has often been applied to education (even, erm, by me). This piece for example boldly states “The bundle of knowledge and certification that have long-defined higher education is coming apart”. The idea has some merit – if education mov...

 

Writing a Newsletter [...]

There are many different presentation platforms. One that has come to the surface of late is the **newsletter**: > A newsletter can be a powerful tool as you not only make sense of your thinking, but also share this work with others. I believe that the process of reflection is involved as you create and publish a newsletter. I often have colleagues suggest that an RS...