Here We are

HATE is a strong word!

In a conversation during my class, I said we are all haters. My instructor and some of my friends didn’t like what I said. I am absolutely agree with them. We don’t want to mention “hate= the emotion of intense dislike-, anger etc.”, however we all have these feelings. We were born with this feelings, but we have learned how to control them. Probably, my comments reflect what I have read these days. I am reading about emotions, so emotions, good or bad, are with us every time.
The bottom line is that the hate is an emotion which stars with irritation and goes to mad. (Cobb,2000, The Feeling Wheel.)

Instruction to Design!

I am trying to understand what instructional design  means. I have learned a lot of definitions about it . However it made me think that instructional design is to follow  some steps and create the instruction. Where is creativity in this process? If the steps are already set up, you cannot use your creativity. Instructional design should be as flexible and open as  designers’ imagination. I can say that an efficient  instructional design should be based on  designers’ imagination, and creativity. A good designer should be flexible to choose  his/her own steps, instead of using cliche instructional design a models.


The 4 Biggest K–12 Education Tech Trends in 2016 (by Meghan Bogardus Cortez)

K–12 Google Chromebook sales surpassing 51 percent. President Obama declaring that computer science is for all. An explosion of augmented reality and virtual reality. In 2016, teachers, administrators and students truly were on the frontlines of incredible tech innovation.

The good news is that all of this new technology didn’t deter educators from dabbling and experimenting with it. For example, this year teachers said they were more comfortable using technology than ever before. Twenty-four percent of teachers surveyed by Education Week even said they considered themselves to be “risk takers” in terms of tech use.

Read All:

What Students Really Think About Technology In The Classroom (Sarah Garland)

The grownups who make and debate education policy disagree about a lot of things, but they often take it as a given that kids love technology. And tapping into that love of gadgetry and games is a way to make students “more engaged” in learning, or so many believe.

Interviews with students in the middle-income, rural district of Quakertown, on the outskirts of Philadelphia’s suburbs, suggest that kids’ relationship with technology in school is more complicated than the adults may have imagined.

Yes, most kids jump at any chance to play educational games, search the Internet to research a project, connect with classmates and others online, and even do their homework digitally.

5 Ways Tech Can Distract From Learning and How to Overcome the Challenges (Adam Schoenbart)

Does learning with technology always represent real knowledge and achievement? When does technology actually distract from learning instead of enhancing it?

These are two questions that I’ve been thinking about lately as I explore more opportunities for formative assessment, technology, and actionable data. I’ve explored these ideas in detail in Data Driven Duds and Make Data Matter!

I was led to these questions after an awesome morning spent with three members of the Kahoot! team. After a quick Twitter and e-mail exchange, Kaja, Alex, and Rik, who were visiting NYC form Norway, came to Ossining High School to talk with teachers and students about how they are using Kahoot!, apps, formative assessment, and so much more.