Matt’s notes
Good evening! We’re coming at you a mite sooner than we’ve become accustomed to… (ahem)(points at Doug…)
Please click where you please for what what will hopefully be a pleasant (educational) experience!
So… the tech processes as described in Episode 3 notes and before… remain current! We’ll hopefully get up into the HIGH double figures for an audience at some point… but this format & economy of scale both feel pretty good right now…
In terms of some of the books, and so forth mentioned in the pod…
Jessica McDiarmid… Highway of Tears... not just a BC story, or an Indigenous story, or any other kind of label you want to put on it… probably should be read by any / every adult living in Canada… for starters…
Garry Gottfriedson is a Scwepmec leader, educator, and a writer of international renown. I grabbed as many of his books as I could from the university Library when first arriving at TRU… and read them avidly… like when I first discovered Charles Bukowski… or Jack Gilbert… or Alden Nowlan… all different kinds of writers… but to me Garry— as a confessional, passionate poet who goes after language and image in surprising and, at times, devastating ways… he’s at that level, and we’re lucky to have him in Kamloops… for many reasons… Garry’s latest collection is called Bent Back Tongue… and at first glance, it is at least as good as any of his previous books… which is high praise from me…
Haig-Brown, C. (1988). Resistance and renewal: Surviving the Indian residential school. Arsenal pulp press.*
*My copy of this book is actually the 9th edition (2013).
Dr. Haig-Brown is a filmmaker, educator, and writer of significant stature… Her latest book Tsqelmucwilc: The Kamloops Indian Residential School – Resistance and a Reckoning is forthcoming later this month… notably co-authored with Garry Gottfriedson, Randy Fred, and the KIRS Survivors…
Ignace, M., & Ignace, R. E. (2017). Secwépemc People, Land, and Laws: Yerí7 re Stsq’ey’s-kucw. McGill-Queen’s Press-MQUP.
I had this book in my TRU office… and it remained there when I left TRU… I’m keeping this new copy on my desk… it has an excellent index which permits… and encourages… the reader to dive in at any point of interest… for example, the section on the traditional seasonal round… and its table with Secwepemctsin words and terms associated with seasons… and seasonal activities… are all of interest to me right now… connecting those words and terms and the attendant worldview which they belong to and lead back to… have been helpful for me in trying to imagine how me and my family belong here… as uninvited settlers… this book will help inform future episodes of Matt’s part of the podcast going forward…
E-campus Ontario continues to do great work… of especial interest from the tech and/or pro-d standpoint(s)… notably with their Ontario Extend modules and credentials…
As does BCcampus… with their FLO micro-courses being a particular high point among many high-quality offerings…
Doug’s notes
Pedagogy is more important than any tech tool.
“Pedagogy before technology”
“Pedagogy before technology” is something of a mantra in the support and development of teaching with digital technologies.
‘Folk pedagogies’, coined by Olson and Bruner (1996), refer to theory of mind held by teachers about learning. Here, I extend folk pedagogies to include those that are gained through personal experience as both a learner and teacher, and through cultural norms about teaching (e.g. from a disciplinary teaching culture).
There is a need for institutions to adopt strategic approaches that encourage and support critical engagement by educators on their use of digital technologies, bypassing the easy-to-grasp clichés and embracing the complexity of human-technological entanglement.
Drumm, L. (2019). Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching. Research in Learning Technology, 27.
(Rightly) concluded was that mere exposure to technology confers no particular educational benefits.
Of course, the same is true of pencils, paper, books, teachers, classrooms and all other educational authorities and artifacts. We would not expect that placing a child and a book in the same room would necessarily result in educational benefits. Exposure to books is a necessary but not sufficient condition for books to be educationally effective, but the critical variables will almost certainly prove to include both the content of the book and the way the child interacts with that content. The same is true of technology.
Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., & Bell, L. (2007). Research on the effectiveness of technology in schools: The roles of pedagogy and content. Contemporary Issues in Technology and Teacher Education, 7(1), 456-460.
Technological Pedagogical Content Knowledge (TPACK) describes the kinds of knowledge needed by a teacher for effective technology integration. The TPACK framework emphasizes how the connections among teachers’ understanding of content, pedagogy, and technology interact with one another to produce effective teaching.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111). Springer, New York, NY.
Jabbar and Mirza (2019) believe a culturally responsive pedagogy in higher education is based on five major concepts of cultural consciousness, resources, moral responsibility, cultural bridging and curriculum. They believe an effective culture of higher education allows for capitalising on plurality of and interaction between cultures, strengthening moral and professional responsibility and responsiveness and enabling students to become successful through the use of resources and effective curricula.
The term “EdTech culturation” was introduced by the researchers as a portmanteau word combining technology, acculturation and education meaning that when the use of technology is culturally relevant and appropriate for the students in a given context, teaching and learning will be more effective.
Eppard, J., Kaviani, A., Bowles, M., & Johnson, J. (2021). EdTech Culturation: Integrating A Culturally Relevant Pedagogy into Educational Technology. Electronic Journal of e-Learning, 19(6), pp. 516-530.
But what is even more worrying is the fact that “pedagogical gaps” are increasingly more evident and recurrent in almost all the literature on personalisation, and related to which educational model (with all its nuances) underpins how technology has tried to respond to the differentiation of the teaching-learning processes.
Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalisation in educational technology: the absence of underlying pedagogies. International Journal of Educational Technology in Higher Education, 15(1), 1-17.
The findings are reported in terms of five synthesis statements, describing:
- the bi-directional relationship between pedagogical beliefs and technology use,
- teachers’ beliefs as perceived barriers,
- the association between specific beliefs with types of technology use,
- the role of beliefs in professional development, and
- the importance of the school context.
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational technology research and development, 65(3), 555-575.
Digital pedagogies: Issues related to promoting gender bias, discrimination, and misrepresentation can emerge in teaching practices — facilitating professional development opportunities for teachers could be used to make digital pedagogies more inclusive.
Digital pedagogy requires teachers to have knowledge of how to integrate technology, the subject matter (e.g., numeracy or literacy) and pedagogy, to achieve learning outcomes effectively.
Crompton, H., Chigona, A., Jordan, K., & Myers, C. (2021). Inequalities in girls’ learning opportunities via EdTech: Addressing the challenge of Covid-19.
Digital pedagogy is defined as the integration of EdTech into teaching and learning for effective curriculum delivery.
Sailin, S. N., & Mahmor, N. A. (2018). Improving Student Teachers’ Digital Pedagogy through Meaningful Learning Activities. Malaysian Journal of Learning and Instruction, 15(2), 143–173. https://doi.org/10.32890/mjli2018.15.2.6
Digital pedagogy can use different synchronous and asynchronous EdTech tools to deliver educational content, to communicate and engage in learning among learners, parents, and teachers. There is a need for teachers to be equipped with the know-how related to digital pedagogy to take advantage of the benefits of EdTech, as replicating traditional pedagogies in EdTech needs to be questioned.
Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education, 0(0), 1–16. https://doi.org/10.1080/15391523.2021.1899877
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