Quick Links to Course Experiences (Lessons): 01  02  03  04  05  06  07  08  09  10  11  12  13  14

How do we truly believe that students learn best? Are we practicing what we believe about learning in our schools? Can technology help align our beliefs about learning to our educational practices?

  • Reflect on what the purpose of education should be in our current technology era.
  • Reflect on your own personal philosophy of teaching and learning! Share your ideas with us, and respond to other class members' comments and ideas.
  • Consider, discuss and share how technology can assist a teacher and engage learners.
  • Research, read, and think about purposes for using technology in teaching, and discuss ways that are effective or not effective.
  • If you have not already done so, set up your Aggiemail account.
Our personal philosophy about teaching and learning were shaped mostly by our own experiences in the classroom. We were schooled very well in the traditional model of American education. In this experience, I'm going to ask you to step outside these traditions, examine our teaching practices - and think in terms of "what we can do to make learning meaningful and productive for every student."

I've always felt some of our educational traditions get in the way of real learning - the kind that sticks - the kind that is meaningful and relevant. Particularly so in the past few decades as intense emphasis is placed on marching students through core content, followed by high stakes testing and assessment. The coronavirus pandemic in the spring of 2020 brought many of the following questions to the forefront as students were quarantined in their homes:

As a teacher, some questions I've often asked myself are...
  • Why do we pull kids out of their real world at kindergarten or preschool age to try to prepare them for a life within it? 
  • Why do we group students by their age, and not some other way?​
  • Why do we separate and silo learning and knowledge into disconnected curriculum bits? Real life crosses all boundaries.
  • Why do we assess students with grades? Why even have this form of credentialing? Do they help or hinder real learning? Aren't there better ways to assess learning? (Here's a troubling thought...)
  • Why do bureaucrats, administrators, and teachers get to pick what students learn, rather than the students pick what's of interest to them? Shouldn't students have some voice in what they want to learn or how they go about achieving those learning objectives?
  • Why do we place more value on certain subjects, and less on others? For example, STEM tops the list currently, and arts and humanities have taken a back seat.
  • What skills do students really need to have in order to be successful in our current society?  Are we teaching those?  
Technology is moving so fast that some experts have said, "We are trying to prepare them for jobs that don't exist yet, using tools that haven't been invented yet." What attitudes and skills can we help them acquire that will best prepare them for the future?
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Our experience in education...
As educators, our own philosophy of education was largely shaped by our personal educational experiences. We were schooled very well in the traditional model of American education. Can we step outside tradition, and examine what we do in terms of what we can do to make learning meaningful and productive for every student?
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What 21st century learning should look like.
​​​This week, critically examine your deepest feelings about teaching and learning. We'll expose you to voices discussing what should occur to make education better - for both students and teachers. How do we really believe we learn best? Are schools structured around these beliefs? If not, what can you and I do to change that? 

Over the course of the semester, we want you to seriously reflect on your own philosophy of education. That will become the foundation for how you teach. We encourage you to climb out of some of the traditional educational practices and evaluate their value - in your own life, and in the lives of your students.
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We realize that the system forces many of those structures upon us (I call them "boxes we're stuck in"), and they can only be changed from higher up the administrative ladder.  And, if that is the case, can we work more effectively within those boxes? 

As your instructors, we are stuck in some boxes ourselves. For example, we are required to give you a grade for this course. Know that you will not be competing for a grade with your peers. We will clearly define what is needed to achieve the grade you desire to receive.

​After working through this week's experience, add your voice! ​You'll be participating in two class discussions this week. You'll have the opportunity to introduce yourself to the rest of the class. In a separate discussion, you'll share your thoughts and take-aways for sections 1A, 1B, 1C.

As learners, we encourage you to research your thoughts on what you'll see and learn this week. Step outside your own box. Think about and synthesize what you'll learn this week into something of real value! These same ideas changed the way I teach and work with students over four decades of teaching. Shape your own philosophy about teaching and learning. Become a master educator - one your students will remember through their lives as a life-changing, positive experience. And in this course, learn how technology can assist you with that.
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This first experience will set the stage for the rest of our team efforts this semester. We really look forward to working with you. We are excited about the ideas you'll bring to the course, and the strategies and tools you'll share with us!
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Begin this experience by watching the videos about High Tech High School. As you watch, pause the video and record notes about thoughts and ideas that impressed you. I believe you'll find that it's quite different than what you experienced in high school. What are the big ideas about learning you were able to glean from these? 
Meet High Tech High School...
In this week's discussion in Canvas - ​E01 - Class Discussion, and while this is fresh in your mind, take a few minutes now to reflect, synthesize, and respond to this question...

Day 1: Home Page.: On the Experience 1 homepage, you were introduced to High Tech High School, and its founder, Larry Rosenstock. What were your impressions and take-aways about that type of learning? Have you ever experienced that type of learning yourself? What ideas came to mind about your teaching role in relation to this? What impacted you?
  • Section 1A: How do students learn best? Are we doing those things?
  • Section 1B: How is technology changing the education process? What are the possibilities? When is it appropriate to use?
  • Section 1C: The Standards for the International Society for Technology in Education
  • Section 1D: Set up your USU AggieMail account (if you haven't already) and actively use it. Did you set one up previously? Here's what to do if you forgot how to access it!
Use Module "Week 1 - What voices are saying about 21st century education!" in Canvas. Be sure to look through the assigned discussions and their accompanying scoring rubrics!
About our class discussions In Canvas: The discussions are our class conversations - our own community of educators.  Rules for our discussions:
  1. The purpose of our discussions is to promote a free exchange of ideas, resources, to make friends, increase our online personal network, and get answers to questions.
  2. Please, no put downs, no nasty comments, jibes, or rude remarks. It's certainly OK to disagree, and you should take time to explain why you disagree - but do it with civility and kindness. We are a team. We will work as a team to make this course experience an awesome one! We're in this together to help each other as professionals, not to tear each other down!
  3. Please participate in a timely manner! We need your voice! I think it's critical that I or your instructor not be the only voice you hear in this course! Between us all there is a wealth of talent, experience, and knowledge! Let's work together as a group to learn together, and share ideas and resources with each other.​
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Click image above to view the presentation.
​NOTE: If you've not participated in Canvas discussions before, and need assistance learning how to do that, we've provided Canvas video tutorials in the Resources section of this site.  Watch the student videos, particularly the one titled "Participate in a Discussion." They will teach you everything you need to know to work in Canvas.  You can get to Canvas at My.USU.edu.  You will need your A# and strong password to log in.  If you have trouble logging in - please call the USU Help Desk (435-797-4357).
Material on this website - other than curated internet videos and resources linked to within - are copyright 2020 by Nathan M. Smith Jr. - ​Updated May 2, 2020