Learning and leading with technology 

About: Learning and leading with technology is an academic journal. The journal publishes majorly in the area(s): Educational technology & Technology integration. It has an ISSN identifier of 1082-5754. Over the lifetime, 486 publications have been published receiving 6689 citations.

Upside down and inside out: Flip Your Classroom to Improve Student Learning.

Abstract: Educators are notorious for jumping on passing fads and chasing the newest innovations, from the open classrooms of the 1970s to the one-laptop-per-student initiatives of the past decade It’s not surprising that when the next new thing—the flipped classroom—hit the hallways of America’s schools, it was met with hesitation and skepticism from teachers, parents, and educational critics The “flipped” part of the flipped classroom means that students watch or listen to lessons at home and do their “homework” in class But is it just another fad or an instructional design worth keeping? Pioneered just a few years ago by science teachers Jonathan Bergmann and Aaron Sams at Woodland Park High School in Colorado, USA, the flipped classroom now has a conference, several websites, and a professional learning network of more than 3,000 teachers (see Resources, page 17) Bergmann and Sams also have a book coming out in July called Flip Your Classroom: Reach Every Student in Every Class Every Day (see What’s New, page 44, and read Bergmann’s Point/Counterpoint response, page 6) Some of the most enthusiastic advocates are the math teachers at Minnesota’s Byron High School (BHS), which was the 2011 Intel winner for high school mathematics Their story suggests that, at least for this dedicated group of educators, the flipped classroom is an educational innovation with legs, if not wings!

Computing in the Clouds.

Abstract: • I wrote this article without the aid of word processing software loaded on my computer. • I used several computers in several locations to write this article without using a flashdrive to move the file. • I shared this article with the editors of L&L without attaching it to an e-mail. • I saved my electronic draft in a place where I will have access to the content, even if my laptop is lost, the external hard drive where I keep my backups fails, and the new version of Microsoft Office refuses to open my file format. • And I am doing all of these things at no cost.

Computational Thinking: A Digital Age Skill for Everyone.

Abstract: A group of high school students cluster around a computer looking at a series of graphs and charts on the screen and talking quietly but intently. They are collaborating with a group of students in South America using Skype. Together they have gathered data and created a model depicting the rate of deforestation of the rain forests around the world. Today they are discussing the changes they need to make to their data representation and algorithm before running their simulation. These students are engaged in what is called computational thinking.

Sowing the Seeds for a More Creative Society.

Abstract: Unfortunately, few of today’s classrooms focus on helping students develop as creative thinkers. Even students who perform well in school are often unprepared for the challenges that they encounter after graduation, in their work lives as well as their personal lives. Many students learn to solve specific types of problems, but they are unable to adapt and improvise in response to the unexpected situations that inevitably arise in today’s fast-changing world.

Levels of Technology Implementation (LoTi): A Framework for Measuring Classroom Technology Use.

Abstract: Since the introduction of the Apple IIe computer in the early 1980s, the term \" technology \" has represented a broad range of interests and has been the subject of numerous interpretations. In school systems nationwide , technology has been the focus of curriculum renewal projects and school funding debates. It has been the rallying cry for leading many school districts into the 21st century. Our fascination with technology stems, in large degree, from its ambiguity within existing paradigms. Does technology represent things, like computers, modems, pencils, microscopes, and televisions; words or ideas, like \" progress \" and \" change \" ; processes, like animal breeding and voting ; or delivery systems, like expert systems and novice systems? Each perspective on technology has its unique attributes and leads the individual to different conclusions and implementation strategies. Attempts in the early 1980s to bring technology into education involved the creation of computer literacy classes at the elementary and secondary levels. From region to region, these courses were quite similar in their offerings—they taught students about the parts of the computer, keyboarding fundamentals, word processing, drill-and-practice applications , and introductory programming. Even with the exponential advances in electronic technology, their legacy can still be found today in the guise of integrated learning systems and central word processing and remediation labs. As one observes the current uses of computer technology nationwide, a few distinct patterns emerge. • Staff development opportunities for teachers to explore the potential of computer technology are oftentimes insufficient and misdirected. • Most computer technology is used for isolated activities unrelated to a central instructional theme, concept, or topic. • The use of the computer is often one step removed from the classroom teacher. • Technology is used to sustain the existing curricula rather than serve as a catalyst for change. • The majority of district or site technology plans do not establish a significant link between the need for technology and identifiable instructional priorities (e.g., emphasizing higher order thinking skills or restructuring the science and mathematics curriculum). Instead, they emphasize a need to meet a vaguely defined computer/student ratio or establish districtwide local area networks. At best, the role of technology has complemented the conventional instructional curriculum and its corresponding emphasis on expository teaching, traditional verbal activities, sequential instructional materials, and evaluation practices characterized by multiple-choice, short-answer, and true-or-false responses. When planning staff development targeting classroom integration of technology …