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You’d suppose after virtually 4 years of the compelled migration to distant studying and the brand new methods to attach and educate due to edtech, lecturers can be prepared to simply accept these instruments as an important a part of their work. In keeping with Julianne Ross-Kleinmann, knowledge evaluation & know-how integration specialist at Ulster BOCES in New York, that’s not essentially the case.
On this dialog, Julianne shares her experiences encouraging tech-hesitant lecturers to embrace know-how that improves educating and studying. We contact upon quite a lot of subjects together with the challenges of know-how adoption, the position of belief in academic know-how, the TPACK framework (Know-how, Pedagogy, and Content material Information), and the necessity to tailor approaches to particular person lecturers’ consolation ranges.
Julianne emphasizes that regardless of progress, resistance to know-how nonetheless exists, and he or she shares her methods for constructing belief and advocating for equitable know-how entry.
Don’t fear. If you happen to look forward to it, we find yourself exploring the evolving position of know-how in schooling and the optimistic modifications Julianne has noticed. Click on beneath for a pay attention and skim beneath for some edited highlights and a few assets on TPACK:
On the primary steps in lowering resistance to tech:
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