Unit 3 - Technology Integration
2121 unread replies.3838 replies.
Q1. Is the Decision-Making Matrix valuable? Under what circumstances would it be useful or not useful?
Q2. Matching tools to pedagogy is a central premise of the Manning chapter. Describe one example of this matching and the skills or knowledge needed to achieve it.
Q3 What do Instructional Design and the Decision-Making Matrix have in common? How do they differ?
Q1. Is the Decision-Making Matrix valuable? Under what circumstances would it be useful or not useful?
It sounds wonderfully practical & intuitive to me. Also, it's very nicely articulated the way Manning and Johnson put it down here. And I think it's brilliant that that they use Google Docs as their tool of analysis.
I've seen it used by fourth, fifth, and sixth graders at a Montessori school this Spring. They were writing papers that would be submitted to a school competition for Utah Historical research. The learners were having a wonderful and effective time collaborating on the Docs they were creating. There was the addition bonus that as the were watching each others compositions and edits, they would look back to each other (ping-pong style - as I was doing as well, probably with my mouth hanging slack) and begin new discussions. Really, really cool!
And, of course, they were in a Chromebook lab. This is not always available. I've had the heartbreaking experience to assign this type of work to discover, after assignments were handed in, that some of my young Saudi men did not have Internet access at home (as the assignment was not in a lab, but homework). One came to my office after school, quiet and embarrassed, and admitted as much . . . his eyes watering with shame.
Using the Decision-Making Matrix would've helped me to understand the need for a mutual "Platform" and "Accessibility Concerns". So, I believe it should be used by teachers until it becomes intuitive - on auto-pilot.
No comments:
Post a Comment