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Welcome to the deep dive.

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Today, we're diving into the world of educational technology.

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Oh, dash tag tech.

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Yeah, hashtag ed tech.

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And we're using Gary Ackerman's blog post

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as a jumping off point.

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It's called Four Prepositions, framing hashtag ed tech.

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And basically, we're going to unpack these four prepositions

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and look at how they play out in classrooms.

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Cool.

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I like this idea of a framework.

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Because sometimes it does feel like a lot of fuzziness

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around using technology and education.

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Exactly.

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It's like, are we using it well?

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Are we not using it well?

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What does that even mean?

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Right.

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So let's just jump right in with the first one.

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OK.

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Teaching about computers.

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Oh.

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This is kind of like going back to the early days

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of computers in schools.

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Like the nuts and bolts, like learning, you know,

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output devices.

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That seems so obvious now.

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Right.

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And it was important back then to really understand

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how those worked.

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And of course, programming was a huge part of that too.

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Oh, yeah.

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From the early basic languages to the visual programming

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we see with like Scratch today.

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Oh, that's interesting.

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It's all about control and manipulation of the computer.

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So even then, they recognize that you can't just

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teach about computers in a vacuum.

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Right.

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Like Ackerman points out, it's kind of meaningless

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if students don't have access to actual computers.

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Yeah.

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It's like trying to teach someone to drive a car,

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but never letting them behind the wheel.

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Exactly.

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Yeah.

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OK.

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So let's shift gears a little bit to the second preposition.

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OK.

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Teaching by computers.

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OK.

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So now the computers are stepping into the role

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of the instructor.

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Like those math drills and spelling quizzes.

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And like the typing games.

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Yes.

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Remember those?

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Oh, yeah.

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Some of those are very addictive.

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Oh, totally.

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And then you get into more sophisticated applications

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like simulations for science experiments

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or adaptive test prep programs that

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tailor the difficulty to each student's progress.

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So the technology is actually driving the instruction,

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responding to student input.

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Right.

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And even deciding what they should learn next.

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That's interesting.

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Yeah.

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You know, I've observed classrooms

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where like every student was engrossed in a math website.

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Oh, wow.

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And it was definitely engaging.

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But it made me wonder, like, is this

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the best way to use this technology?

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Yeah.

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Are there better ways to encourage collaboration?

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Yep.

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Or like deeper understanding?

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That's a good point.

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Because while like personalized practice is valuable,

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there's something to be said for those dynamic interactions

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that happen in a classroom.

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Yeah.

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Definitely.

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OK.

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So are you ready for preposition number three?

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I'm ready.

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Hit me.

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Teaching via computers.

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Via.

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Via.

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So this one I think sometimes gets misunderstood.

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Yeah.

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It's where computers are kind of acting as substitutes

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for existing tools.

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OK.

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But without fundamentally changing how things are done.

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So like using a word processor instead of a typewriter.

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Exactly.

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But then just printing out the final document anyway.

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Yeah.

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Ackerman has a great example in his blog post.

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Oh, yeah.

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About visiting a school where students

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were typing essays on computers.

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OK.

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Only to print them out at the end.

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So the computer just became a very expensive typewriter.

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A glorified typewriter.

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Exactly.

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There's that example too of like the teacher

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using a fancy document camera to project student work

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when a whiteboard would have done the trick.

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Right.

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It's not about using the newest, shiniest tech.

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Yeah.

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It's about choosing the right tool for the job.

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It's like just having digital devices doesn't

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magically make learning better or more effective.

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Totally.

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So this brings us to our final preposition.

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OK.

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Let's hear it.

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Teaching with computers.

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Ah, this is the good stuff.

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This is what people often mean when

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they talk about technology integration.

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Right.

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Where computers become tools for accessing, manipulating,

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analyzing, creating information.

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It goes beyond just being the object of study

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or a delivery method.

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Yeah.

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It's like they become true partners in the learning process.

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And this applies beyond the classroom too, right?

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Oh, absolutely.

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Think about workplace training, online learning, even just

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like personal learning, you know?

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Yeah.

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Recognizing this model helps you evaluate how effectively

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the technology is being used.

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So it's like the difference between just reading

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about a historical event and then using online archives

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and digital mapping tools to conduct your own investigation.

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You got it.

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Ackerman really drives this point home.

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Even today, using computers can be such a broad, meaningless

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term.

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Yeah.

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But these prepositions, they give us a framework

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to think about the purposeful role of ICT.

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The why?

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Yes.

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The why.

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OK.

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So we've kind of laid out these four prepositions.

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OK.

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But before we dive into what this all means for you,

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dear listener.

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Yes.

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I'm curious, when you've seen teaching by computers in action,

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what are your thoughts on its effectiveness?

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I know you mentioned seeing those students engrossed

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in a math website.

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But yeah, I mean, while I had some reservations

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about the lack of interaction in that specific instance,

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we can't discount the potential benefits.

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These programs can offer personalized feedback.

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Oh, yeah.

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And adjust to a student's pace in ways

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that might be difficult for a teacher managing

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a whole classroom.

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That's true.

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And by freeing up the teacher's time,

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it allows for more one-on-one support or small group work,

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which could potentially address those very interaction

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concerns.

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I like that.

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It's like the technology.

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Yeah.

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When used strategically, can actually

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complement and enhance the role of the teacher.

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Exactly.

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Not replace it.

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Not replace it.

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It's about finding that balance.

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Yeah.

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And using the right tools for the right moments.

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Absolutely.

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OK, so we've covered teaching about by, via, and with

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computers.

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I've hit all the prepositions.

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But Ackerman leaves us with a really interesting question

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at the end of his post.

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Yeah, he does, doesn't he?

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He asks, what would a fifth preposition be?

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Ooh.

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One that captures how technology is changing the learning

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landscape even further.

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It makes you think about the future of hashtag EdTech,

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you know?

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Like, how are we moving beyond simply using computers

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to something more?

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Right, like, what does that even look like?

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What's next?

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Well, we're already seeing personalized learning

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experiences powered by AI.

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Oh, yeah.

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Like, imagine every student having a virtual tutor that

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adapts to their learning style and needs.

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It's like something out of science fiction becoming a reality.

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And then there's virtual and augmented reality.

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Oh, my gosh.

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Yes.

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Think about immersing students in ancient Rome

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or taking them on a virtual field trip to the ocean floor.

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Oh, that would be amazing.

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We could bring history and science to life in a whole new way.

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Exactly.

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And it's not just about the technology itself,

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but how we use it to create meaningful experiences

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for learners.

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Right.

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Maybe this fifth preposition is about empowering students

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to take control of their own learning.

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Oh, love that.

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You know, giving them the agency to explore their passions

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and create something new.

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So it's almost like moving from teaching with to learning with.

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Yeah, like a true partnership where

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technology is facilitating exploration creativity

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and self-directed learning.

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That's a huge shift.

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It is.

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It really highlights this idea that as we

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navigate all this new educational technology,

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we have to keep the learner at the center.

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The learner at the center.

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How can we use these tools to really empower them,

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to make learning not just engaging,

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but truly meaningful and impactful?

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These are big questions.

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They are big questions.

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For educators and for anyone who's

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learning and adapting in this digital world.

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Exactly.

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And I don't think we have all the answers right now.

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Right.

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But Akraman's four prepositions and this hypothetical fifth one,

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they give us a starting point.

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A framework.

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Yeah, to critically examine these new technologies

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and think about their potential.

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Not just as gadgets, but as tools for empowering learners.

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Exactly.

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I think that's a key takeaway for our listeners today.

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Absolutely.

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It's not enough to just have the latest tech.

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We have to be intentional about how we use it.

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And what we want to achieve with it.

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I encourage everyone listening to apply these prepositions

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to your own experiences.

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Ooh, that's a good idea.

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When you see technology being used in education,

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ask yourself, which preposition fits?

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What's the purpose?

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It's a good way to become more aware of how technology is

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shaping learning.

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And as we wrap up.

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I want to leave you with one final thought.

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Don't be afraid to challenge the status quo.

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Love it.

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We're all learning and figuring this out together.

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Exactly.

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So be curious, explore new ideas,

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and don't be afraid to think outside the box when

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it comes to technology and learning.

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It's like you might just discover that fifth preposition.

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Maybe.

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And help shape the future of hashtag edtech.

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That's what makes this field so exciting.

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Yeah.

285
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It's always evolving, always pushing the boundary.

286
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Always learning.

287
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Yeah, we're all on this journey of discovery together,

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figuring out how to use technology

289
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to create a better future for learning.

290
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You know, it really is an exciting time to be involved

291
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in education and technology.

292
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It is.

293
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I think for me, what really sticks out

294
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from this conversation is that technology itself

295
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isn't the answer.

296
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It's not a magic solution, right?

297
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It's a tool.

298
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And any tool can be used effectively or ineffectively.

299
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That's a good way to put it.

300
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It all comes down to the purpose and the skill of the user.

301
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So as we look ahead to the future of hashtag edtech

302
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and all the possibilities.

303
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All the possibilities.

304
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It's kind of mind blowing.

305
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It is mind blowing.

306
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But it's crucial to remember those four prepositions

307
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that Ackerman laid out.

308
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They really do give us a framework.

309
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Yeah.

310
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For evaluating, you know, is this technology being used well?

311
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Is it actually helping learning?

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They remind us to think about the why.

313
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The why.

314
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Behind the how.

315
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Yes.

316
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The why behind the how.

317
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When it comes to technology in the classroom.

318
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Or any learning environment, really.

319
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Exactly.

320
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So I encourage you, dear listener.

321
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Yes.

322
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To apply these prepositions to your own experiences.

323
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Absolutely.

324
00:09:43,280 --> 00:09:46,040
When you see technology being used in education,

325
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ask yourself which preposition fits.

326
00:09:47,880 --> 00:09:48,200
Yeah.

327
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What's the intention?

328
00:09:49,200 --> 00:09:50,480
What's the intention?

329
00:09:50,480 --> 00:09:54,120
It's a great way to become more aware of how technology is

330
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shaping how we learn and teach.

331
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It really is.

332
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So as we wrap up.

333
00:09:58,160 --> 00:09:58,680
Yeah.

334
00:09:58,680 --> 00:10:00,280
I want to leave you with one final thought.

335
00:10:00,280 --> 00:10:00,760
OK.

336
00:10:00,760 --> 00:10:01,240
I'm ready.

337
00:10:01,240 --> 00:10:03,640
Don't be afraid to challenge the status quo.

338
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I love that.

339
00:10:04,400 --> 00:10:06,600
We're all on this journey of discovery together.

340
00:10:06,600 --> 00:10:07,120
We are.

341
00:10:07,120 --> 00:10:08,240
So be curious.

342
00:10:08,240 --> 00:10:09,680
Explore new ideas.

343
00:10:09,680 --> 00:10:11,120
Think outside the box.

344
00:10:11,120 --> 00:10:13,000
When it comes to using technology

345
00:10:13,000 --> 00:10:15,360
to create really meaningful learning experiences.

346
00:10:15,360 --> 00:10:16,280
And who knows?

347
00:10:16,280 --> 00:10:19,640
You might be the one to discover that fifth preposition.

348
00:10:19,640 --> 00:10:20,480
Ooh.

349
00:10:20,480 --> 00:10:21,120
That's a good point.

350
00:10:21,120 --> 00:10:23,920
And help shape the future of hashtag edtech.

351
00:10:23,920 --> 00:10:25,640
Well, that's the beauty of this field.

352
00:10:25,640 --> 00:10:26,240
It is.

353
00:10:26,240 --> 00:10:27,880
The possibilities are endless.

354
00:10:27,880 --> 00:10:28,440
Yeah.

355
00:10:28,440 --> 00:10:30,560
And we're all writing the next chapter together.

356
00:10:30,560 --> 00:10:31,200
We are.

357
00:10:31,200 --> 00:10:33,200
Thanks for joining us for this deep dive

358
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into the world of hashtag edtech.

359
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It's been a pleasure.

360
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Until next time, keep exploring, keep questioning,

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and keep learning.