1 00:00:00,000 --> 00:00:05,400 Hey everybody, so we've been really digging into this whole idea of educational frameworks. 2 00:00:05,400 --> 00:00:11,160 You know, like what they are, why they matter, and how they kind of help us connect all this 3 00:00:11,160 --> 00:00:15,040 theory with what actually happens in a classroom. 4 00:00:15,040 --> 00:00:16,040 In the real world, right? 5 00:00:16,040 --> 00:00:17,040 Exactly. 6 00:00:17,040 --> 00:00:18,040 That's a big topic. 7 00:00:18,040 --> 00:00:19,040 It is. 8 00:00:19,040 --> 00:00:20,040 But that's what we love to do here. 9 00:00:20,040 --> 00:00:21,040 I know that's why we're here. 10 00:00:21,040 --> 00:00:22,040 Like a deep dive. 11 00:00:22,040 --> 00:00:23,040 A deep dive. 12 00:00:23,040 --> 00:00:24,040 A gather. 13 00:00:24,040 --> 00:00:25,040 Absolutely. 14 00:00:25,040 --> 00:00:26,040 It's a really fascinating area. 15 00:00:26,040 --> 00:00:27,040 Okay. 16 00:00:27,040 --> 00:00:29,600 Just full of these like tensions and insights. 17 00:00:29,600 --> 00:00:30,600 Oh, I love that. 18 00:00:30,600 --> 00:00:31,600 You know. 19 00:00:31,600 --> 00:00:35,880 And one of the things we talk about all the time is this gap between research and practice. 20 00:00:35,880 --> 00:00:36,880 For sure. 21 00:00:36,880 --> 00:00:39,600 And that's actually exactly what Gary Ackerman tackles. 22 00:00:39,600 --> 00:00:40,600 Oh, cool. 23 00:00:40,600 --> 00:00:43,680 In one of his pieces called Frameworks Defined. 24 00:00:43,680 --> 00:00:44,680 Oh. 25 00:00:44,680 --> 00:00:46,360 We're looking at excerpts from that today. 26 00:00:46,360 --> 00:00:47,360 Awesome. 27 00:00:47,360 --> 00:00:51,320 And I think you're going to find some really thought-provoking ideas here. 28 00:00:51,320 --> 00:00:53,720 Ooh, thought-provoking, my favorite. 29 00:00:53,720 --> 00:00:54,840 I know, right. 30 00:00:54,840 --> 00:00:56,800 So Ackerman talks about this disconnect. 31 00:00:56,800 --> 00:00:57,800 Yeah. 32 00:00:57,800 --> 00:01:00,280 It's a gap between scholars and educators. 33 00:01:00,280 --> 00:01:04,280 And he says, you know, scholars love their controlled environments. 34 00:01:04,280 --> 00:01:05,280 Oh, look at that. 35 00:01:05,280 --> 00:01:09,520 Where they can break things down into these, you know, nice, neat little variable. 36 00:01:09,520 --> 00:01:10,520 Little boxes. 37 00:01:10,520 --> 00:01:11,520 Yeah, exactly. 38 00:01:11,520 --> 00:01:14,320 But as anybody who's ever set foot in a classroom knows. 39 00:01:14,320 --> 00:01:15,320 Yeah. 40 00:01:15,320 --> 00:01:16,320 That's not reality. 41 00:01:16,320 --> 00:01:17,600 That is not how it works. 42 00:01:17,600 --> 00:01:18,600 Is it? 43 00:01:18,600 --> 00:01:19,600 No. 44 00:01:19,600 --> 00:01:20,600 Not at all. 45 00:01:20,600 --> 00:01:21,600 It's like John Dewey said. 46 00:01:21,600 --> 00:01:22,600 Yeah. 47 00:01:22,600 --> 00:01:25,600 You know, classrooms are just like bursting with all these like unpredictable factors. 48 00:01:25,600 --> 00:01:26,600 Oh, yeah. 49 00:01:26,600 --> 00:01:34,440 So Ackerman actually calls this the difference between like tame problems and wicked problems. 50 00:01:34,440 --> 00:01:39,040 So tame problems are like those nice, neat science experiments. 51 00:01:39,040 --> 00:01:41,600 You control the variables, get a clear answer. 52 00:01:41,600 --> 00:01:42,600 Easy peasy. 53 00:01:42,600 --> 00:01:46,400 But classrooms, yeah, those are full of wicked problems. 54 00:01:46,400 --> 00:01:47,400 The messy ones. 55 00:01:47,400 --> 00:01:48,400 Gotcha. 56 00:01:48,400 --> 00:01:49,400 Multifaceted. 57 00:01:49,400 --> 00:01:50,400 Okay. 58 00:01:50,400 --> 00:01:52,800 And like resistant to simple solutions. 59 00:01:52,800 --> 00:01:53,800 Yeah. 60 00:01:53,800 --> 00:01:54,800 I'm getting that. 61 00:01:54,800 --> 00:01:55,800 So that's interesting. 62 00:01:55,800 --> 00:01:56,800 Yeah. 63 00:01:56,800 --> 00:02:01,800 Imagine you're a teacher and you're trying to implement like project based learning. 64 00:02:01,800 --> 00:02:02,800 Right. 65 00:02:02,800 --> 00:02:07,200 But you're getting pushback from parents who are worried about standardized test scores. 66 00:02:07,200 --> 00:02:08,200 Yeah. 67 00:02:08,200 --> 00:02:10,200 That's a wicked problem in action, right? 68 00:02:10,200 --> 00:02:11,200 Totally. 69 00:02:11,200 --> 00:02:12,640 It's like all these different perspectives. 70 00:02:12,640 --> 00:02:13,640 Absolutely. 71 00:02:13,640 --> 00:02:14,640 No easy answers. 72 00:02:14,640 --> 00:02:19,600 And it makes all those like nice research studies seem a world away. 73 00:02:19,600 --> 00:02:20,600 A world away. 74 00:02:20,600 --> 00:02:21,600 Don't they? 75 00:02:21,600 --> 00:02:22,600 Totally. 76 00:02:22,600 --> 00:02:23,600 And that's where frameworks come in. 77 00:02:23,600 --> 00:02:26,840 They kind of give us a way to acknowledge that complexity. 78 00:02:26,840 --> 00:02:27,840 Right. 79 00:02:27,840 --> 00:02:34,360 But still identify some key elements that influence teaching and learning across different settings. 80 00:02:34,360 --> 00:02:39,800 So it's like, instead of trying to boil the ocean, we're making a map to help us navigate 81 00:02:39,800 --> 00:02:40,800 it. 82 00:02:40,800 --> 00:02:41,800 I like that. 83 00:02:41,800 --> 00:02:42,800 That's a good analogy. 84 00:02:42,800 --> 00:02:43,800 Thanks. 85 00:02:43,800 --> 00:02:44,800 Yeah. 86 00:02:44,800 --> 00:02:47,000 And this is where the idea of like dimensions becomes important. 87 00:02:47,000 --> 00:02:48,000 Dimensions. 88 00:02:48,000 --> 00:02:49,000 Yeah. 89 00:02:49,000 --> 00:02:52,480 So think of dimensions as like the building blocks of a framework. 90 00:02:52,480 --> 00:02:57,320 They help us kind of break down a complicated concept into smaller pieces. 91 00:02:57,320 --> 00:02:58,320 More manageable pieces. 92 00:02:58,320 --> 00:02:59,320 More manageable pieces. 93 00:02:59,320 --> 00:03:00,320 Right. 94 00:03:00,320 --> 00:03:01,320 Right. 95 00:03:01,320 --> 00:03:02,320 Okay. 96 00:03:02,320 --> 00:03:09,120 So if education is our vast ocean, the dimensions might be things like curriculum, assessment, 97 00:03:09,120 --> 00:03:10,120 teacher training. 98 00:03:10,120 --> 00:03:11,120 Yeah. 99 00:03:11,120 --> 00:03:14,840 You know those big categories that help us make sense of the whole picture. 100 00:03:14,840 --> 00:03:15,840 Precisely. 101 00:03:15,840 --> 00:03:21,560 And scholars like Curtis Bonk and Vanessa Denon, they've pointed out that frameworks 102 00:03:21,560 --> 00:03:25,880 with really clear dimensions are super helpful for communication. 103 00:03:25,880 --> 00:03:31,640 So suddenly, everyone from researchers to teachers to policy makers, they're all speaking 104 00:03:31,640 --> 00:03:32,640 the same language. 105 00:03:32,640 --> 00:03:34,320 Oh, that's nice. 106 00:03:34,320 --> 00:03:35,320 Right. 107 00:03:35,320 --> 00:03:36,320 Yeah. 108 00:03:36,320 --> 00:03:37,320 I like that a lot. 109 00:03:37,320 --> 00:03:38,320 It can be really powerful. 110 00:03:38,320 --> 00:03:42,960 So I'm starting to see how this could be helpful, not just for academics, but for anyone involved 111 00:03:42,960 --> 00:03:43,960 in education. 112 00:03:43,960 --> 00:03:44,960 Absolutely. 113 00:03:44,960 --> 00:03:49,440 But you know, you mentioned earlier that not all frameworks are created equal. 114 00:03:49,440 --> 00:03:50,840 What makes a good framework then? 115 00:03:50,840 --> 00:03:57,120 Well, according to Andrew Dillon, he's a scholar, there are four key characteristics we should 116 00:03:57,120 --> 00:03:58,120 look for. 117 00:03:58,120 --> 00:03:59,120 I'm ready. 118 00:03:59,120 --> 00:04:00,120 Okay. 119 00:04:00,120 --> 00:04:06,120 So we have accuracy, relative non-complexity, suitable genericism, and modifiability. 120 00:04:06,120 --> 00:04:08,520 Those are some big words. 121 00:04:08,520 --> 00:04:09,520 I know, right? 122 00:04:09,520 --> 00:04:12,400 They sound very academic, but they're actually really important. 123 00:04:12,400 --> 00:04:13,400 Okay. 124 00:04:13,400 --> 00:04:14,400 Well, let's break them down. 125 00:04:14,400 --> 00:04:15,400 Okay. 126 00:04:15,400 --> 00:04:17,720 Starting with accuracy seems pretty straightforward. 127 00:04:17,720 --> 00:04:20,800 You know, a framework should accurately reflect what's happened. 128 00:04:20,800 --> 00:04:24,160 It's happening in the world of education, but didn't we just say that education is full 129 00:04:24,160 --> 00:04:27,600 of these messy, wicked problems? 130 00:04:27,600 --> 00:04:28,600 Wicked problems. 131 00:04:28,600 --> 00:04:33,520 Like how do we even define accuracy when things are so subjective? 132 00:04:33,520 --> 00:04:35,960 That's a great question. 133 00:04:35,960 --> 00:04:41,920 It's true that perfect accuracy might be a little bit elusive when we're dealing with 134 00:04:41,920 --> 00:04:48,320 the complexities of human behavior and learning environments, but a good framework should at 135 00:04:48,320 --> 00:04:55,280 least strive to be grounded in empirical observations and open to scrutiny and revision 136 00:04:55,280 --> 00:04:56,760 as new evidence emerges. 137 00:04:56,760 --> 00:05:02,120 So it's less about capturing every single detail and more about identifying those core 138 00:05:02,120 --> 00:05:09,880 principles and patterns that hold true despite all the variation, those underlying truths 139 00:05:09,880 --> 00:05:11,960 that can guide our understanding. 140 00:05:11,960 --> 00:05:18,200 Think of it as aiming for useful accuracy rather than absolute certainty. 141 00:05:18,200 --> 00:05:20,120 I like that useful accuracy. 142 00:05:20,120 --> 00:05:21,120 It's a good one. 143 00:05:21,120 --> 00:05:22,120 Adding that to my list. 144 00:05:22,120 --> 00:05:23,120 All right. 145 00:05:23,120 --> 00:05:24,120 Okay. 146 00:05:24,120 --> 00:05:27,600 So what about this next characteristic, relatively non-complex? 147 00:05:27,600 --> 00:05:28,600 Yes. 148 00:05:28,600 --> 00:05:35,600 I don't know why, but when I think of academic frameworks, my mind goes to like these dense 149 00:05:35,600 --> 00:05:38,840 research papers packed with jargon. 150 00:05:38,840 --> 00:05:39,840 Full of jargon. 151 00:05:39,840 --> 00:05:43,920 And frameworks need to be like the opposite of that. 152 00:05:43,920 --> 00:05:44,920 Absolutely. 153 00:05:44,920 --> 00:05:48,760 And the key to being able to understand and accessability are so essential. 154 00:05:48,760 --> 00:05:55,800 Because we want busy teachers, administrators, policymakers to be able to understand and 155 00:05:55,800 --> 00:05:57,920 apply these frameworks. 156 00:05:57,920 --> 00:05:59,120 To actually use them. 157 00:05:59,120 --> 00:06:00,960 To actually use them. 158 00:06:00,960 --> 00:06:05,800 It's about distilling those complex ideas into their most like essential and understandable 159 00:06:05,800 --> 00:06:06,800 forms. 160 00:06:06,800 --> 00:06:07,800 Okay. 161 00:06:07,800 --> 00:06:08,800 That makes sense. 162 00:06:08,800 --> 00:06:10,360 But I do have to push back a little here. 163 00:06:10,360 --> 00:06:13,240 I totally get the need for simplicity. 164 00:06:13,240 --> 00:06:17,480 But I'm also a little wary of oversimplifying things. 165 00:06:17,480 --> 00:06:25,240 So how do we strike that balance between making a framework clear and accessible, but without 166 00:06:25,240 --> 00:06:28,400 sacrificing its depth and nuance? 167 00:06:28,400 --> 00:06:31,960 You've hit on a key challenge here in framework design. 168 00:06:31,960 --> 00:06:34,440 It is a delicate balancing act. 169 00:06:34,440 --> 00:06:39,560 We want to avoid overwhelming people with jargon and technicalities. 170 00:06:39,560 --> 00:06:45,320 But we also don't want to create frameworks that are so simplistic. 171 00:06:45,320 --> 00:06:51,320 That they fail to capture the richness and complexity of real-world classrooms. 172 00:06:51,320 --> 00:06:56,320 So it's not about dumbing things down, but it's about finding that sweet spot where it's 173 00:06:56,320 --> 00:07:02,440 sophisticated enough to be meaningful, but clear enough to be usable. 174 00:07:02,440 --> 00:07:03,520 Exactly. 175 00:07:03,520 --> 00:07:06,640 It's about elegant simplicity. 176 00:07:06,640 --> 00:07:07,880 Elegant simplicity. 177 00:07:07,880 --> 00:07:09,920 Not simplistic reductionism. 178 00:07:09,920 --> 00:07:11,840 Elegant simplicity. 179 00:07:11,840 --> 00:07:12,840 That's a good one. 180 00:07:12,840 --> 00:07:14,360 Yeah, I'm adding that to my list too. 181 00:07:14,360 --> 00:07:15,360 All right. 182 00:07:15,360 --> 00:07:16,360 All right, on to the next one. 183 00:07:16,360 --> 00:07:17,360 Okay. 184 00:07:17,360 --> 00:07:18,360 Suitably generic. 185 00:07:18,360 --> 00:07:19,360 Yes. 186 00:07:19,360 --> 00:07:26,360 This one makes me think about trying to fit a square peg into a round hole. 187 00:07:26,360 --> 00:07:27,360 How so? 188 00:07:27,360 --> 00:07:34,280 Well, imagine we create a framework that only works for, let's say, teaching third grade 189 00:07:34,280 --> 00:07:35,760 math in rural Montana. 190 00:07:35,760 --> 00:07:36,760 Okay. 191 00:07:36,760 --> 00:07:41,520 It's not very accurate and clear, but it wouldn't be very helpful for anybody outside of that 192 00:07:41,520 --> 00:07:43,280 very specific context. 193 00:07:43,280 --> 00:07:44,440 You're exactly right. 194 00:07:44,440 --> 00:07:47,400 That's why suitably generic is so important. 195 00:07:47,400 --> 00:07:48,400 Got you. 196 00:07:48,400 --> 00:07:54,560 Frameworks need to be flexible enough to be adapted and applied across different grade 197 00:07:54,560 --> 00:07:57,040 levels, subjects in educational settings. 198 00:07:57,040 --> 00:08:02,560 The goal is to create a tool that can benefit educators in a wide range of situations. 199 00:08:02,560 --> 00:08:03,720 Not just to select few. 200 00:08:03,720 --> 00:08:04,720 Not just to select few. 201 00:08:04,720 --> 00:08:05,720 All right. 202 00:08:05,720 --> 00:08:09,160 This is to our last characteristic, modifiable. 203 00:08:09,160 --> 00:08:10,360 Yes. 204 00:08:10,360 --> 00:08:13,160 This is a crucial one. 205 00:08:13,160 --> 00:08:20,600 So unlike scientific theories, which tend to stay the same until there's overwhelming 206 00:08:20,600 --> 00:08:27,680 evidence to warrant revision, educational frameworks need to be more fluid and adaptable. 207 00:08:27,680 --> 00:08:33,160 So they need to evolve as our understanding of teaching and learning evolves. 208 00:08:33,160 --> 00:08:34,160 Absolutely. 209 00:08:34,160 --> 00:08:38,200 So as the technologies emerge and as the educational landscape shifts. 210 00:08:38,200 --> 00:08:39,200 Constantly changing. 211 00:08:39,200 --> 00:08:40,200 Constantly changing. 212 00:08:40,200 --> 00:08:41,200 Wow. 213 00:08:41,200 --> 00:08:42,200 Yeah. 214 00:08:42,200 --> 00:08:43,200 So think of them as like living documents. 215 00:08:43,200 --> 00:08:44,200 Okay. 216 00:08:44,200 --> 00:08:48,440 Constantly being refined and updated to reflect new knowledge and insights. 217 00:08:48,440 --> 00:08:51,320 So it's almost like having a set of blueprints. 218 00:08:51,320 --> 00:08:52,320 Yeah. 219 00:08:52,320 --> 00:08:57,120 But you're free to customize the design to fit your specific needs and context. 220 00:08:57,120 --> 00:09:02,880 Framework should be tools to empower not to dictate. 221 00:09:02,880 --> 00:09:03,880 I like that. 222 00:09:03,880 --> 00:09:07,720 So it's a starting point, a foundation to build upon. 223 00:09:07,720 --> 00:09:13,320 But ultimately it's up to educators to adapt and apply them in ways that make sense. 224 00:09:13,320 --> 00:09:14,320 That makes sense. 225 00:09:14,320 --> 00:09:15,560 For their own unique situations. 226 00:09:15,560 --> 00:09:16,560 Okay. 227 00:09:16,560 --> 00:09:19,200 I'm really starting to see the value in all of this. 228 00:09:19,200 --> 00:09:20,360 I think it's really powerful. 229 00:09:20,360 --> 00:09:21,360 Yeah. 230 00:09:21,360 --> 00:09:25,960 We've talked about the key characteristics of a good framework, but I'm curious to see 231 00:09:25,960 --> 00:09:28,920 how they actually play out in practice. 232 00:09:28,920 --> 00:09:29,920 In the real world. 233 00:09:29,920 --> 00:09:33,400 Are there any real world examples of frameworks? 234 00:09:33,400 --> 00:09:37,040 Frameworks that you think embody these principles? 235 00:09:37,040 --> 00:09:38,240 There are tons of examples. 236 00:09:38,240 --> 00:09:39,240 Okay. 237 00:09:39,240 --> 00:09:42,000 But one that comes to mind is the TPAC framework. 238 00:09:42,000 --> 00:09:43,000 Okay. 239 00:09:43,000 --> 00:09:45,960 Which stands for technological, pedagogical content knowledge. 240 00:09:45,960 --> 00:09:46,960 TPAC. 241 00:09:46,960 --> 00:09:47,960 TPAC. 242 00:09:47,960 --> 00:09:48,960 Yeah. 243 00:09:48,960 --> 00:09:49,960 I've heard that term thrown around. 244 00:09:49,960 --> 00:09:50,960 It's a popular one. 245 00:09:50,960 --> 00:09:51,960 What's so special about it? 246 00:09:51,960 --> 00:09:57,680 TPAC has become like really influential in helping educators effectively integrate technology. 247 00:09:57,680 --> 00:09:58,680 Oh. 248 00:09:58,680 --> 00:09:59,680 Into their teaching. 249 00:09:59,680 --> 00:10:00,680 Gotcha. 250 00:10:00,680 --> 00:10:04,120 What's so special about it is that you can't just throw technology into a classroom. 251 00:10:04,120 --> 00:10:05,120 Right. 252 00:10:05,120 --> 00:10:07,400 And expect it to like magically improve learning. 253 00:10:07,400 --> 00:10:08,400 Not a magic bullet. 254 00:10:08,400 --> 00:10:10,240 It's not a magic bullet. 255 00:10:10,240 --> 00:10:14,200 So it's not enough to just know how to use the technology itself. 256 00:10:14,200 --> 00:10:15,200 Exactly. 257 00:10:15,200 --> 00:10:16,200 You also need to understand. 258 00:10:16,200 --> 00:10:18,600 You need to understand how it connects to the content you're teaching. 259 00:10:18,600 --> 00:10:19,600 Right. 260 00:10:19,600 --> 00:10:20,600 And the best way is to use it. 261 00:10:20,600 --> 00:10:21,600 Yeah. 262 00:10:21,600 --> 00:10:22,600 To support student learning. 263 00:10:22,600 --> 00:10:24,200 It's a lot more than just like. 264 00:10:24,200 --> 00:10:25,200 A lot more. 265 00:10:25,200 --> 00:10:26,680 Knowing how to turn the thing on. 266 00:10:26,680 --> 00:10:27,680 Yes. 267 00:10:27,680 --> 00:10:28,680 Exactly. 268 00:10:28,680 --> 00:10:29,680 Yeah. 269 00:10:29,680 --> 00:10:35,520 And what it does is it gives us a way to analyze and plan for that integration by considering 270 00:10:35,520 --> 00:10:36,760 like the interplay. 271 00:10:36,760 --> 00:10:37,760 Okay. 272 00:10:37,760 --> 00:10:41,360 Between technology, pedagogy and content knowledge. 273 00:10:41,360 --> 00:10:44,640 So instead of just asking what technology should we use. 274 00:10:44,640 --> 00:10:45,760 We're also asking. 275 00:10:45,760 --> 00:10:47,600 We're also asking how should we use it. 276 00:10:47,600 --> 00:10:48,600 Right. 277 00:10:48,600 --> 00:10:49,600 And why are we using it. 278 00:10:49,600 --> 00:10:50,600 Okay. 279 00:10:50,600 --> 00:10:52,080 So TPAC encourages us to be. 280 00:10:52,080 --> 00:10:53,280 To be more intentional. 281 00:10:53,280 --> 00:10:54,280 Yeah. 282 00:10:54,280 --> 00:10:55,280 And thoughtful. 283 00:10:55,280 --> 00:10:56,280 Right. 284 00:10:56,280 --> 00:10:58,680 About our use of technology in the classroom. 285 00:10:58,680 --> 00:10:59,680 Okay. 286 00:10:59,680 --> 00:11:01,880 Making sure that it's actually enhancing teaching and learning. 287 00:11:01,880 --> 00:11:02,880 Yeah. 288 00:11:02,880 --> 00:11:04,240 Rather than just adding another layer of. 289 00:11:04,240 --> 00:11:05,240 Complexity. 290 00:11:05,240 --> 00:11:06,240 Right. 291 00:11:06,240 --> 00:11:07,240 Because sometimes it feels like. 292 00:11:07,240 --> 00:11:08,240 It can. 293 00:11:08,240 --> 00:11:09,240 Just another thing. 294 00:11:09,240 --> 00:11:10,240 Yeah. 295 00:11:10,240 --> 00:11:11,240 Right. 296 00:11:11,240 --> 00:11:12,240 Another thing to learn. 297 00:11:12,240 --> 00:11:13,240 Exactly. 298 00:11:13,240 --> 00:11:14,400 And so the TPAC framework is like. 299 00:11:14,400 --> 00:11:15,400 Okay. 300 00:11:15,400 --> 00:11:16,400 A roadmap. 301 00:11:16,400 --> 00:11:17,400 Gotcha. 302 00:11:17,400 --> 00:11:19,600 For navigating the world of educational technology. 303 00:11:19,600 --> 00:11:20,600 Right. 304 00:11:20,600 --> 00:11:21,600 It helps teachers. 305 00:11:21,600 --> 00:11:22,600 Mm-hmm. 306 00:11:22,600 --> 00:11:23,600 Make informed decisions. 307 00:11:23,600 --> 00:11:24,600 Yeah. 308 00:11:24,600 --> 00:11:25,600 About how to use technology. 309 00:11:25,600 --> 00:11:26,600 Right. 310 00:11:26,600 --> 00:11:27,600 In a way that's like. 311 00:11:27,600 --> 00:11:28,600 Yeah. 312 00:11:28,600 --> 00:11:29,600 So thoughtful and purposeful. 313 00:11:29,600 --> 00:11:30,600 Exactly. 314 00:11:30,600 --> 00:11:31,600 Okay. 315 00:11:31,600 --> 00:11:32,600 I like that. 316 00:11:32,600 --> 00:11:33,600 Yeah. 317 00:11:33,600 --> 00:11:34,600 And it's a great example. 318 00:11:34,600 --> 00:11:35,600 Yeah. 319 00:11:35,600 --> 00:11:36,600 Of a framework that's both accurate. 320 00:11:36,600 --> 00:11:37,600 Mm-hmm. 321 00:11:37,600 --> 00:11:38,600 Relatively non-complex. 322 00:11:38,600 --> 00:11:39,600 Right. 323 00:11:39,600 --> 00:11:40,600 Suitably generic. 324 00:11:40,600 --> 00:11:41,600 Okay. 325 00:11:41,600 --> 00:11:42,600 And modifiable. 326 00:11:42,600 --> 00:11:43,600 All right. 327 00:11:43,600 --> 00:11:44,600 So it hits all the points. 328 00:11:44,600 --> 00:11:45,600 It hits all the points. 329 00:11:45,600 --> 00:11:46,600 So it's grounded in solid research. 330 00:11:46,600 --> 00:11:47,600 Yes. 331 00:11:47,600 --> 00:11:48,600 Easy to understand and apply. 332 00:11:48,600 --> 00:11:49,600 Okay. 333 00:11:49,600 --> 00:11:50,600 It can be used. 334 00:11:50,600 --> 00:11:51,600 Across different. 335 00:11:51,600 --> 00:11:52,600 Across different grade levels. 336 00:11:52,600 --> 00:11:53,600 Grade levels. 337 00:11:53,600 --> 00:11:54,600 Subject areas. 338 00:11:54,600 --> 00:11:55,600 And it's constantly being refined. 339 00:11:55,600 --> 00:11:56,600 Yes. 340 00:11:56,600 --> 00:11:57,600 Always being refined. 341 00:11:57,600 --> 00:12:01,720 I'm starting to see how these frameworks can be really powerful tools. 342 00:12:01,720 --> 00:12:02,920 They absolutely can be. 343 00:12:02,920 --> 00:12:04,200 And it's important to remember. 344 00:12:04,200 --> 00:12:05,200 Okay. 345 00:12:05,200 --> 00:12:06,600 That frameworks aren't just for. 346 00:12:06,600 --> 00:12:07,600 Okay. 347 00:12:07,600 --> 00:12:08,600 Researchers. 348 00:12:08,600 --> 00:12:09,600 Right. 349 00:12:09,600 --> 00:12:10,600 Or policy majors. 350 00:12:10,600 --> 00:12:11,600 Right. 351 00:12:11,600 --> 00:12:14,080 They can be incredibly valuable for anyone involved in education. 352 00:12:14,080 --> 00:12:15,080 So teachers. 353 00:12:15,080 --> 00:12:16,600 Teachers, administrators, parents. 354 00:12:16,600 --> 00:12:17,600 Yeah. 355 00:12:17,600 --> 00:12:18,600 Because at the end of the day. 356 00:12:18,600 --> 00:12:19,600 At the end of the day. 357 00:12:19,600 --> 00:12:21,000 We all share the same goal, right? 358 00:12:21,000 --> 00:12:22,000 Right. 359 00:12:22,000 --> 00:12:23,000 Creating the best possible. 360 00:12:23,000 --> 00:12:24,600 The best possible learning experience. 361 00:12:24,600 --> 00:12:26,160 No learning experiences for students. 362 00:12:26,160 --> 00:12:27,160 For students, exactly. 363 00:12:27,160 --> 00:12:29,440 And frameworks can help us work together. 364 00:12:29,440 --> 00:12:30,440 They can. 365 00:12:30,440 --> 00:12:31,440 More effectively. 366 00:12:31,440 --> 00:12:32,440 Yes. 367 00:12:32,440 --> 00:12:33,440 Towards that goal. 368 00:12:33,440 --> 00:12:34,440 Absolutely. 369 00:12:34,440 --> 00:12:35,440 By providing a common language. 370 00:12:35,440 --> 00:12:36,440 Right. 371 00:12:36,440 --> 00:12:37,440 And a shared understanding. 372 00:12:37,440 --> 00:12:38,440 For shared understanding. 373 00:12:38,440 --> 00:12:39,440 You know, to bridge those gaps. 374 00:12:39,440 --> 00:12:40,440 Yeah. 375 00:12:40,440 --> 00:12:41,440 That often exist. 376 00:12:41,440 --> 00:12:42,440 That often exist. 377 00:12:42,440 --> 00:12:43,940 Between different stakeholders in education. 378 00:12:43,940 --> 00:12:44,940 For sure. 379 00:12:44,940 --> 00:12:45,940 It's like that old saying. 380 00:12:45,940 --> 00:12:46,940 What's that? 381 00:12:46,940 --> 00:12:48,440 If you want to go fast. 382 00:12:48,440 --> 00:12:49,440 Go alone. 383 00:12:49,440 --> 00:12:50,440 Mm-hmm. 384 00:12:50,440 --> 00:12:51,440 If you want to go far. 385 00:12:51,440 --> 00:12:52,440 Go together. 386 00:12:52,440 --> 00:12:53,440 I love that. 387 00:12:53,440 --> 00:12:55,400 Frameworks can definitely help us go far together. 388 00:12:55,400 --> 00:12:56,400 I think so. 389 00:12:56,400 --> 00:12:58,520 We're doing positive and lasting change. 390 00:12:58,520 --> 00:12:59,520 Yes. 391 00:12:59,520 --> 00:13:00,520 This has been so insightful. 392 00:13:00,520 --> 00:13:01,520 Good. 393 00:13:01,520 --> 00:13:05,880 I feel like I'm already starting to look at educational challenges and opportunities 394 00:13:05,880 --> 00:13:07,320 through a different lens. 395 00:13:07,320 --> 00:13:08,520 That's fantastic. 396 00:13:08,520 --> 00:13:11,800 It's amazing how like a simple framework. 397 00:13:11,800 --> 00:13:12,800 Right. 398 00:13:12,800 --> 00:13:14,600 Can help us reframe our thinking. 399 00:13:14,600 --> 00:13:15,600 Totally. 400 00:13:15,600 --> 00:13:17,100 And open up new possibilities. 401 00:13:17,100 --> 00:13:18,100 Before we move on though. 402 00:13:18,100 --> 00:13:19,100 Yeah. 403 00:13:19,100 --> 00:13:20,100 I do have one more question. 404 00:13:20,100 --> 00:13:21,100 Okay. 405 00:13:21,100 --> 00:13:23,400 About this idea of grounding frameworks. 406 00:13:23,400 --> 00:13:28,000 In empirical observations, does that mean that they're purely objective? 407 00:13:28,000 --> 00:13:29,000 Okay. 408 00:13:29,000 --> 00:13:30,000 Like a scientific formula? 409 00:13:30,000 --> 00:13:31,000 That's an excellent question. 410 00:13:31,000 --> 00:13:32,000 Okay. 411 00:13:32,000 --> 00:13:33,400 And it brings up a really important point. 412 00:13:33,400 --> 00:13:34,400 Right. 413 00:13:34,400 --> 00:13:37,480 While frameworks should certainly be based on research. 414 00:13:37,480 --> 00:13:38,480 Yeah. 415 00:13:38,480 --> 00:13:39,480 And evidence. 416 00:13:39,480 --> 00:13:40,480 Right. 417 00:13:40,480 --> 00:13:43,620 We can't ignore the subjective nature of education. 418 00:13:43,620 --> 00:13:47,200 Because teaching and learning involve human beings. 419 00:13:47,200 --> 00:13:48,200 Human beings. 420 00:13:48,200 --> 00:13:49,200 With all their complexities. 421 00:13:49,200 --> 00:13:50,200 With all of their. 422 00:13:50,200 --> 00:13:51,200 Individual differences. 423 00:13:51,200 --> 00:13:52,200 Exactly. 424 00:13:52,200 --> 00:13:53,560 And while a framework. 425 00:13:53,560 --> 00:13:54,560 Yeah. 426 00:13:54,560 --> 00:13:59,400 Might identify, you know, key principles or dimensions. 427 00:13:59,400 --> 00:14:00,400 Right. 428 00:14:00,400 --> 00:14:05,880 The way those principles are interpreted and applied will always be influenced by the 429 00:14:05,880 --> 00:14:08,480 values, beliefs and experiences. 430 00:14:08,480 --> 00:14:09,480 Of the individuals involved. 431 00:14:09,480 --> 00:14:10,480 Of the individuals involved. 432 00:14:10,480 --> 00:14:11,480 Exactly. 433 00:14:11,480 --> 00:14:15,120 So it's not about plugging in numbers into a formula. 434 00:14:15,120 --> 00:14:17,480 There's an art to using framework. 435 00:14:17,480 --> 00:14:18,720 That's an art to. 436 00:14:18,720 --> 00:14:20,200 An element of human judgment. 437 00:14:20,200 --> 00:14:21,200 Yes. 438 00:14:21,200 --> 00:14:22,200 And it's about interpretation. 439 00:14:22,200 --> 00:14:23,200 Absolutely. 440 00:14:23,200 --> 00:14:24,880 It's about finding that balance. 441 00:14:24,880 --> 00:14:25,880 Okay. 442 00:14:25,880 --> 00:14:26,880 Between the objective. 443 00:14:26,880 --> 00:14:27,880 Right. 444 00:14:27,880 --> 00:14:28,880 And the subjective. 445 00:14:28,880 --> 00:14:29,880 Yeah. 446 00:14:29,880 --> 00:14:31,000 The universal and the contextual. 447 00:14:31,000 --> 00:14:33,400 So frameworks provide a structure. 448 00:14:33,400 --> 00:14:34,400 Yeah. 449 00:14:34,400 --> 00:14:35,400 A starting point. 450 00:14:35,400 --> 00:14:36,400 A starting point. 451 00:14:36,400 --> 00:14:40,280 But it's up to us to bring our own insights and experience. 452 00:14:40,280 --> 00:14:41,280 The screen and the table. 453 00:14:41,280 --> 00:14:42,280 It's like having a map. 454 00:14:42,280 --> 00:14:43,280 Right. 455 00:14:43,280 --> 00:14:44,800 But you still need to use your compass. 456 00:14:44,800 --> 00:14:45,800 Yes. 457 00:14:45,800 --> 00:14:46,800 And your judgment. 458 00:14:46,800 --> 00:14:47,800 You got it. 459 00:14:47,800 --> 00:14:48,800 To navigate the terrific. 460 00:14:48,800 --> 00:14:49,960 Perfect analogy. 461 00:14:49,960 --> 00:14:51,680 And that's where the real magic happens. 462 00:14:51,680 --> 00:14:52,680 Ooh. 463 00:14:52,680 --> 00:14:53,680 I like that. 464 00:14:53,680 --> 00:14:56,080 When we combine the power of frameworks. 465 00:14:56,080 --> 00:14:57,080 Yeah. 466 00:14:57,080 --> 00:14:59,000 With the wisdom and creativity of educators. 467 00:14:59,000 --> 00:15:00,440 That's when we can truly transform. 468 00:15:00,440 --> 00:15:02,320 We can transform. 469 00:15:02,320 --> 00:15:03,320 Teaching and learning. 470 00:15:03,320 --> 00:15:04,320 Teaching and learning. 471 00:15:04,320 --> 00:15:05,320 I love that. 472 00:15:05,320 --> 00:15:07,800 So frameworks don't replace human judgment. 473 00:15:07,800 --> 00:15:08,800 They don't. 474 00:15:08,800 --> 00:15:09,800 They enhance it. 475 00:15:09,800 --> 00:15:10,800 They enhance it. 476 00:15:10,800 --> 00:15:11,800 They provide a compass. 477 00:15:11,800 --> 00:15:12,800 A compass. 478 00:15:12,800 --> 00:15:14,800 To help us navigate the complexity of education. 479 00:15:14,800 --> 00:15:15,800 From the ribble. 480 00:15:15,800 --> 00:15:16,800 Well said. 481 00:15:16,800 --> 00:15:18,160 Well I think that's a great place to pause. 482 00:15:18,160 --> 00:15:19,160 I agree. 483 00:15:19,160 --> 00:15:21,960 We've covered a lot of ground today. 484 00:15:21,960 --> 00:15:22,960 We have. 485 00:15:22,960 --> 00:15:25,760 Exploring the power of frameworks. 486 00:15:25,760 --> 00:15:27,840 Their key characteristics. 487 00:15:27,840 --> 00:15:29,640 And how they can be used. 488 00:15:29,640 --> 00:15:31,400 To enhance teaching and learning. 489 00:15:31,400 --> 00:15:32,400 Absolutely. 490 00:15:32,400 --> 00:15:33,720 And we've only just scratched the surface. 491 00:15:33,720 --> 00:15:34,920 We've only just begun. 492 00:15:34,920 --> 00:15:36,880 There's so much more to discover. 493 00:15:36,880 --> 00:15:37,880 Oh yeah. 494 00:15:37,880 --> 00:15:39,440 About specific frameworks. 495 00:15:39,440 --> 00:15:40,760 And how they're being used. 496 00:15:40,760 --> 00:15:41,760 What now. 497 00:15:41,760 --> 00:15:42,760 In various educational contexts. 498 00:15:42,760 --> 00:15:44,320 In all sorts of contexts. 499 00:15:44,320 --> 00:15:46,360 Which brings us to a question for you. 500 00:15:46,360 --> 00:15:47,360 Ooh. 501 00:15:47,360 --> 00:15:48,360 A question. 502 00:15:48,360 --> 00:15:49,360 In your own role. 503 00:15:49,360 --> 00:15:50,360 Yeah. 504 00:15:50,360 --> 00:15:51,360 In education. 505 00:15:51,360 --> 00:15:53,360 How might you use this idea. 506 00:15:53,360 --> 00:15:54,360 Okay. 507 00:15:54,360 --> 00:15:55,360 Of frameworks. 508 00:15:55,360 --> 00:15:56,360 Yeah. 509 00:15:56,360 --> 00:15:57,360 To analyze a specific challenge. 510 00:15:57,360 --> 00:15:59,360 Or opportunity at your face. 511 00:15:59,360 --> 00:16:00,360 Right. 512 00:16:00,360 --> 00:16:01,360 What dimensions. 513 00:16:01,360 --> 00:16:02,360 Yeah. 514 00:16:02,360 --> 00:16:03,360 Would be most relevant. 515 00:16:03,360 --> 00:16:04,360 What dimensions would be most relevant. 516 00:16:04,360 --> 00:16:05,360 To your context. 517 00:16:05,360 --> 00:16:06,360 To your context. 518 00:16:06,360 --> 00:16:07,360 And how might a framework. 519 00:16:07,360 --> 00:16:08,360 Yeah. 520 00:16:08,360 --> 00:16:09,360 Help you see things. 521 00:16:09,360 --> 00:16:10,360 In a new light. 522 00:16:10,360 --> 00:16:11,360 In a new light. 523 00:16:11,360 --> 00:16:12,360 Ooh. 524 00:16:12,360 --> 00:16:13,360 I like that. 525 00:16:13,360 --> 00:16:14,360 Right. 526 00:16:14,360 --> 00:16:15,360 These are questions worth pondering. 527 00:16:15,360 --> 00:16:16,360 Yes they are. 528 00:16:16,360 --> 00:16:18,360 I encourage you to continue. 529 00:16:18,360 --> 00:16:20,360 Your exploration of this fascinating topic. 530 00:16:20,360 --> 00:16:21,360 It is fascinating. 531 00:16:21,360 --> 00:16:22,360 It is. 532 00:16:22,360 --> 00:16:23,360 Who knows. 533 00:16:23,360 --> 00:16:24,360 Yeah. 534 00:16:24,360 --> 00:16:25,360 Maybe our next deep dive. 535 00:16:25,360 --> 00:16:26,360 Ooh. 536 00:16:26,360 --> 00:16:27,360 Will take us into the world. 537 00:16:27,360 --> 00:16:28,360 I like it. 538 00:16:28,360 --> 00:16:30,360 Of a specific educational framework. 539 00:16:30,360 --> 00:16:31,360 Right. 540 00:16:31,360 --> 00:16:32,360 Stay tuned. 541 00:16:32,360 --> 00:16:33,360 Stay tuned. 542 00:16:33,360 --> 00:16:35,360 And you know one of the things I think is so cool about frameworks. 543 00:16:35,360 --> 00:16:36,360 Yeah. 544 00:16:36,360 --> 00:16:38,360 Is that they aren't like set in stone. 545 00:16:38,360 --> 00:16:39,360 Right. 546 00:16:39,360 --> 00:16:40,360 You know they can grow and change. 547 00:16:40,360 --> 00:16:41,360 Right. 548 00:16:41,360 --> 00:16:42,360 As we learn and adapt. 549 00:16:42,360 --> 00:16:43,360 I like that. 550 00:16:43,360 --> 00:16:44,360 Yeah. 551 00:16:44,360 --> 00:16:49,360 It feels like it's trying to fit into this one size fits all box. 552 00:16:49,360 --> 00:16:54,360 So it's refreshing to think about these frameworks being flexible and evolving. 553 00:16:54,360 --> 00:16:56,360 It's about embracing the dynamic nature. 554 00:16:56,360 --> 00:16:57,360 Right. 555 00:16:57,360 --> 00:16:58,360 Education. 556 00:16:58,360 --> 00:16:59,360 Yeah. 557 00:16:59,360 --> 00:17:00,360 Right. 558 00:17:00,360 --> 00:17:01,360 We're constantly learning and adapting. 559 00:17:01,360 --> 00:17:02,360 Yeah. 560 00:17:02,360 --> 00:17:03,360 Our frameworks should reflect that. 561 00:17:03,360 --> 00:17:04,360 For sure. 562 00:17:04,360 --> 00:17:06,360 And you know this inherent adaptability. 563 00:17:06,360 --> 00:17:07,360 Yeah. 564 00:17:07,360 --> 00:17:08,360 Also allows for different perspective. 565 00:17:08,360 --> 00:17:09,360 Okay. 566 00:17:09,360 --> 00:17:10,360 And interpretations. 567 00:17:10,360 --> 00:17:11,360 There's no right way. 568 00:17:11,360 --> 00:17:12,360 Right. 569 00:17:12,360 --> 00:17:13,360 To use a framework. 570 00:17:13,360 --> 00:17:16,360 What matters is that it provides a useful lens. 571 00:17:16,360 --> 00:17:17,360 For analyzing. 572 00:17:17,360 --> 00:17:19,360 For analyzing and improving. 573 00:17:19,360 --> 00:17:20,360 And improving our practice. 574 00:17:20,360 --> 00:17:21,360 Exactly. 575 00:17:21,360 --> 00:17:23,360 So it's like a starting point. 576 00:17:23,360 --> 00:17:24,360 A starting point. 577 00:17:24,360 --> 00:17:25,360 A foundation. 578 00:17:25,360 --> 00:17:26,360 A foundation for. 579 00:17:26,360 --> 00:17:27,360 Reflection. 580 00:17:27,360 --> 00:17:28,360 Reflection and growth. 581 00:17:28,360 --> 00:17:29,360 And growth. 582 00:17:29,360 --> 00:17:30,360 Okay. 583 00:17:30,360 --> 00:17:31,360 Precisely. 584 00:17:31,360 --> 00:17:32,360 I like that. 585 00:17:32,360 --> 00:17:33,360 A good framework encourages educators. 586 00:17:33,360 --> 00:17:34,360 Yeah. 587 00:17:34,360 --> 00:17:36,360 To really examine their own contexts. 588 00:17:36,360 --> 00:17:37,360 Right. 589 00:17:37,360 --> 00:17:39,360 To identify those dimensions that are most relevant. 590 00:17:39,360 --> 00:17:40,360 Okay. 591 00:17:40,360 --> 00:17:42,360 To their unique challenges and goals. 592 00:17:42,360 --> 00:17:45,360 It's like having a set of blueprints. 593 00:17:45,360 --> 00:17:46,360 Okay. 594 00:17:46,360 --> 00:17:48,360 But with the freedom to customize the design. 595 00:17:48,360 --> 00:17:50,360 I love that analogy. 596 00:17:50,360 --> 00:17:51,360 To fit your specific needs. 597 00:17:51,360 --> 00:17:54,360 It's all about taking those core principles. 598 00:17:54,360 --> 00:17:55,360 Right. 599 00:17:55,360 --> 00:17:56,360 And making them work for you. 600 00:17:56,360 --> 00:17:57,360 Uh huh. 601 00:17:57,360 --> 00:17:59,360 In your classroom with your students. 602 00:17:59,360 --> 00:18:00,360 Yeah. 603 00:18:00,360 --> 00:18:01,360 Okay. 604 00:18:01,360 --> 00:18:02,360 So we've been talking about. 605 00:18:02,360 --> 00:18:03,360 Yeah. 606 00:18:03,360 --> 00:18:04,360 Frameworks broadly. 607 00:18:04,360 --> 00:18:05,360 Yes. 608 00:18:05,360 --> 00:18:06,360 But are there any real world example. 609 00:18:06,360 --> 00:18:07,360 Oh there are tons. 610 00:18:07,360 --> 00:18:08,360 Of how these concepts. 611 00:18:08,360 --> 00:18:09,360 How these concepts play out. 612 00:18:09,360 --> 00:18:10,360 Play out in education. 613 00:18:10,360 --> 00:18:11,360 In education. 614 00:18:11,360 --> 00:18:12,360 Yes. 615 00:18:12,360 --> 00:18:13,360 Yeah. 616 00:18:13,360 --> 00:18:14,360 I was just thinking. 617 00:18:14,360 --> 00:18:15,360 That we've talked about all these theoretical ideas. 618 00:18:15,360 --> 00:18:16,360 Right. 619 00:18:16,360 --> 00:18:17,360 But I'm ready to see. 620 00:18:17,360 --> 00:18:18,360 Some action. 621 00:18:18,360 --> 00:18:20,360 How are these frameworks actually being used. 622 00:18:20,360 --> 00:18:21,360 Yeah. 623 00:18:21,360 --> 00:18:22,360 By educators. 624 00:18:22,360 --> 00:18:23,360 Well one example. 625 00:18:23,360 --> 00:18:24,360 Okay. 626 00:18:24,360 --> 00:18:25,360 Is the TPAC. 627 00:18:25,360 --> 00:18:26,360 Framework. 628 00:18:26,360 --> 00:18:27,360 Okay. 629 00:18:27,360 --> 00:18:28,360 We touched on it earlier. 630 00:18:28,360 --> 00:18:29,360 Uh huh. 631 00:18:29,360 --> 00:18:30,360 But it's worth revisiting. 632 00:18:30,360 --> 00:18:31,360 You mean the one that stands for. 633 00:18:31,360 --> 00:18:32,360 Yes. 634 00:18:32,360 --> 00:18:33,360 Technological. 635 00:18:33,360 --> 00:18:34,360 Pedagogical. 636 00:18:34,360 --> 00:18:35,360 Yes. 637 00:18:35,360 --> 00:18:36,360 Content knowledge. 638 00:18:36,360 --> 00:18:37,360 That's the one. 639 00:18:37,360 --> 00:18:38,360 TPP. 640 00:18:38,360 --> 00:18:39,360 I'm still wrapping my head around. 641 00:18:39,360 --> 00:18:40,360 Yeah. 642 00:18:40,360 --> 00:18:41,360 I'm not going to say all those words. 643 00:18:41,360 --> 00:18:42,360 It is. 644 00:18:42,360 --> 00:18:43,360 But as the name implies. 645 00:18:43,360 --> 00:18:44,360 Yeah. 646 00:18:44,360 --> 00:18:46,360 It focuses on this intersection of. 647 00:18:46,360 --> 00:18:47,360 Of technology. 648 00:18:47,360 --> 00:18:48,360 Technology. 649 00:18:48,360 --> 00:18:49,360 Pedagogy. 650 00:18:49,360 --> 00:18:50,360 Pedagogy. 651 00:18:50,360 --> 00:18:51,360 And content knowledge. 652 00:18:51,360 --> 00:18:52,360 Okay. 653 00:18:52,360 --> 00:18:55,360 It acknowledges that you can't just plop technology. 654 00:18:55,360 --> 00:18:56,360 Mm hmm. 655 00:18:56,360 --> 00:18:57,360 Into a classroom. 656 00:18:57,360 --> 00:18:58,360 Yeah. 657 00:18:58,360 --> 00:18:59,360 And expect miracles. 658 00:18:59,360 --> 00:19:00,360 Right. 659 00:19:00,360 --> 00:19:01,360 It's not just a magic bullet. 660 00:19:01,360 --> 00:19:02,360 Not a magic bullet. 661 00:19:02,360 --> 00:19:03,360 You need a plan. 662 00:19:03,360 --> 00:19:04,360 You need a plan. 663 00:19:04,360 --> 00:19:05,360 A purpose. 664 00:19:05,360 --> 00:19:06,360 A purpose. 665 00:19:06,360 --> 00:19:07,360 It's got to connect with. 666 00:19:07,360 --> 00:19:08,360 Yeah. 667 00:19:08,360 --> 00:19:09,360 What you're teaching. 668 00:19:09,360 --> 00:19:10,360 How you're teaching it. 669 00:19:10,360 --> 00:19:11,360 Yeah. 670 00:19:11,360 --> 00:19:12,360 You have to think about. 671 00:19:12,360 --> 00:19:13,360 You do. 672 00:19:13,360 --> 00:19:14,360 How it all fits together. 673 00:19:14,360 --> 00:19:15,360 Exactly. 674 00:19:15,360 --> 00:19:16,360 And the T-PAC framework. 675 00:19:16,360 --> 00:19:17,360 Mm hmm. 676 00:19:17,360 --> 00:19:18,360 Provides a structured way. 677 00:19:18,360 --> 00:19:19,360 Right. 678 00:19:19,360 --> 00:19:20,360 To analyze and plan. 679 00:19:20,360 --> 00:19:21,360 Okay. 680 00:19:21,360 --> 00:19:22,360 For that integration. 681 00:19:22,360 --> 00:19:23,360 Yeah. 682 00:19:23,360 --> 00:19:24,360 It helps teachers. 683 00:19:24,360 --> 00:19:25,360 Uh huh. 684 00:19:25,360 --> 00:19:26,360 Make deliberate choices. 685 00:19:26,360 --> 00:19:27,360 Okay. 686 00:19:27,360 --> 00:19:28,360 About which technologies to use. 687 00:19:28,360 --> 00:19:29,360 Right. 688 00:19:29,360 --> 00:19:30,360 How to use them effectively. 689 00:19:30,360 --> 00:19:31,360 Right. 690 00:19:31,360 --> 00:19:32,360 And why they're using them. 691 00:19:32,360 --> 00:19:33,360 The why is so important. 692 00:19:33,360 --> 00:19:34,360 The why is crucial. 693 00:19:34,360 --> 00:19:35,360 So it's not just about the what. 694 00:19:35,360 --> 00:19:36,360 It's not just about the what. 695 00:19:36,360 --> 00:19:37,360 Of technology. 696 00:19:37,360 --> 00:19:38,360 Right. 697 00:19:38,360 --> 00:19:39,360 It's about the why. 698 00:19:39,360 --> 00:19:40,360 The how and the why. 699 00:19:40,360 --> 00:19:41,360 Yes. 700 00:19:41,360 --> 00:19:42,360 It's about being purposeful. 701 00:19:42,360 --> 00:19:43,360 Being purposeful. 702 00:19:43,360 --> 00:19:44,360 Exactly. 703 00:19:44,360 --> 00:19:45,360 I can see how a framework like that. 704 00:19:45,360 --> 00:19:46,360 Yeah. 705 00:19:46,360 --> 00:19:47,360 Could be so valuable. 706 00:19:47,360 --> 00:19:48,360 It can be. 707 00:19:48,360 --> 00:19:49,360 For teachers. 708 00:19:49,360 --> 00:19:50,360 Yeah. 709 00:19:50,360 --> 00:19:51,360 It's like having a guidebook. 710 00:19:51,360 --> 00:19:52,360 That's saving it. 711 00:19:52,360 --> 00:19:53,360 For navigating this. 712 00:19:53,360 --> 00:19:54,360 Yeah. 713 00:19:54,360 --> 00:19:55,360 Often overwhelming world. 714 00:19:55,360 --> 00:19:56,360 It can be overwhelming. 715 00:19:56,360 --> 00:19:57,360 Of educational technology. 716 00:19:57,360 --> 00:19:58,360 It really can. 717 00:19:58,360 --> 00:19:59,360 Yeah. 718 00:19:59,360 --> 00:20:00,360 And that's just one example. 719 00:20:00,360 --> 00:20:01,360 Just one example. 720 00:20:01,360 --> 00:20:02,360 There are frameworks for. 721 00:20:02,360 --> 00:20:03,360 For all sorts of areas. 722 00:20:03,360 --> 00:20:04,360 All sorts of areas. 723 00:20:04,360 --> 00:20:05,360 In education. 724 00:20:05,360 --> 00:20:06,360 Okay. 725 00:20:06,360 --> 00:20:07,360 Assessment curriculum design. 726 00:20:07,360 --> 00:20:08,280 Uh huh. 727 00:20:08,280 --> 00:20:09,280 Professional development leadership. 728 00:20:09,280 --> 00:20:10,280 Wow. 729 00:20:10,280 --> 00:20:12,280 The possibilities. 730 00:20:12,280 --> 00:20:13,280 Are vast. 731 00:20:13,280 --> 00:20:14,280 It's like having a whole toolkit. 732 00:20:14,280 --> 00:20:15,280 A toolkit. 733 00:20:15,280 --> 00:20:16,280 A lens. 734 00:20:16,280 --> 00:20:17,280 With lenses. 735 00:20:17,280 --> 00:20:18,280 Yes. 736 00:20:18,280 --> 00:20:19,280 You view and understand. 737 00:20:19,280 --> 00:20:21,280 To view and understand the complexity. 738 00:20:21,280 --> 00:20:22,280 The complexities of education. 739 00:20:22,280 --> 00:20:23,280 Education. 740 00:20:23,280 --> 00:20:24,280 It's been so eye-opening. 741 00:20:24,280 --> 00:20:25,280 Good. 742 00:20:25,280 --> 00:20:26,280 I'm glad. 743 00:20:26,280 --> 00:20:27,280 I feel like I have a. 744 00:20:27,280 --> 00:20:28,280 Yeah. 745 00:20:28,280 --> 00:20:29,280 Much clearer grasp. 746 00:20:29,280 --> 00:20:30,280 That's great. 747 00:20:30,280 --> 00:20:31,280 On what frameworks are and why they matter. 748 00:20:31,280 --> 00:20:32,280 Awesome. 749 00:20:32,280 --> 00:20:34,280 But I do have one more nagging question. 750 00:20:34,280 --> 00:20:35,280 Right. 751 00:20:35,280 --> 00:20:38,280 I don't mention that frameworks should be grounded. 752 00:20:38,280 --> 00:20:39,280 Yes. 753 00:20:39,280 --> 00:20:40,280 In empirical observations. 754 00:20:40,280 --> 00:20:41,280 Right. 755 00:20:41,280 --> 00:20:44,280 So does that make them purely objective? 756 00:20:44,280 --> 00:20:46,280 That's a fantastic question. 757 00:20:46,280 --> 00:20:47,280 Okay. 758 00:20:47,280 --> 00:20:48,280 And it raises a really important point. 759 00:20:48,280 --> 00:20:49,280 Right. 760 00:20:49,280 --> 00:20:51,280 So while research and evidence. 761 00:20:51,280 --> 00:20:52,280 Okay. 762 00:20:52,280 --> 00:20:53,280 Are essential foundations. 763 00:20:53,280 --> 00:20:54,280 Yeah. 764 00:20:54,280 --> 00:20:55,280 We can't discount. 765 00:20:55,280 --> 00:20:56,280 Right. 766 00:20:56,280 --> 00:20:58,280 The subjective nature of education. 767 00:20:58,280 --> 00:21:00,280 Because classrooms aren't laps. 768 00:21:00,280 --> 00:21:01,280 No, they're not. 769 00:21:01,280 --> 00:21:04,280 We're dealing with real people. 770 00:21:04,280 --> 00:21:05,280 Students and teachers. 771 00:21:05,280 --> 00:21:06,280 Students and teachers. 772 00:21:06,280 --> 00:21:08,280 We get our own unique. 773 00:21:08,280 --> 00:21:09,280 With all their own. 774 00:21:09,280 --> 00:21:11,280 Experiences, beliefs, emotions. 775 00:21:11,280 --> 00:21:12,280 Exactly. 776 00:21:12,280 --> 00:21:13,280 So while a framework. 777 00:21:13,280 --> 00:21:14,280 Yeah. 778 00:21:14,280 --> 00:21:16,280 Might identify key principles. 779 00:21:16,280 --> 00:21:17,280 Right. 780 00:21:17,280 --> 00:21:18,280 Or dimensions. 781 00:21:18,280 --> 00:21:19,280 Uh-huh. 782 00:21:19,280 --> 00:21:21,280 The way those principles are. 783 00:21:21,280 --> 00:21:22,280 Yeah. 784 00:21:22,280 --> 00:21:23,280 Interpreted and applied. 785 00:21:23,280 --> 00:21:24,280 Right. 786 00:21:24,280 --> 00:21:25,280 Will always be shaped. 787 00:21:25,280 --> 00:21:26,280 By the human element. 788 00:21:26,280 --> 00:21:27,280 By the human element. 789 00:21:27,280 --> 00:21:28,280 Yes. 790 00:21:28,280 --> 00:21:30,280 So it's not just about plugging in numbers. 791 00:21:30,280 --> 00:21:31,280 It's not. 792 00:21:31,280 --> 00:21:33,280 Or following a rigid set of rules. 793 00:21:33,280 --> 00:21:35,280 A rigid set of rules, no. 794 00:21:35,280 --> 00:21:36,280 There's an art. 795 00:21:36,280 --> 00:21:37,280 To using frameworks. 796 00:21:37,280 --> 00:21:38,280 An art to it. 797 00:21:38,280 --> 00:21:39,280 An element. 798 00:21:39,280 --> 00:21:42,280 Of human judgment and interpretation. 799 00:21:42,280 --> 00:21:43,280 Absolutely. 800 00:21:43,280 --> 00:21:44,280 It's about finding that balance. 801 00:21:44,280 --> 00:21:45,280 Okay. 802 00:21:45,280 --> 00:21:46,280 Between the objective. 803 00:21:46,280 --> 00:21:47,280 Right. 804 00:21:47,280 --> 00:21:48,280 And the subjective. 805 00:21:48,280 --> 00:21:49,280 Okay. 806 00:21:49,280 --> 00:21:50,280 The universal. 807 00:21:50,280 --> 00:21:51,280 Uh-huh. 808 00:21:51,280 --> 00:21:52,280 And the contextual. 809 00:21:52,280 --> 00:21:53,280 So frameworks. 810 00:21:53,280 --> 00:21:54,280 Frameworks provide a structure. 811 00:21:54,280 --> 00:21:55,280 A structure. 812 00:21:55,280 --> 00:21:56,280 A starting point. 813 00:21:56,280 --> 00:21:57,280 A starting point. 814 00:21:57,280 --> 00:21:59,280 But it's up to us to bring our own. 815 00:21:59,280 --> 00:22:00,280 To bring our own. 816 00:22:00,280 --> 00:22:02,280 Insights and experiences to the table. 817 00:22:02,280 --> 00:22:03,280 To the table. 818 00:22:03,280 --> 00:22:04,280 Yes. 819 00:22:04,280 --> 00:22:05,280 So they offer guidance. 820 00:22:05,280 --> 00:22:06,280 But offer guidance. 821 00:22:06,280 --> 00:22:08,280 They don't dictate practice. 822 00:22:08,280 --> 00:22:09,280 They don't dictate practice. 823 00:22:09,280 --> 00:22:10,280 Okay. 824 00:22:10,280 --> 00:22:11,280 This conversation has really. 825 00:22:11,280 --> 00:22:12,280 Pitted. 826 00:22:12,280 --> 00:22:13,280 Shipped in my perspective. 827 00:22:13,280 --> 00:22:14,280 I'm glad. 828 00:22:14,280 --> 00:22:15,280 I used to see them as. 829 00:22:15,280 --> 00:22:16,280 Yeah. 830 00:22:16,280 --> 00:22:17,280 Rigid and prescriptive. 831 00:22:17,280 --> 00:22:18,280 Uh-huh. 832 00:22:18,280 --> 00:22:19,280 But now I understand. 833 00:22:19,280 --> 00:22:20,280 Their potential for. 834 00:22:20,280 --> 00:22:21,280 Yeah. 835 00:22:21,280 --> 00:22:22,280 Flexibility. 836 00:22:22,280 --> 00:22:23,280 Flexibility. 837 00:22:23,280 --> 00:22:24,280 Actibility. 838 00:22:24,280 --> 00:22:25,280 And ultimately empowerment. 839 00:22:25,280 --> 00:22:26,280 That's a wonderful insight. 840 00:22:26,280 --> 00:22:27,280 Yeah. 841 00:22:27,280 --> 00:22:29,280 It's about recognizing that frameworks. 842 00:22:29,280 --> 00:22:30,280 Yeah. 843 00:22:30,280 --> 00:22:31,280 Are tools to help us. 844 00:22:31,280 --> 00:22:32,280 Navigate complexity. 845 00:22:32,280 --> 00:22:33,280 Yeah. 846 00:22:33,280 --> 00:22:34,280 Not to constrain us. 847 00:22:34,280 --> 00:22:35,280 Right. 848 00:22:35,280 --> 00:22:36,280 They can actually be. 849 00:22:36,280 --> 00:22:37,280 Yeah. 850 00:22:37,280 --> 00:22:38,280 Quite liberating. 851 00:22:38,280 --> 00:22:39,280 Liberating. 852 00:22:39,280 --> 00:22:40,280 When used effectively. 853 00:22:40,280 --> 00:22:43,280 I'm starting to see that frameworks can help us break free from. 854 00:22:43,280 --> 00:22:44,280 Old patterns. 855 00:22:44,280 --> 00:22:45,280 Old patterns. 856 00:22:45,280 --> 00:22:46,280 Challenge assumptions. 857 00:22:46,280 --> 00:22:47,280 Challenge assumptions. 858 00:22:47,280 --> 00:22:49,280 And explore new possibilities. 859 00:22:49,280 --> 00:22:50,280 Yes. 860 00:22:50,280 --> 00:22:51,280 In our teaching. 861 00:22:51,280 --> 00:22:52,280 That's the spirit. 862 00:22:52,280 --> 00:22:53,280 Education should be about. 863 00:22:53,280 --> 00:22:54,280 Yeah. 864 00:22:54,280 --> 00:22:55,280 Continuous growth exploration. 865 00:22:55,280 --> 00:22:57,280 And a willingness to embrace. 866 00:22:57,280 --> 00:22:58,280 Right. 867 00:22:58,280 --> 00:22:59,280 New perspectives. 868 00:22:59,280 --> 00:23:00,280 Yeah. 869 00:23:00,280 --> 00:23:02,280 And frameworks can be powerful allies. 870 00:23:02,280 --> 00:23:03,280 Wow. 871 00:23:03,280 --> 00:23:04,280 In that journey. 872 00:23:04,280 --> 00:23:05,280 They provide a compass. 873 00:23:05,280 --> 00:23:06,280 A compass. 874 00:23:06,280 --> 00:23:07,280 To guide us through. 875 00:23:07,280 --> 00:23:08,280 To guide us through. 876 00:23:08,280 --> 00:23:09,280 This ever changing landscape. 877 00:23:09,280 --> 00:23:11,280 The ever changing landscape of education. 878 00:23:11,280 --> 00:23:12,280 Of education. 879 00:23:12,280 --> 00:23:16,280 Allowing us to stay focused on what truly matters. 880 00:23:16,280 --> 00:23:17,280 What matters most. 881 00:23:17,280 --> 00:23:20,280 Nurturing deep meaningful learning. 882 00:23:20,280 --> 00:23:21,280 Yes. 883 00:23:21,280 --> 00:23:22,280 For all students. 884 00:23:22,280 --> 00:23:23,280 Beautifully said. 885 00:23:23,280 --> 00:23:24,280 And I think that's a perfect. 886 00:23:24,280 --> 00:23:25,280 Yeah. 887 00:23:25,280 --> 00:23:26,280 No to transition into. 888 00:23:26,280 --> 00:23:27,280 Our next topic. 889 00:23:27,280 --> 00:23:28,280 All right. 890 00:23:28,280 --> 00:23:30,280 Time. 891 00:23:30,280 --> 00:23:32,280 Unpacking the what and the why. 892 00:23:32,280 --> 00:23:33,280 Of frameworks. 893 00:23:33,280 --> 00:23:34,280 Of frameworks. 894 00:23:34,280 --> 00:23:35,280 Yes. 895 00:23:35,280 --> 00:23:36,280 Now I think it's time to. 896 00:23:36,280 --> 00:23:37,280 Okay. 897 00:23:37,280 --> 00:23:38,280 Get a bit more concrete. 898 00:23:38,280 --> 00:23:39,280 All right. 899 00:23:39,280 --> 00:23:40,280 And explore the how. 900 00:23:40,280 --> 00:23:41,280 The how. 901 00:23:41,280 --> 00:23:42,280 I like that. 902 00:23:42,280 --> 00:23:43,280 Yeah. 903 00:23:43,280 --> 00:23:44,280 We've laid the foundation. 904 00:23:44,280 --> 00:23:45,280 You've laid the foundation. 905 00:23:45,280 --> 00:23:46,280 I'm eager to dive deeper. 906 00:23:46,280 --> 00:23:47,280 Yeah. 907 00:23:47,280 --> 00:23:48,280 Into the practical applications. 908 00:23:48,280 --> 00:23:49,280 Rethical applications. 909 00:23:49,280 --> 00:23:50,280 Of these frameworks. 910 00:23:50,280 --> 00:23:51,280 How can our listeners. 911 00:23:51,280 --> 00:23:52,280 Yeah. 912 00:23:52,280 --> 00:23:53,280 How can they. 913 00:23:53,280 --> 00:23:54,280 Actually start using them. 914 00:23:54,280 --> 00:23:55,280 Using these things. 915 00:23:55,280 --> 00:23:56,280 In their own work. 916 00:23:56,280 --> 00:23:57,280 Yeah. 917 00:23:57,280 --> 00:23:58,280 And the way to leverage frameworks. 918 00:23:58,280 --> 00:23:59,280 Uh huh. 919 00:23:59,280 --> 00:24:00,280 Is to use them as a lens. 920 00:24:00,280 --> 00:24:01,280 Okay. 921 00:24:01,280 --> 00:24:02,280 For analyzing specific challenges. 922 00:24:02,280 --> 00:24:03,280 Okay. 923 00:24:03,280 --> 00:24:04,280 Or opportunities. 924 00:24:04,280 --> 00:24:05,280 Opportunities are. 925 00:24:05,280 --> 00:24:06,280 So let's shift gears. 926 00:24:06,280 --> 00:24:07,280 Okay. 927 00:24:07,280 --> 00:24:08,280 And walk through. 928 00:24:08,280 --> 00:24:09,280 Yeah. 929 00:24:09,280 --> 00:24:10,280 A scenario together. 930 00:24:10,280 --> 00:24:11,280 I'm ready. 931 00:24:11,280 --> 00:24:12,280 Let's put these frameworks to work. 932 00:24:12,280 --> 00:24:13,280 All right. 933 00:24:13,280 --> 00:24:14,280 Let's do it. 934 00:24:14,280 --> 00:24:15,280 And see what insights. 935 00:24:15,280 --> 00:24:16,280 They can reveal. 936 00:24:16,280 --> 00:24:17,280 Let's see what we can find. 937 00:24:17,280 --> 00:24:18,280 All right. 938 00:24:18,280 --> 00:24:19,280 So let's say I'm a teacher. 939 00:24:19,280 --> 00:24:20,280 Okay. 940 00:24:20,280 --> 00:24:21,280 And I'm feeling overwhelmed. 941 00:24:21,280 --> 00:24:22,280 By all the new technology. 942 00:24:22,280 --> 00:24:23,280 That's available for my classroom. 943 00:24:23,280 --> 00:24:24,280 There are apps for everything. 944 00:24:24,280 --> 00:24:25,280 It feels like. 945 00:24:25,280 --> 00:24:26,280 You know. 946 00:24:26,280 --> 00:24:27,280 You know. 947 00:24:27,280 --> 00:24:28,280 You can use it on active whiteboards. 948 00:24:28,280 --> 00:24:29,280 Online learning platforms. 949 00:24:29,280 --> 00:24:30,280 Yeah. 950 00:24:30,280 --> 00:24:31,280 No. 951 00:24:31,280 --> 00:24:33,280 It's hard to know where to even begin. 952 00:24:33,280 --> 00:24:35,280 That's a really common scenario these days. 953 00:24:35,280 --> 00:24:36,280 It is. 954 00:24:36,280 --> 00:24:37,280 It's so easy to get caught up. 955 00:24:37,280 --> 00:24:38,280 Yeah. 956 00:24:38,280 --> 00:24:39,280 In all the hype. 957 00:24:39,280 --> 00:24:40,280 Right. 958 00:24:40,280 --> 00:24:41,280 And feel this pressure. 959 00:24:41,280 --> 00:24:42,280 Yeah. 960 00:24:42,280 --> 00:24:43,280 To use every shiny new tool. 961 00:24:43,280 --> 00:24:44,280 Yeah. 962 00:24:44,280 --> 00:24:45,280 That comes along. 963 00:24:45,280 --> 00:24:46,280 Right. 964 00:24:46,280 --> 00:24:47,280 But a framework can help. 965 00:24:47,280 --> 00:24:48,280 Yeah. 966 00:24:48,280 --> 00:24:49,280 Cut through the noise. 967 00:24:49,280 --> 00:24:50,280 Right. 968 00:24:50,280 --> 00:24:51,280 And focus on what matters. 969 00:24:51,280 --> 00:24:52,280 So how would I actually. 970 00:24:52,280 --> 00:24:53,280 Use a framework. 971 00:24:53,280 --> 00:24:54,280 Okay. 972 00:24:54,280 --> 00:24:55,280 To tackle this. 973 00:24:55,280 --> 00:24:56,280 Yeah. 974 00:24:56,280 --> 00:24:57,280 Check overload problem. 975 00:24:57,280 --> 00:24:59,280 Well let's think back to the T-PAC framework. 976 00:24:59,280 --> 00:25:00,280 We were talking about before. 977 00:25:00,280 --> 00:25:01,280 Okay. 978 00:25:01,280 --> 00:25:02,280 It reminds us that technology. 979 00:25:02,280 --> 00:25:03,280 Yeah. 980 00:25:03,280 --> 00:25:05,280 Should always serve a pedagogical purpose. 981 00:25:05,280 --> 00:25:06,280 Right. 982 00:25:06,280 --> 00:25:08,280 Not just technology for technology's sake. 983 00:25:08,280 --> 00:25:09,280 Exactly. 984 00:25:09,280 --> 00:25:11,280 So instead of starting with the technology. 985 00:25:11,280 --> 00:25:12,280 Yeah. 986 00:25:12,280 --> 00:25:13,280 We should start by identifying. 987 00:25:13,280 --> 00:25:14,280 Yeah. 988 00:25:14,280 --> 00:25:16,280 It's a specific learning goal. 989 00:25:16,280 --> 00:25:17,280 A learning goal or a challenge. 990 00:25:17,280 --> 00:25:18,280 Or a challenge that we're facing. 991 00:25:18,280 --> 00:25:19,280 Either you're facing. 992 00:25:19,280 --> 00:25:20,280 In the classroom. 993 00:25:20,280 --> 00:25:21,280 In your classroom. 994 00:25:21,280 --> 00:25:22,280 Okay. 995 00:25:22,280 --> 00:25:23,280 So for example. 996 00:25:23,280 --> 00:25:24,280 Yeah. 997 00:25:24,280 --> 00:25:25,280 For example. 998 00:25:25,280 --> 00:25:26,280 For example. 999 00:25:26,280 --> 00:25:27,280 You know. 1000 00:25:27,280 --> 00:25:28,280 For example. 1001 00:25:28,280 --> 00:25:29,280 The students. 1002 00:25:29,280 --> 00:25:30,280 Okay. 1003 00:25:30,280 --> 00:25:31,280 Engaged in writing assignments. 1004 00:25:31,280 --> 00:25:32,280 Right. 1005 00:25:32,280 --> 00:25:33,280 You know. 1006 00:25:33,280 --> 00:25:34,280 They just don't seem motivated. 1007 00:25:34,280 --> 00:25:35,280 To put. 1008 00:25:35,280 --> 00:25:36,280 Pen to paper. 1009 00:25:36,280 --> 00:25:37,280 Or fingers to keyboard. 1010 00:25:37,280 --> 00:25:38,280 Or fingers to keyboard. 1011 00:25:38,280 --> 00:25:39,280 Yeah. 1012 00:25:39,280 --> 00:25:40,280 Yeah. 1013 00:25:40,280 --> 00:25:41,280 Perfect example. 1014 00:25:41,280 --> 00:25:42,280 So now. 1015 00:25:42,280 --> 00:25:43,280 Okay. 1016 00:25:43,280 --> 00:25:44,280 With that goal in mind. 1017 00:25:44,280 --> 00:25:45,280 You can start exploring. 1018 00:25:45,280 --> 00:25:46,280 Different technologies. 1019 00:25:46,280 --> 00:25:47,280 Okay. 1020 00:25:47,280 --> 00:25:48,280 That might help you address that challenge. 1021 00:25:48,280 --> 00:25:49,280 All right. 1022 00:25:49,280 --> 00:25:50,280 So instead of. 1023 00:25:50,280 --> 00:25:51,280 Yeah. 1024 00:25:51,280 --> 00:25:52,280 Instead of just randomly. 1025 00:25:52,280 --> 00:25:53,280 Try apps. 1026 00:25:53,280 --> 00:25:54,280 To guide your decisions. 1027 00:25:54,280 --> 00:25:55,280 To guide your decision making. 1028 00:25:55,280 --> 00:25:56,280 So I might ask myself. 1029 00:25:56,280 --> 00:25:57,280 Yeah. 1030 00:25:57,280 --> 00:25:59,280 Are there any digital tools. 1031 00:25:59,280 --> 00:26:01,280 That could make writing. 1032 00:26:01,280 --> 00:26:03,280 More interactive and engaging. 1033 00:26:03,280 --> 00:26:04,280 More interactive and engaging. 1034 00:26:04,280 --> 00:26:05,280 For my students. 1035 00:26:05,280 --> 00:26:06,280 For your students. 1036 00:26:06,280 --> 00:26:07,280 Or could I use. 1037 00:26:07,280 --> 00:26:09,280 Technology to provide them. 1038 00:26:09,280 --> 00:26:10,280 Yes. 1039 00:26:10,280 --> 00:26:12,280 More personalized feedback. 1040 00:26:12,280 --> 00:26:13,280 Personalized feedback. 1041 00:26:13,280 --> 00:26:14,280 And support. 1042 00:26:14,280 --> 00:26:15,280 And support. 1043 00:26:15,280 --> 00:26:16,280 Exactly. 1044 00:26:16,280 --> 00:26:17,280 You're using the T-PAC framework. 1045 00:26:17,280 --> 00:26:18,280 Okay. 1046 00:26:18,280 --> 00:26:19,280 To align the technology choices. 1047 00:26:19,280 --> 00:26:20,280 Uh huh. 1048 00:26:20,280 --> 00:26:22,280 With your pedagogical goals. 1049 00:26:22,280 --> 00:26:23,280 Right. 1050 00:26:23,280 --> 00:26:24,280 And your content knowledge. 1051 00:26:24,280 --> 00:26:25,280 Okay. 1052 00:26:25,280 --> 00:26:26,280 So it's like having a filter. 1053 00:26:26,280 --> 00:26:28,280 It is like having a filter. 1054 00:26:28,280 --> 00:26:29,280 To sysh through all the options. 1055 00:26:29,280 --> 00:26:31,280 You just sift through all those options. 1056 00:26:31,280 --> 00:26:32,280 Choose the ones. 1057 00:26:32,280 --> 00:26:33,280 And choose the ones that are most likely. 1058 00:26:33,280 --> 00:26:35,280 That will actually make a difference. 1059 00:26:35,280 --> 00:26:37,280 To make a real difference in your teaching. 1060 00:26:37,280 --> 00:26:38,280 And that's just one example. 1061 00:26:38,280 --> 00:26:40,280 One small example. 1062 00:26:40,280 --> 00:26:41,280 Frameworks can be applied to. 1063 00:26:41,280 --> 00:26:42,280 To all sorts of challenges. 1064 00:26:42,280 --> 00:26:43,280 All sorts of challenges. 1065 00:26:43,280 --> 00:26:45,280 From designing engaging lessons. 1066 00:26:45,280 --> 00:26:46,280 Uh huh. 1067 00:26:46,280 --> 00:26:48,280 To creating a more inclusive classroom. 1068 00:26:48,280 --> 00:26:49,280 Absolutely. 1069 00:26:49,280 --> 00:26:51,280 It's like they give you a new set of glasses. 1070 00:26:51,280 --> 00:26:52,280 I like that. 1071 00:26:52,280 --> 00:26:53,280 To see things through. 1072 00:26:53,280 --> 00:26:54,280 Yeah. 1073 00:26:54,280 --> 00:26:55,280 A new lens. 1074 00:26:55,280 --> 00:26:56,280 And the more you use these frameworks. 1075 00:26:56,280 --> 00:26:57,280 Yeah. 1076 00:26:57,280 --> 00:26:58,280 The more you use them. 1077 00:26:58,280 --> 00:26:59,280 The more instinctive that lens becomes. 1078 00:26:59,280 --> 00:27:01,280 The more instinctive they become. 1079 00:27:01,280 --> 00:27:02,280 You start naturally thinking. 1080 00:27:02,280 --> 00:27:03,280 You start naturally thinking. 1081 00:27:03,280 --> 00:27:04,280 About those key dimensions. 1082 00:27:04,280 --> 00:27:05,280 About the key dimensions. 1083 00:27:05,280 --> 00:27:06,280 And principles. 1084 00:27:06,280 --> 00:27:07,280 And principles. 1085 00:27:07,280 --> 00:27:09,280 In everything you do. 1086 00:27:09,280 --> 00:27:10,280 It's like developing a new. 1087 00:27:10,280 --> 00:27:12,280 It is like developing a new. 1088 00:27:12,280 --> 00:27:13,280 Mental muscle. 1089 00:27:13,280 --> 00:27:14,280 Mental muscle. 1090 00:27:14,280 --> 00:27:15,280 Yeah. 1091 00:27:15,280 --> 00:27:16,280 And just like any muscle. 1092 00:27:16,280 --> 00:27:17,280 It gets stronger. 1093 00:27:17,280 --> 00:27:19,280 It gets stronger with practice. 1094 00:27:19,280 --> 00:27:20,280 With practice. 1095 00:27:20,280 --> 00:27:22,280 The more you use these frameworks. 1096 00:27:22,280 --> 00:27:23,280 Uh huh. 1097 00:27:23,280 --> 00:27:25,280 To analyze, reflect. 1098 00:27:25,280 --> 00:27:26,280 Make decisions. 1099 00:27:26,280 --> 00:27:28,280 Make decisions the more confident. 1100 00:27:28,280 --> 00:27:29,280 Yeah. 1101 00:27:29,280 --> 00:27:30,280 And effective you'll become. 1102 00:27:30,280 --> 00:27:31,280 As an educator. 1103 00:27:31,280 --> 00:27:32,280 As an educator. 1104 00:27:32,280 --> 00:27:34,280 This has been such a fascinating. 1105 00:27:34,280 --> 00:27:35,280 Good. 1106 00:27:35,280 --> 00:27:36,280 I'm glad. 1107 00:27:36,280 --> 00:27:37,280 Deep dives. 1108 00:27:37,280 --> 00:27:38,280 Yeah. 1109 00:27:38,280 --> 00:27:39,280 I feel like we've gone from feeling overwhelmed. 1110 00:27:39,280 --> 00:27:40,280 I know. 1111 00:27:40,280 --> 00:27:41,280 Right. 1112 00:27:41,280 --> 00:27:42,280 By all the complexity. 1113 00:27:42,280 --> 00:27:43,280 Yeah. 1114 00:27:43,280 --> 00:27:44,280 To having a set of tools. 1115 00:27:44,280 --> 00:27:45,280 You having a set of tools. 1116 00:27:45,280 --> 00:27:46,280 To navigate it. 1117 00:27:46,280 --> 00:27:47,280 To navigate it. 1118 00:27:47,280 --> 00:27:48,280 And we're not done yet. 1119 00:27:48,280 --> 00:27:49,280 And this is just the beginning. 1120 00:27:49,280 --> 00:27:50,280 There are so many. 1121 00:27:50,280 --> 00:27:52,280 There are so many different frameworks. 1122 00:27:52,280 --> 00:27:54,280 Different frameworks out there. 1123 00:27:54,280 --> 00:27:55,280 Each offering. 1124 00:27:55,280 --> 00:27:56,280 Each. 1125 00:27:56,280 --> 00:27:58,280 Its own unique perspective and insight. 1126 00:27:58,280 --> 00:28:00,280 So our listeners can take. 1127 00:28:00,280 --> 00:28:01,280 They've learned here. 1128 00:28:01,280 --> 00:28:03,280 And continue exploring. 1129 00:28:03,280 --> 00:28:04,280 Continue exploring. 1130 00:28:04,280 --> 00:28:06,280 Who's maybe they'll even create. 1131 00:28:06,280 --> 00:28:07,280 No, I love. 1132 00:28:07,280 --> 00:28:08,280 Their own frameworks. 1133 00:28:08,280 --> 00:28:09,280 Their own frameworks. 1134 00:28:09,280 --> 00:28:11,280 To address the specific challenges. 1135 00:28:11,280 --> 00:28:13,280 To address the specific challenges. 1136 00:28:13,280 --> 00:28:14,280 They face. 1137 00:28:14,280 --> 00:28:15,280 That they face. 1138 00:28:15,280 --> 00:28:18,280 In their own educational journeys. 1139 00:28:18,280 --> 00:28:21,280 Because ultimately frameworks are about. 1140 00:28:21,280 --> 00:28:22,280 Empowerment. 1141 00:28:22,280 --> 00:28:23,280 Empowerment. 1142 00:28:23,280 --> 00:28:26,280 They're about giving educators the tools. 1143 00:28:26,280 --> 00:28:28,280 Giving educators the tools they need. 1144 00:28:28,280 --> 00:28:29,280 They need to think critically. 1145 00:28:29,280 --> 00:28:30,280 To think critically. 1146 00:28:30,280 --> 00:28:31,280 Make informed decisions. 1147 00:28:31,280 --> 00:28:33,280 Make informed decisions. 1148 00:28:33,280 --> 00:28:35,280 And create truly transformative. 1149 00:28:35,280 --> 00:28:39,280 And create truly transformative learning experiences. 1150 00:28:39,280 --> 00:28:41,280 And that's what it's all about, right? 1151 00:28:41,280 --> 00:28:42,280 That's what it's all about. 1152 00:28:42,280 --> 00:28:43,280 Making a difference in the lives of. 1153 00:28:43,280 --> 00:28:44,280 Making a difference. 1154 00:28:44,280 --> 00:28:45,280 Of students. 1155 00:28:45,280 --> 00:28:47,280 Couldn't have said it better myself. 1156 00:28:47,280 --> 00:28:48,280 To our listeners out there. 1157 00:28:48,280 --> 00:28:49,280 Yes. 1158 00:28:49,280 --> 00:28:50,280 I encourage you. 1159 00:28:50,280 --> 00:28:51,280 I encourage you. 1160 00:28:51,280 --> 00:28:52,280 To embrace. 1161 00:28:52,280 --> 00:28:54,280 To embrace the power of frameworks. 1162 00:28:54,280 --> 00:28:55,280 Use them to analyze. 1163 00:28:55,280 --> 00:28:56,280 Yes. 1164 00:28:56,280 --> 00:28:57,280 Use them to analyze. 1165 00:28:57,280 --> 00:28:58,280 Reflect. 1166 00:28:58,280 --> 00:28:59,280 Innovate. 1167 00:28:59,280 --> 00:29:00,280 Innovate. 1168 00:29:00,280 --> 00:29:01,280 And create meaningful change. 1169 00:29:01,280 --> 00:29:02,280 And create meaningful change. 1170 00:29:02,280 --> 00:29:03,280 In your own corner. 1171 00:29:03,280 --> 00:29:04,280 In your own little corner. 1172 00:29:04,280 --> 00:29:05,280 Of the educational world. 1173 00:29:05,280 --> 00:29:06,280 Of the educational world. 1174 00:29:06,280 --> 00:29:07,280 And remember. 1175 00:29:07,280 --> 00:29:08,280 Yes. 1176 00:29:08,280 --> 00:29:10,280 The journey of learning never ends. 1177 00:29:10,280 --> 00:29:11,280 It never ends. 1178 00:29:11,280 --> 00:29:13,280 Keep asking questions. 1179 00:29:13,280 --> 00:29:14,280 Keep asking questions. 1180 00:29:14,280 --> 00:29:16,280 Seeking out new perspectives. 1181 00:29:16,280 --> 00:29:17,280 And pushing the boundaries. 1182 00:29:17,280 --> 00:29:18,280 Pushing the boundaries. 1183 00:29:18,280 --> 00:29:19,280 Of what's possible. 1184 00:29:19,280 --> 00:29:20,280 Of what's possible. 1185 00:29:20,280 --> 00:29:21,280 Until next time. 1186 00:29:21,280 --> 00:29:46,280 Until next time.