We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.
Imagine walking up to a stream. On the far side lies our ideal learning environment — student-centric, inquiry-based, resource-rich — our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.
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