Inspired by a post by Keith Rispin, I’ve been thinking about BYOD and the more I think about it, the more frustrated I get.
I can’t help think just how far off the mark the MoE is with their BC edplan and BYOD. Having studied technology in education for a couple of years, where we theorized on mobile devices and endeavoured to design learning environments and activities that could incorporate them, it is clear that the path forward with BYOD is severely limited.
While going through some of my favorite education blogs I came across this post on pseudoteaching. It seems that pseudoteaching was spawned from pseudocontext, which talks about how contrived and non-realistic scenarios are presented to students as being real-life examples. For example, a math question where some convoluted set of circumstances between Joey, Joey’s cash and Joey’s shopping list means that the student has to solve a word problem. I think the idea of pseudoteaching takes this concept a bit further.
I’ve been incorporating “clicker” questions into my physics classes this year, and so far I would say it’s been a success. There are ups and downs while using them, but overall the process is working pretty good. However, yesterday’s class really got me thinking about how to optimize my process.
First of all, here is a brief on how I use clicker questions in class. We don’t have clickers. Instead, I’ve been using Poll Everywhere.
