A collaboratively authored post by Christina Steklin and Craig Watson. Claims about artificial intelligence are becoming increasingly common in education, often promising to transform teaching, personalize learning, and improve student outcomes. These claims can reflect technological determinism when the technology… Continue Reading →
The idea for Logo turned sixty this year. So did I. Logo, a programming language designed for children, began in 1966 at Bolt, Beranek and Newman. Its inventors were Seymour Papert, Wallace Feurzeig, Daniel Bobrow and Cynthia Solomon (Solomon et… Continue Reading →
A lesson with immediate relevance One lesson I took from Weller’s (2020) discussion of the LMS in his chapter on 2002 was how well it suited the way institutions already worked. Weller notes that the LMS was often used to… Continue Reading →
A week ago, I finished teaching in a software development program that was cancelled because of low enrolment. I taught software development for five years, and AI makes this feel like some kind of Year Zero. The job market is… Continue Reading →
When I first created my resident–visitor map earlier in the course, I mostly viewed digital presence as a way of organizing and understanding how I used different technologies. At the time, I focused mainly on identifying which platforms felt more… Continue Reading →
For this activity, I created a visual map of my digital network to show the different communities, platforms, and spaces I interact with online. One thing that stood out while building it was how much overlap exists between different parts… Continue Reading →
One thing that stood out to me while exploring this topic was how much privacy in education has changed over time. It used to mostly mean protecting personal information or keeping student records secure. Digital learning environments seem to have… Continue Reading →
Having reflected on my earlier post, “Mapping My Digital Engagement,” and the resident–visitor typology (White & Le Cornu, 2011), I realized that my online presence has mostly been passive rather than intentional. I use digital tools every day for work,… Continue Reading →
Creating this map using the resident–visitor typology (White & Le Cornu, 2011) pushed me to reflect on how I actually engage with digital tools, not just which ones I use. On the visitor side, I use tools like Google and… Continue Reading →
This post reflects on the gap between learning theory and practice, and considers how AI and course design influence what actually happens in real learning environments.
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