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Disruptive Technology

Although disruptive technology theory was initially formed with businesses in mind, there are many important and relevant applications to education. One exammple of a disruptive technology in schools is the rise of ActivBoards in the classroom. At one time, this useful, versatile technonlogy was so cost prohibitive that there may have only been one at a school, if at all, perhaps located in a computer lab, library, or rotating between classes. Only a certain number of students were able to benefit from the technology at a time. With advances in technology, these boards have become more affordable, and now it is commonplace for every classroom in a school to have one.

It has changed the way lessons are created and implemented, allowing for more student interaction and participation, from controlling the board with the pens, to answering quuz qestions with clickers. They provide an experience in a classroom that before would have taken many different technologies and types of equipment. It combines the overhead projector with the traditional blackboard, a television, speakers....the list goes on and on. It has enabled teachers to transform their lessons by making much more available to each and every student on a daily basis.

In the past, having such varied technology and equipment was only available to a few, but now with the one-stop-shop style of the ActivBoard, and developments in technology which have made it cheaper and more accessible, there are much better education opportunities for the average class.

Power point is Evil

As I read the article, I was most struck by the fact that it read like a preterbed employee bored by one too many dull PowerPoint presentations rather than someone assessing the program for its actual merits (or lack thereof). I disagree, I do not think that PowerPoint is evil. That's like saying that cars are evil or a knife is evil. It depends upon how it is used, upon how it is weilded. This fact was acknowledged even by the author at the end of the article where he states "rather than supplementing a presentation, it has become the substitute". In saying this, he says himself that the problem lies with how it is used, rather than the product itself. If used correctly, PowerPoint is a great tool.

Discussion 4 Fixed Mindset Versus Growth Mindse

In the video the children who were praised based on innate ability want to work  more on problems that are easy to them. Children who are praised based on effort were willing to try harder problems and were excited when they made progress toward goals. Praising effort promotes a growth mindset because it pushes students to try new things and enjoy the process of discovery and not give up at the first sign of frustration. Praising innate ability also affects the self esteem of students because if they get something wrong or do not understand they believe that they are inadequate. Many  start  to believe that they can not learn. It promotes a fixed mindset and many students  It is important for parents and teachers to praise efforts and affirm the child. This is true for children and adults. Many schools teach from a fixed mindset. Schools that are successful praise effort through discovery.

Discussion 4

Why might praising innate ability promote a fixed mindset while praising effort promote a growth mindset?

Dweck’s research indicates that mindset has significant effects on behavior and performance, particularly in the face of challenging tasks. Her work has shown that most people who have fixed mindsets avoid challenging situations when given the choice because they are very concerned about failing. From the perspective of a fixed mindset, failure indicates a lack of ability, and therefore a lack of capability or intelligence. People who have a growth mindset, however, view struggle or failure as a natural part of the learning process and an opportunity to improve. The 5^th grader who was rewarded with intelligence praise over half wanted to take the easy route. The group who was praise for their effort wanted another test that was much more challenging. Consider this example: a student completes a challenging mathematics problem successfully and her teacher offers praise by saying, “Great job! Clearly, you are very good at math.” What effect might this feedback have on the student’s beliefs? Dweck’s research indicates that this type of feedback—praising innate ability—reinforces the fixed mindset and the belief that people are born either with mathematics skills or without them. Further, she has shown that praise that reinforces this belief undermines students’ motivation and future learning, leading them to avoid more challenging tasks to protect themselves from failure. Now consider an alternative: when the student completes the challenging mathematics problem, the teacher responds by saying, “Great job! You must have worked hard at that problem! Nice effort!” How might this feedback have a different effect on the student’s beliefs? Dweck has demonstrated that this response—praising effort instead of intelligence—reinforces the belief that success is developed through persistent effort. Dweck’s research also shows that even when a student fails at a task, this type of feedback indicates that struggle and failure are normal, and that effort is a crucial part of eventual success.