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Logan Petlak

~ Lifelong Learner.

Logan Petlak

Monthly Archives: September 2016

Can’t fight the #EdTech juggernaut.

27 Tuesday Sep 2016

Posted by loganpetlak in ECI 833

≈ 3 Comments

Tags

edtech, educational technology

What is #EdTech?

I’ve asked this before. I went into a spiel about how technology isn’t easy to define asking, “do we sometimes mistakenly assume it has to be an object”? After pursuing learning related to EdTech in this past year, I think it is fair to view it simply that way. A modern definition of educational technology to me strictly addresses: the objects, apps, and tools created in order to aid in learning. EdTech is just learning, past and present.

BUT!

When one thinks of EdTech, one thinks of <insert device here>. SMART Boards, iPads, BYOD classrooms, take your pick. Mainstream EdTech is devoid of the history or philosophy, it is simply a “thing”.

And shout out to Holly, she nailed it with this definition:
“it is a set of tools that aim to enrich and enhance the teaching and learning experience. “

To continue with completely overgeneralizing, education technologists (EdTech users) know the historical influence and implications of what goes into education technology anyway (the ideas and processes), so while an official designation of what EdTech is may contain the thoughts of its foundation, the majority view it simply. The critics and opposition to EdTech as a may point to the tech trade-off as a Faustian bargain, but that argument can be said of any step for progress/change and to me has all the symptoms of pessimism (the “p” word). “This new energy source will create new jobs”, “yes but it will ruin or make old jobs obsolete”, cut it out.
//giphy.com/embed/Np917mP5ixJJK

via GIPHY

It’s awful to displace people who may have worked at something for a long time, yes, but it illustrates our need to be able to adapt. Potentially, some companies are imposing values and beliefs on our youth with what tech they create, but it some cases, believe it or not, these things are created with the genuine intent to make life better (some capitalize on this, unfortunately). Haters might come at me with: “these technologies aren’t distributed evenly though, this increases the wealth gap as the haves get the best gear”. True, it does, but it also helps teach digital literacy to those with minimal exposure to it at home, assuming your educational institution can facilitate it.

Resistance is futile.

But worth it.

From oral to written to computer to social media, learning and EdTech has taken on different shapes throughout history. Fact. However, doubt is an integral part to each innovations’ growth and consequently seeks to further learning. The game is constantly changing for humanity. It doesn’t make us all-powerful when we are the architects of these paradigm shifts, but agents of change. These agents may hold and manipulate power and the very flow of human socialization, but it is negligent to not acknowledge what works (and what doesn’t).

Why do I think about it this way? It stems back to worldviews and a growth mindset. Approaching problems, be it with self or with others with a solution in mind; positivity in making the most of what’s available is not only better for me, but better for my students. So I continue to embrace change in education as a whole, not simply limited to the scope of EdTech, whether or not all of its depth is actually taken into consideration by the masses.

By the way, how great are gifs? And how fitting is this to the theme of my ramblings today?
//giphy.com/embed/l0mAEe524JfsA

via GIPHY

 

Agree? Is this all there is to EdTech and life?

Disagree? I’m too optimistic and need to be more realistic of the perils?

Comment.

– Logan Petlak

 

Philosophy of the scientific method

08 Thursday Sep 2016

Posted by loganpetlak in AP Biology, Biology 30, CCIAPBiology

≈ Leave a comment

Tags

biology, CCIAPBiology, scientific method

A lot of students ask me (not actually): “Hey Mr. Petlak, why do you think the scientific method is so great?” and I say to them: “Because.” and they say: “Because, why?” and then I say: “Exactly.”

“Why?”

that-is-the-right-question

I, Robot by grogbor via imgur

The question is at the root of science and learning. Keep asking questions, and keep asking the right questions. Serendipitous discoveries don’t happen without the right question about an observation.

Why is the sky blue?

How does the moon affect tides?

The scientific method answered these questions. Through data and experimentation, individuals explained what it wasn’t, and accumulated data that explained what it was.

However…

My first three and a half years of teaching are in the books and I’ve been startled at how the scientific method is easily forgotten or left unappreciated. And some things may not be simplified/explained using this method – like teaching… yet. The scientific method may seem like another thing to memorize in class, but for myself it is a way of approaching life: Every problem or observation has an explanation or solution… or if the solution doesn’t solve it yet, we learn something that it doesn’t solve it. Is this a new philosophical idea? When did this way of thinking originate?

The Scientific Method as an Ongoing Process.svg
By ArchonMagnus – Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=42164616

 

First introduced by a man named Alhazen in the 10th-11th century, he stressed the importance of meaningful data collection. While individuals may have thought this way prior to this, he is credited with it. I personally don’t always place a strong emphasis on historical figures as I find that we tend to glorify and paint individuals with a perfect history. In this case, the fact that this way of thinking has been around so long is important to take note of. Why? This means of thinking transcends time and provides us with a common language and means to approaching problems/questions about our world. And it is without a need for faith or belief, because you can observe it work. It isn’t opinion, its free from bias.And it existed in times where faith and belief may have been mandatory.

People abuse what it tells us and asks for their own gain, unfortunately. So education is required on the nature of science – it is simply the pursuit of truth. Hard truths are inherent within the process. We learn the most from answering the hard questions and challenging the unanswerable questions… yet the opportunity for good and evil “for the sake of science” presents the duality of its nature.

people_like_what_science_gives_them

“People like…” via reading-skeptics.org

Science, at its roots, is laced with a natural idealism and altruistic intentions, yet the beauty of it is that it is devoid of both. You can love and hate what you learn, but science is free from love and hate. And that simple complexity is what makes it such an important part of pursuing life – humanity and organisms constantly address problems and come up with a means to fix and explain them… what we do with the solutions are up to us.

Problem?
Why is there is problem?
Possible explanation to fix the problem.
Try explanation.
Failure?
New explanation to fix the problem.

 

Always keep questioning and solving problems… so if you have any questions, comment below!

Logan Petlak

Logan Petlak

Incredible day! Photo courtesy Julia and Lucas Photography

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