I find it as informative to read and decipher the author's bio as it
is to digest the article written. Each individual is presented as
generally well versed in their respected areas of expertise. However,
one can't help but wonder as to how the massive collection of academic
credentialing in a very specific area of study can lead to so much
collective confusion.
As always the case in these
matters anytime there is more examining of a problem than there is an
actual problem, inevitable chaos must ensue. I do not state this
opinion as a mere negative observation as much as a conclusion in hopes
of resolve. The consensus of those key educators who believe in the
promise of technology as a viable means of enhancing the educational
experience quite often forget the need to make sure the students engaged
in this technological onslaught are inputting quality data.
In short, the old adage of garbage in garbage out is very appropriate. In each article written it seemed there was far more emphasis placed on the student's interaction of the selected technology (be it technology notes, smart-boards or social media as a means of educational interaction) than the outcome of said interaction. Although this narrow focus is touched upon briefly by each author, it is not given the necessary attention the oversight deserves.
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