Greenhaus Education and Other "Effects"

I posted an article a while back about my thoughts on the flipped classroom: Math Anxiety and the Flipped Classroom .  In this post, I basically expressed my concern that many teachers are using the flipped model to continue the same traditional way of teaching - lecture and homework, and merely switching where these things happened. If this is how the model is being used, especially in math, it is not going to improve student learning because it's the same old thing. My hope was that those embracing this model were truly doing something different - really using the class time to connect with their students, provide collaborative learning experiences, engaging in real-world applications, projects and extending the learning to make connections - not just reviewing homework. In short, teaching DIFFERENT in the classroom - where the classroom becomes a student-centered learning experience, not just a regurgitation of what they saw/learned in the online 'lecture'. That's...

I have been embedded in my research reviews all weekend, so I apologize now for the focus of this post...research.  But, I will say, I am feeling better about the direction I plan to head in for my dissertation - that of determining what and how teachers are actually using technology in the classroom.  Especially after I just read this article: On Ed Tech, We're Asking the Wrong Question   by Dennis Pierce .  Basically, he reemphasizes what I have been finding - that we need to ask 1) what are the conditions that make ed-technology effective learning tools and 2) why are schools that have adopted/invested in ed-technology not showing success?  It's definitely related to how the tools are being implemented. What are the instructional decisions being made around technology use in the classroom and are these decisions really the best use of the technology if the goal is to improve student achievement? Just my thoughts for the day on this late Sunday af...