Tridigital Learning

A balance between past, present, and future

Tridigital Learning

Tridigital Learning is a concept that a balance of past, present, and future is essential as we move education forward. I think this is a rather interesting topic and one that can be debated as to at state does learning become maximized. In particular I'm focused more on four points when it comes to musts for technology usage. To:
  • Practice and promote digital inclusion.

  • Integrate technology into every area of the learning community, including curriculum delivery, community collaboration, office support, content creation, and sharing content and assessments.

  • Generate innovative education practices and new models for learning.

  • Create an environment that engages all learning community members and helps to inspire passionate, personal responsibility for learning.

For me the first bullet point is especially important as we live in a increasing digital world we need to provide students an opportunity to interact with that digital world in a way that prepares them to function effectively in one. However, in all of this I believe that traditional methods should not be forgotten for certain things traditional methods work best for certain students and after all the great thing about technology is that it better allows students the opportunity to interact in a way that works best for them and that should not be taken away from students who learn best in traditional ways. In conclusion I believe that in order to improve and move education forward it is essential to find a balance of past, present, and future in learning practices, particularly the balance that fits your individual students best

High-tech vs. no-tech: D.C. area schools take opposite approaches to education

This is just an interesting article of two schools taking the extreme sides in technology interesting find the article at:

High Tech High

High Tech High, whose campus near the San Diego airport is perhaps the most eye-poppingly technology-rich in the country. High Tech High has taken gentle steps into blending, the use of technology and traditional learning, through its use of ALEKS, which bills itself as “a Web-based, artificially intelligent assessment and learning system.” ALEKS, which runs on computers on the periphery of a 9th-grade classroom, provides teachers with detailed diagnostics, helping them to focus on the areas where students are struggling, and lets students take lessons at their own pace. A student logs on to ALEKS and begins by taking an adaptive assessment, each question chosen on the basis of previous answers. With this information, ALEKS develops a snapshot of a student’s knowledge in a given content area, recognizing which topics he has mastered and which he has not. This information is represented for both the student and teacher by a multicolored pie chart, which is constantly being updated as the student masters new topics. Once a student has mastered a specific topic, new ones become available for the student to choose from. “It doesn’t slow you down,” says Danie, a 15-year-old boy with a dark mop of hair that he regularly brushes off his forehead. Danie, wearing untied high-tops and faded black jeans, confesses matter-of-factly that he is repeating the 9th grade. “Students learn at different speeds,” he says with marked confidence. He hastens to add that the technology augments, rather than replaces, the teacher. “Nothing,” he says, “can replace human interaction.” Danie’s teacher, Jane Armstrong, agrees, saying ALEKS gives her more flexibility in grouping students. Today, Armstrong has divided the class in two. Half of the students are using ALEKS while Armstrong is working with the other half in small groups. “This setting allows me to get to know all of my students,” she says. “If I’m just lecturing them, I don’t get to know what they’ve mastered.”