AALL Spectrum

AALL Spectrum / March/April 2020 / Volume 24, Number 4

AALL Spectrum / Published by American Association of Law Libraries

Issue link: http://epubs.aallnet.org/i/1212687

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Page 34 of 55

MARCH/APRIL 2020 | AALL SPECTRUM 33 I t probably goes without saying in this sort of column, but technology has become increasingly important in pretty much everyone's day-to-day professional and private lives. Thousands of articles describe how technology has inserted itself into every aspect of our daily opera- tions. Every day, I wake up to the sounds of a thunderstorm coming out of my smart- phone. When I get into work, I log into my computer using two-factor authentication that is now required by the University System of Georgia. At the beginning of every semester, I am required by the univer- sity to post my syllabus and at least the first day of class assignments into our university supplied classroom management system. I used to joke with my friends that I was going to get rid of my cellphone and go back to an "at home" answering machine that I could listen to and respond to once a day. I'm pretty sure that is impossible now. But not all technology is pushed on us. Many of us have quite a few technological decisions to make, such as how to imple- ment what we already have or what new technology solutions to acquire. Teachers get to select, use, and advocate for certain kinds of course management tools, quizzing tools, and instructional material. Some of us manage our own integrated library system, ticketing, and space reservation systems. Many of us make technology decisions on numerous formal and informal fronts. Breaking down the similarities and differences between Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, Redefinition (SAMR). BY PATRICK PARSONS TPACK & SAMR: TALKING TECH Image © iStockPhoto.com/Peshkova TECHNOLOGY Real Frameworks for Evaluating Instructional Technology

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