Q & A with Ed Tech Leaders: Interview with J. Michael Spector

Autor/inn/en	Shaughnessy, Michael F.; Fulgham, Susan M.
Titel	Q & A with Ed Tech Leaders: Interview with J. Michael Spector
Quelle	In: Educational Technology, 55 (2015) 3, S.60-63 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Stellungnahme; Educational Technology; Interviews; Technology Uses in Education; Teacher Education Programs; Faculty Development; Educational Policy; Teacher Competencies; Technological Literacy; Barriers; Technological Advancement; Critical Thinking; Role of Education; Instructional Design; Intelligent Tutoring Systems; Resource Units; Educational Research; Electronic Publishing; Large Group Instruction; Evaluation; Online Courses + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Interviewing; Interviewtechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Lehrkunst; Technisches Wissen; Technological development; Technologische Entwicklung; Kritisches Denken; Bildungsauftrag; Lesson concept; Lessonplan; Unterrichtsentwurf; Intelligentes Tutorsystem; Bildungsforschung; Pädagogische Forschung; Elektronisches Publizieren; Evaluierung; Online course; Online-Kurs
Abstract	J. Michael Spector's academic preparation was in philosophy--epistemology and logic, primarily. His dissertation was on skepticism in modern philosophy, and that led him to a deep-seated appreciation for classical skepticism. The word "skeptic" is derived from the Greek word "skepsis," which means investigation. While the popular usage connotes doubting or questioning, the philosophical notion implies that one is searching. To search means first that one must admit to not knowing something, and then to commit time and effort to the search in order to determine an adequate answer. Skepticism, in the philosophical sense, is the foundation of science. Science makes progress because scientists admit to not knowing or understanding something, and then they conduct investigations to better understand what they do not know. That perspective permeates what Spector has been doing for the last 25-plus years in the area of educational technology. In this interview, Spector opens the conversation by saying that various investigations have led him to an interest in how technologies are being used in schools and how teacher preparations, professional development, and school-district-state-national policies impact learning. He makes an observation that initial findings suggest that technologies can help but also hinder learning, that teachers are generally well-intentioned but often lack training and resources needed to impact those who most need learning support; and that policies typically sound reasonable but often turn out to become impediments to improved learning instruction. Also discussed in this interview were the rapidly accelerated rate of change in technologies. Here Spector remarks that what has not changed are the basic goals of education: (1) to develop an educated and literate citizenry; (2) to develop productive workers; (3) to develop critical thinkers and effective problem solvers; and (4) to develop life long learners. Other subjects covered in the interview were complex domains, intelligent support for instructional design; learning objects; and Research v. Blogs. (ERIC).
Anmerkungen	Educational Technology Publications. 700 Palisade Avenue, Englewood Cliffs, NJ 07632-0564. Tel: 800-952-2665; Web site: http://www.bookstoread.com/etp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01