IgniteED Panel

IgniteED Panel INTRODUCTION

I’m a third-year PhD student advised by Paulo Blikstein, Brigid Barron. My research comes out of my experience as an educator. I was class of 2006 here at Stanford, and majored in both English and Symbolic Systems. Like many undergrads I now teach, I knew I had developed a lot of skills, but hadn’t really constructed a picture of what I was going to do after I graduated. Luckily for me, I had a friend a few years older than me who was in STEP. I went to STEP and became an English teacher, teaching in Palo Alto and then in Austin, TX. I  

I taught high school English for four years, earned my national board certification, worked as a developer and designer in ed-tech for two, and taught middle-school CS for two years at an all-girls middle school. 

Computational literacies. 

The rest of the panel questions will be somewhat improvised and responsive to the discussion, but could include some/all of the following, in case you’d like to prepare any answers in advance:

  • What new technologies do you each envision becoming standard in K12 classrooms in the next 15-20 years? How do you see them being used?

Who’s in control? COMPUTERS

  • What sorts of shifts in curricular and pedagogical models might we expect to see with the implementation of cutting-edge technology into classrooms across the board?

  • As technology becomes even more accessible and even more adaptable to individual students, how will the role of the physical classroom to change? What role do teachers have in this technologically-augmented future?

I want to challenge personalization. 

  • As public K12 schools move to implement advanced technology and new forms of curriculum, how do we ensure these advances are beneficial to all students and don’t further perpetuate gaps between different demographics?

Literacies, critical stance. 

“What does curriculum mean to you?”  “That’s not your world of reading when you’re a practitioner”