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I appreciate his point, "The new question by contrast is, with a strong teacher-learner partnership, how could technology be used to deepen and accelerate learning." With reciprocal teaching, students take an active role in their own learning. What technology tools could be used to complement this approach? I don't have an answer, but I'm sure there are some powerful ways technology could do this.

I have to note, I found this to be a bit confusing without more background on the full article.

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I think that this article makes some good points but I also found it a little confusing. It is very theoretical with no concrete examples or real life scenarios on how this might play out. I think he makes some good points regarding technology and how teachers and students utilize and interact with it but we have to remember that teaching technology to teachers and students takes a lot of time. It is just using technology for the sake of it. It has to be implemented very intentionally.

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Technology provides many new avenues and possibilities. I fully support Fullan’s comments about cost and doubling the learning. My hope for such paths is the buy in from schools as a whole and not just teachers who are techie. It is a radical shift for some, and many a leader has stated, “All hands on deck” will be needed. The other side of such endeavors is making things equitable. Such shifts for students can require them to either have prior experience, support from home, and/or access to technology. How do we bring ALL students and teachers along in this adventure?

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I think the ideas are interesting but I am wondering what this would look like at a first grade level. Teacher as activator and students as engaged learners and teachers sounds dreamy.

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I appreciate Fullen's concept of teacher as activator. I would love to see something that lays this out in a more concrete way as opposed to the theoretical. I don't disagree with the ideas, I just had a hard time painting a mental picture for some of what was presented.

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I appreciate Fullen's concept of teacher as activator. I would love to see something that lays this out in a more concrete way as opposed to the theoretical. I don't disagree with the ideas, I just had a hard time painting a mental picture for some of what was presented.

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"teacher as change agent or activator" was a take away from this article.  This facilitates student engagement and interaction with their own personalized learning.  If technology could be used appropriately I so this it could help deepen and accelerate learning, as proposed. I have seen it used to facilitate interest in wanting to learn additional information. I still think we need to build in a chance for students to express what they are learning through presentation and conversations.

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I like Fullen's teacher as activator concept. I can see how it is just a step beyond "guide on the side."  Activator is still in the mix--pushing and pulling-- with student learning.  I picture it more like a music conductor---leading, reading the musicians, moving with the musicians--critical to the performance and musical outcome.  We are not the spectators, but the conductors of our learning--while students are the music-makers.

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A call to arms for "radically new learning relationships between students and teachers" is attention getting! I can point to proactive partnerships between me and a small group of students I supervise as part of a live morning broadcast team. They exhibit proactive curiosity and motivation. As a specialist, this is a big advantage that a classroom teacher doesn't inherently have access to. This article makes me think about expanding that model into a general ed classroom...

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I like the idea that the teacher is an activator for the students. It would be interesting to see how they will facilitate the self learning and peer learning. What will they do with the students who are not self motivated? I could see how technology would be a great resource for independent research and inquiry. At what age/grade would they start this program? I have a lot of question and I am interesting how this will be implemented in the future.

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I love reading other people's comments before I write because I am thinking the same thing. I am struggling to find Fullen's meaning (partly because I think he is too). I understand that the days of "sage on the stage are over" but I am trying to understand how the "guide on the side" is different then what he is describing. Interpersonal relationships are essential to learning. Students learn from teachers they like but it is also up to teachers to present material that is engaging. Personality only gets you so far. For students to be proactive teachers need to give them something that is gives them "all the feels" and in my opinion these lessons are like diamonds in the rough, so I need to find more of them!

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I thought the article was not very clear. The only thing I concluded was that the "teacher on the side" doesn't work, there needs to be a a better relationship between student and teacher (which I think he said was unclear as to what that would look like). I think he is calling for an environment where students are self motivated to solve problems and the teacher acts as a "door opener" to the resources and strategies they can use to discover and learn...

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The idea of a learning relationship where the teacher is the change agent or activator and the student is the proactive partner in learning sounds amazing.  I would love for my classroom to feel that way.  However, I usually only feel that way when there is a small group working on a flex project.    I would be interested in learning more about the costs.  I'm surprised that technology is not  addressed more by Hattie.

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The idea of a learning relationship where the teacher is the change agent or activator and the student is the proactive partner in learning sounds amazing.  I would love for my classroom to feel that way.  However, I usually only feel that way when there is a small group working on a flex project.    I would be interested in learning more about the costs.  I'm surprised that technology is not  addressed more by Hattie.

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I felt like this article made very valid statements in regards to the role technology plays in student learning. While I do agree that technology facilitates the relationship as the teacher as the activator and the students as the proactive partner in learning, I also feel that there needs to be a balance. Yes, our students are digital natives and we as educators need to meet their needs as learners, however, is it the end-all, be all?

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Currently, I am immersed in planning for the rollout of our new literacy curriculum. This article is timely, as we have been charged by our superintendent to be innovative in planning to go from great to world class in Hopkins. The teacher as activator concept aligns with our thinking around re-envisioning our literacy instruction and finding the right balance of embedded technology to enrich our literacy instruction.

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I appreciate the ideas presented about student involvement in learning and the potential of technology in the classroom. I totally agree with these ideas.... in theory. As I read the article, I found myself feeling a little skeptical. Some of what Hattie suggests strikes me as something of a utopia. In order to reach the true level of "teacher as activator" referenced by Hattie, it seems there will need to be some shifting in our instruction and in our expectations for students. Maybe that comes with training? And with training a shift in mindset?

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I liked what I was reading about a new pedagogy but admittedly stumbled when I came across this line, "student
as proactive partner in learning." It might be because I am struggling to image my students as being proactive. I find I exhaust myself and them just prodding them to practice the simplest of tasks. I love the potential learning when a teacher is the activator; I'd need to see it in practice to understand how difficult students become engaged.

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Even though there is a cost to the technology, it is clear that there is a huge benefit to the deeper learning that occurs for both students and teachers. The student/teacher partnership that Fullan talks about is strengthened by the use of digital tools and resources. I wonder about the training required for teachers, especially those for whom technology doesn't come naturally.

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Even though there is a cost to the technology, it is clear that there is a huge benefit to the deeper learning that occurs for both students and teachers. The student/teacher partnership that Fullan talks about is strengthened by the use of digital tools and resources. I wonder about the training required for teachers, especially those for whom technology doesn't come naturally.

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I appreciate the concept of teacher as activator creating a partnership between student and teacher. It's evident that the author feels the introduction of technology is the next logical step to create a partnership and increase learning. My question would be how do you find the balance with the integration of technology so the result is in fact deeper and accelerated learning?

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Fullen highlights the importance of use of technology in the classroom. On one side - it is a huge cost, on the other side - students become teacher's partners and they teach themselves and others. Even in Kindergarten I noticed how the culture of teaching/helping each other is growing from year to year. My students learn how to explain something to other  peers and how to advocate for own needs. They also learn how to communicate effectively to each other. This new culture came with the use of iPads in the classroom.