This document discusses the non-technical aspects of education including the soul, relationships, and character. It references several works that examine inviting students through caring relationships, using technology creatively to engage students, and integrating character education. The document suggests that a teacher's own soul, character, and ability to care for students are important for nurturing students' personal development beyond just knowledge.

1. Beyond Technology
Examining the Convergence
of Technology, Learning, and the Soul

2. TPCK
References

3. What Else?
References
Technological, pedagogical, content knowledge
(TPCK)
These are the ways, means and techniques of teaching
In the words of Peggy Lee, “Is that all there is?”
There is something else
Palmer , 2007

4. References
With good relationships in place
all other instructional strategies
seem to work better
Marzano, R. (2011). Relating to students: It’s what you do that counts. Educational
Leadership. Vol. 68 No. 6 p. 82

5. References
Technique is what you use
until the teacher arrives
Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life.

6. References
We must [define and] refine
who we are deep down in our
heart.
Baker, (2006)

7. What Else?
References
Purkey and Novak: Invitation theory
Palmer: The Courage to Teach
Noddings: The Courage to Care
Miller: Education and the Soul
NCATE: Dispositions
Character Education

8. Invitation Theory
Inviting is defined as attributes and behaviors that
encourage people to realize their relatively
boundless potential in all areas of worthwhile
human endeavor
(Purkey & Novak, 1984)

9. Courage to Teach
I believe that we educators
hold in our hands the power
to form, or deform,
students’ souls, their sense
of self and their relations to
the world.

10. Courage to Care
The spiritual aspect of
self...gets almost no attention
in today’s public schools
We must be concerned with
the physical, emotional,
spiritual, and intellectual
aspects of self

11. Education and the Soul
References
If the student’s soul is to be
nurtured and developed, it
follows then that the
process must begin with the
teacher’s soul. If the
teacher’s soul is contracted
and impoverished, then
there is little chance that the
student’s soul will be
adequately cared for.

12. NCATE Dispositons
References
Candidates demonstrate classroom behaviors that
create caring and supportive learning environments
and encourage self-directed learning by all students.
Candidates recognize when their own professional
dispositions may need to be adjusted and are able to
develop plans to do so.
NCATE, (2007)

13. Character Education
References
It is critical that teachers themselves reflect behavior
that fosters their students moral systems….behavior
that emphasizes caring, kindness, sharing, helpfulness,
and cooperation.
Ryan, Sweeder and Bednar, (2002)

14. A Framework
Love
Reverence Nourish

15. Initial Ideas from Inivitation Theory
References
A teacher’s level of functioning can be described by one of
four terms.
intentionally inviting
unintentionally inviting
intentionally disinviting
unintentionally disinviting

16. Initial Ideas from Inivitation Theory
References
Inviting Disinviting
Able Unable
Valuable Worthless
Responsible Irresponsible

17. Good News
Three potential works
Ryan, Sweeder and Bednar: Character Education
Maddux, Johnson and Willis: Type II uses of technology
Gilbert: Technology and soul

18. Good News
Drowing in the Clear Pool:
Cultural Narcissism,
Technology, and Character
Education.
Chapters on integrating
technology into character
education in language arts,
social studies, math and
science.
Ryan, Sweeder, Bednar, (2002)

19. Type II Uses of Technology
1. Generally stimulate relatively active intellectual
involvement on the part of the user.
2. The user is in charge of almost all that happens.
3. The user is in control over most of the interaction
with the machine and has extensive options for input.
4. They are usually aimed at more creative tasks than
Type I uses.
5. The software is more complex and discovering all
its capabilities could take hours or even weeks.
Maddux, Johnson, and Willis (2001)(pp. 101-102)

20. Gilbert
Four questions
What do you most want to gain by the use of technology in
your class?
Does my use of technology encourage creative responses
from students?
How can educational technology help or hinder what matters
most to me in my class?
How can educational technology help or hinder what matters
most to my students and their personal development?
Gilbert, (2003)

21. And so...
The more deeply you understand other
people, the more you will appreciate them,
the more reverent you will feel about them.
To touch the soul of another human being is
to walk on holy ground.”
Covey, (1989, p. 258)

22. References
Baker, W. (2006). Knowing, Doing, and Being . Retrieved 3/7/11 from http://
speeches.byu.edu/reader/reader.php?id=11532&x=54&y=5
Gilbert, S. (2003). “Education, technology and the human spirit.” Syllabus Magazine,
February, 16(7) pp. 22-23
Maddux, C. D., Johnson, D. L., and Willis, J. W. (2001). Educational computing:
Learning with tomorrow’s technologies. Needham Heights, MA: Allyn & Bacon, (pp.
101-102)
Marzano, R. (2011). Relating to students: It’s what you do that counts. Educational
Leadership. Vol. 68 No. 6 p. 82
Miller, John P. (2000). Education and the soul: Toward a spiritual curriculum.
Albany:State University of New York Press. p. 121
Noddings, N. (2005). The courage to care:An alternative approach to education. New

23. References
Noddings, N. (2005). The courage to care:An alternative approach to education. New
York: Teachers College Press.
Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s
life.
Palmer, P. (1999). Washington Center Conference, May 1999, from Washington Center
News, Spring 2000, retrieved June 2003 from http://www.vcsu.edu/facultystaff-dev/
summer_institute/Summer_Institute_2003/PPalmer2000a.pdf
Purkey, W. W. & Novak, J. (1984). Inviting school success: A self-concept approach to
teaching and learning, ( 2nd ed). Belmont, CA: Wadsworth.
Ryan, F. J., Sweeder, J. J., & Bednar, M. R. (2002). Drowning in the clear pool:
Cultural naracissism, technology, and character education. New York: Peter Lang
Publishing, p. 87

24. References
The End

25. References

26. References