This link has been bookmarked by 79 people . It was first bookmarked on 14 Jul 2009, by Karlana Kulseth.
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24 Oct 10
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18 Oct 10
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But now it is all about how you learn to find information, how you build your professional and personal networks, how you learn, how to learn - because learning must be continuous.
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we must give up teaching that ink-on-paper is the primary information source
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teach with conversation
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25 Sep 10
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07 Sep 10
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18 May 10
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Students who behave, and learn, most like their teachers do the best in classrooms. Teachers see this reflection as proof of their own competence - "The best students are just like me." And thus all who are "different" in any way - race, class, ability, temperament, preferences - are left out of the success story.
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Mobile phones, computers everywhere, hypertext, social networking, collaborative cognition (from Wikipedia on up), Google, text-messaging, Twitter, audiobooks, digital texts, text-to-speech, speech recognition, flexible formatting - these are not "add ons" to the world of education, they are the world of education. This is how humans in this century talk, read, communicate, learn. And learning to use these technologies effectively, efficiently, and intelligently must be at the heart of our educational strategies. These technologies do something else - by creating a flexibility and set of choices unprecedented in human communication - they "enable" a vast part of the population which earlier media forms disabled.
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Back in Socrates' time it was all about the information you could remember. With this system very, very few could become "educated." In the ‘Gutenberg era' it was all about how many books you could read and how fast you could decode alphabetical text; this let a few more reach that ‘educated' status - about 35% if you trust all those standardized tests to measure "proficiency."
But now it is all about how you learn to find information, how you build your professional and personal networks, how you learn, how to learn - because learning must be continuous. None of this eliminates the need for a base of knowledge - the ability to search, to ask questions, requires a knowledge base, but it dramatically alters both how that knowledge base is developed, and what you need to do with it. This paradigm opens up the ranks of the "educated" in ways inconceivable previously.
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We must abandon the one-way classroom communication system, be it the lecture or use of the "clicker," and teach with conversation and through modeling learning itself. We must lose the idea that "attention" means students staring at a teacher, or that "attendance" means being in the room, and understand all the differing ways humans learn best. We must stop separating subjects rigidly and adopt the contemporary notion of following knowledge where it leads us.
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we have to create engagement which works educationally for more than 25% of students, precisely because we have to work against the dominant culture - "math is hard," "history is stupid," "languages are un-necessary." And we need to do that using the efficiencies of contemporary technologies.
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So tech, in my view, increases factual knowledge. It also allows a constant check of that knowledge. Math facts may stay fairly stable, but not the nations of Europe. Biological knowledge, chemical knowledge, changes constantly. We obviously need both, but a memorizer is not a person with a trustable education. A "finder" may be.
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the best thing we will have done for our children (and future generations) is to have fully engaged them in empowered learning, building relationships and thinking creatively - and right now technology is one of the tools that facilitates that kind of education, so we need to use it! http://www.iwasthinking.ca/2008/10/09/its-not-about-the-technology/
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i.e. I remember it only until I've finished the test) transforms to internalized (and useful) memorization only when the information is RELEVANT to my life! That's why kids can remember Pokemon points and Blues Clues songs yet struggle with their times tables or history dates! Yes, we need to agree on what content is foundational - AND we need to learn to teach it to (or learn it with) our children in ways that are meaningful to THEM, not just to us!
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I used to teach in an urban alternative school where many of my students were gang members. These students were not successful in school though they did get an education. I am sorry to say that the majority of their education did not come from school teachers nor was it an education sanctioned by the school district. I also through the years have been involved in many online communities of interest. Learning occurs there all the time. Not all members of these communities were successful in school but within these communities were successful in becoming educated about certain things. There is high quality education occurring in many places that we don't consider school: boy and girl scouts, workplaces, church youth groups, 4H, Little League, gangs, internet chat rooms, YouTube, blogs, libraries, family interaction, etc. In fact, the most relevant learnin for most people happens in one of hese other places of education and not in schools.
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If the goal for schools is to become the most relevant and useful place for education we need to harness the rhetorical draw of the gang, the personal significance of the family, the intrinsic nature of clubs and organizations like the Scouts and 4H, the relevance and applicability of the work place, and the openness of social media. The only way to do this is to personalize the learning experience for each student. This means that content will be as different from person to person as is the approach to teaching that content.
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24 Mar 10
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23 Mar 10
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06 Mar 10
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Rodd LucierWhat can we learn from the past? Lots from what I can tell...
future classroom history blog blackboard chalk chalkboard quote change 21stcenturyskills edtech
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27 Jan 10
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24 Oct 09
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13 Oct 09
Dave TrussIn 1842 the doubters wondered what these new technologies could do for schools as they existed. Today, educators and policy makers constantly wonder what computers, mobile phones, and social networking will do for a curriculum largely unchanged since 1910.
That was the wrong question then, and it is the wrong question now. The right question is, what can schools, what can education, contribute to these new technologies? -
03 Oct 09
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09 Sep 09
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15 Aug 09
Donna DesRochesa historical and forward looking article on technology and educaiton
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10 Aug 09
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Mobile phones, computers everywhere, hypertext, social networking, collaborative cognition (from Wikipedia on up), Google, text-messaging, Twitter, audiobooks, digital texts, text-to-speech, speech recognition, flexible formatting - these are not "add ons" to the world of education, they are the world of education. This is how humans in this century talk, read, communicate, learn. And learning to use these technologies effectively, efficiently, and intelligently must be at the heart of our educational strategies. These technologies do something else - by creating a flexibility and set of choices unprecedented in human communication - they "enable" a vast part of the population which earlier media forms disabled.
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Now we must give up teaching that ink-on-paper is the primary information source. It is not.
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28 Jul 09
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27 Jul 09
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25 Jul 09
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22 Jul 09
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I realize that not all students have internet access and not all school districts are 1 to 1, but should educators ignore that we should be heading in that direction? Eventually, America's school system should be able to provide computers and internet access to our students, so why not dream big and make it happen as quickly as we can. It seems like an excuse not to act when educators claim not all students have the same resources today. I just can't accept no for an answer when it comes to my students.
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21 Jul 09
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19 Jul 09
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18 Jul 09
Kathleen NIra Socol's thoughtful post on an historical view of technology, information and education
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17 Jul 09
craig rolandA black board, in every school house, is as indispensably necessary as a stove or fireplace; and in large schools several of them might be useful."
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Rhondda PowlingIra Socol's thoughtful post on an historical view of technology, information and education
technology education change learning school 21stcenturyskills
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16 Jul 09
Brad Ovenell-CarterNot everything about education of 50 years ago is irrelevant today. But the thrust of this article is right.
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MnSCU Faculty DevelopmentIra Socol (Michigan State) blog post at Change.Org: Educational Technology is not something that happened after you were born.
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L MilneIra Socol (Michigan State) blog post at Change.Org: Educational Technology is not something that happened after you were born.
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But now it is all about how you learn to find information, how you build your professional and personal networks, how you learn, how to learn - because learning must be continuous.
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It is not. We must give up insisting that students learn "cursive" writing. Instead, they must learn to text on a Blackberry and dictate intelligibly to their computer.
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Dean ShareskiIra Socol's thoughtful post on an historical view of technology, information and education
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Nancy BlairVery thought-provoking article that compares the introduction of the slate into classroom practice to the integration of technology in today's classrooms.
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Heidi Gablethe technologies of information and communication have changed radically this
decade - the ways in which humans learn about their world have changed
radically, and schools will either help their students learn to navigate that
new world, or they will become completely irrelevant. -
15 Jul 09
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Michael BachrodtRead, read, read...Now we must give up teaching that ink-on-paper is the primary information source. It is not. We must give up insisting that students learn "cursive" writing. Instead, they must learn to text on a Blackberry and dictate intelligibly to t
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Maybe worse than irrelevant. Maybe dangerous. The belief that "your" experience is relevant leads to a nightmare loop. Students who behave, and learn, most like their teachers do the best in classrooms. Teachers see this reflection as proof of their own competence - "The best students are just like me." And thus all who are "different" in any way - race, class, ability, temperament, preferences - are left out of the success story.
-
Mobile phones, computers everywhere, hypertext, social networking, collaborative cognition (from Wikipedia on up), Google, text-messaging, Twitter, audiobooks, digital texts, text-to-speech, speech recognition, flexible formatting - these are not "add ons" to the world of education, they are the world of education. This is how humans in this century talk, read, communicate, learn. And learning to use these technologies effectively, efficiently, and intelligently must be at the heart of our educational strategies.
-
-
-
In 1842 the doubters wondered what these new technologies could do for schools as they existed. Today, educators and policy makers constantly wonder what computers, mobile phones, and social networking will do for a curriculum largely unchanged since 1910.
That was the wrong question then, and it is the wrong question now.
-
The right question is, what can schools, what can education, contribute to these new technologies?
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If you are a teacher, a parent, an administrator, or the President of the United States, I do not care how or what you learned in school. Or, let me put it this way, your experience in school, or in sitting with your mom studying books in the wee hours of the morning, is completely irrelevant to any discussion of the education of today's students.
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We must abandon the one-way classroom communication system, be it the lecture or use of the "clicker," and teach with conversation and through modeling learning itself. We must lose the idea that "attention" means students staring at a teacher, or that "attendance" means being in the room, and understand all the differing ways humans learn best. We must stop separating subjects rigidly and adopt the contemporary notion of following knowledge where it leads us.
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Crista AndersonNow we must give up teaching that ink-on-paper is the primary information source. It is not. We must give up insisting that students learn "cursive" writing. Instead, they must learn to text on a Blackberry and dictate intelligibly to their computer. We must toss out our "keyboarding" classes and encourage students to discover their own best ways to input data. We must abandon much of Socrates' memorization and switch to engagement with where data is stored. We must abandon the one-way classroom communication system, be it the lecture or use of the "clicker," and teach with conversation and through modeling learning itself. We must lose the idea that "attention" means students staring at a teacher, or that "attendance" means being in the room, and understand all the differing ways humans learn best. We must stop separating subjects rigidly and adopt the contemporary notion of following knowledge where it leads us.
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Matt Townsleylooking back at education and technology. what has changed?
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Then, as now, the wrong question was being asked. In 1842 the doubters wondered what these new technologies could do for schools as they existed. Today, educators and policy makers constantly wonder what computers, mobile phones, and social networking will do for a curriculum largely unchanged since 1910.
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And learning to use these technologies effectively, efficiently, and intelligently must be at the heart of our educational strategies.
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Technology is everything humans have created. Books are technology - a rather complex and expensive one actually, for holding and transmitting human knowledge. The schoolroom is technology - the desks, chairs, blackboards, schedule, calendar, paper, pens, and pencils. These are not "good" or "bad," but at this point, they are simply outdated.
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Finally, where do skills fit in with learning the knowledge base? Our general failure to successfully integrate computers and technology into the classroom has come about largely from a focus on teaching them separately from content. Merely replacing computer lab time with wiki-construction time, keyboarding classes with texting classes, will only perpetuate the divide between skills and content, and will not teach kids what they need to know about either
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Clay: even if technology disappears tomorrow, the best thing we will have done for our children (and future generations) is to have fully engaged them in empowered learning, building relationships and thinking creatively - and right now technology is one of the tools that facilitates that kind of education, so we need to use it!
-
-
14 Jul 09
-
-
That was the wrong question then, and it is the wrong question now. The right question is, what can schools, what can education, contribute to these new technologies?
-
Students who behave, and learn, most like their teachers do the best in classrooms. Teachers see this reflection as proof of their own competence - "The best students are just like me." And thus all who are "different" in any way - race, class, ability, temperament, preferences - are left out of the success story.
-
We must abandon the one-way classroom communication system, be it the lecture or use of the "clicker," and teach with conversation and through modeling learning itself. We must lose the idea that "attention" means students staring at a teacher, or that "attendance" means being in the room, and understand all the differing ways humans learn best. We must stop separating subjects rigidly and adopt the contemporary notion of following knowledge where it leads us.
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Will RichardsonNow we must give up teaching that ink-on-paper is the primary information source. It is not. We must give up insisting that students learn "cursive" writing. Instead, they must learn to text on a Blackberry and dictate intelligibly to their computer. We m
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