This link has been bookmarked by 18 people . It was first bookmarked on 14 Jun 2008, by Laura Deisley.
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17 Mar 09
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07 Oct 08
Marita ThomsonMay 2008 "So, no surprise that when we incarcerate teenagers of today in traditional classroom settings, they react with predictable disinterest and flunk their literacy tests. They are skilled in making sense not of a body of known content, but of contex
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18 Aug 08
Laura Lo FortiTeachers must recognise that our pedagogical tools are inconsistent with the skills needed to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than
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25 Jun 08
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21 Jun 08
susan carter morganTeachers must recognise that our pedagogical tools are inconsistent with the skills needed to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than simply learning to read and write.
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17 Jun 08
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In Mr Federman’s view, the quest for truth has given way to the quest for making sense of the world as experienced. For anyone under the age of 20, the world being experienced is one where the internet has always existed, and where everyone who matters is only a click, speed dial or text message away. “Tomorrow’s adults,” says Mr Federman, “live in a world of ubiquitous connectivity and pervasive proximity.” Their direct experience of the world is wholly different from yours or mine.
So, no surprise that when we incarcerate teenagers of today in traditional classroom settings, they react with predictable disinterest and flunk their literacy tests. They are skilled in making sense not of a body of known content, but of contexts that are continually changing.
Teachers must recognise that our pedagogical tools are inconsistent with the skills needed to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than simply learning to read and write.
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16 Jun 08
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15 Jun 08
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Teachers must recognise that our pedagogical tools are inconsistent with the skills needed to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than simply learning to read and write.
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In Mr Federman’s view, the quest for truth has given way to the quest for making sense of the world as experienced. For anyone under the age of 20, the world being experienced is one where the internet has always existed, and where everyone who matters is only a click, speed dial or text message away. “Tomorrow’s adults,” says Mr Federman, “live in a world of ubiquitous connectivity and pervasive proximity.” Their direct experience of the world is wholly different from yours or mine.
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So, no surprise that when we incarcerate teenagers of today in traditional classroom settings, they react with predictable disinterest and flunk their literacy tests. They are skilled in making sense not of a body of known content, but of contexts that are continually changing.
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14 Jun 08
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02 Jun 08
Harold JarcheTeachers must recognise that our pedagogical tools are inconsistent with the skills needed to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than
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26 May 08
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to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than simply learning to read and write.
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