This link has been bookmarked by 393 people . It was first bookmarked on 05 Jul 2007, by Sara Beauchamp.
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05 Jun 16
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25 Feb 14
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04 Feb 13
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04 Sep 12
Kimberly GeorgeThis relates to what we talked about in class- barriers to technology advances in the classroom.
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I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around).
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But new technology still faces a great deal of resistance. Today, even in many schools with computers, Luddite administrators (and even Luddite technology administrators) lock down the machines, refusing to allow students to access email.
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Two big factors stand in the way of our making more and faster progress in technology adoption in our schools. One of these is technological, the other social.
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The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home
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A second key barrier to technological adoption is mo
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But resisting today's digital technology will be truly lethal to our children's education. They live in an incredibly fast-moving world significantly different than the one we grew up in.
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These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants."
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So, let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we've done our very best.
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03 Sep 12
KATIE BAIRD"21st-century schools need 21st-century technology."
Not written by an "expert," but interesting take on why schools do/don't want to integrate technology. Author makes some good points that I can relate to.-
If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.
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The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home.
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multiple-intelligences guru Howard Gardner
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rious barriers
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01 Sep 12
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22 Aug 12
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05 Aug 12
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Even where technology has not been blocked, much of the digitized educational materials and records are just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing).
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Though some observers, including multiple-intelligences guru Howard Gardner, point to schools as the "conservators" of our culture, and therefore instinctively conservative in what they do, the resistance comes more from the fact that our public school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt
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03 Aug 12
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If we really offered our children some great future-oriented content (such as, for example, that they could learn about nanotechnology, bioethics, genetic medicine, and neuroscience in neat interactive ways from real experts), and they could develop their skills in programming, knowledge filtering, using their connectivity, and maximizing their hardware, and that they could do so with cutting-edge, powerful, miniaturized, customizable, and one-to-one technology, I bet they would complete the "standard" curriculum in half the time it now takes, with high test scores all around.
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26 Jul 12
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19 Jul 12
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proclaims that the debate over handwriting is finally over -- all assignments must be keyboarded. You can mourn the passing of handwriting if you must; the kids certainly won't. If they are writing better and more detailed papers, yes, there has been progress.
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rsonal information and creations for others to check out
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posting pe
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If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.
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If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.
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ve, to ask, and to try all the new methods their students have alre
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sharing computers -- even two kids to a computer -- will delay the technology revolution from happening
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ore challenging. Schools (which really means the teachers and administrators) famously resist change.
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To
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To
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To
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To get everyone to the good stuff, the faster kids would work with and pull up the ones who were behind.
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. To get everyone to the good stuff, the faster kids would work with and pull up the ones who were behind.
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To
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To
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To
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To
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To
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I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around). Is there educational progress, though?
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It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing
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Even where technology has not been blocked, much of the digitized educational materials and records are just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing). There are some educational benefits, though, including allowing teachers to access data more easily and parents to do so more extensively.
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But there are many more old things children are doing in new ways -- innovations they have invented or adopted as their preferred method of behavior -- that have not yet made their way into our schools. These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.
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An important question is, How many of these new ways will ever be integrated into our instruction -- or even understood by educators
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the computers must be personal to each learner.
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But resisting today's digital technology will be truly lethal to our children's education.
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First, consult the students. They are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage
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A middle school principal in Maine (where all middle school students are supplied with computers) proclaims that the debate over handwriting is finally over -- all assignments must be keyboarded. You can mourn the passing of handwriting if you must; the kids certainly won't. If they are writing better and more detailed papers, yes, there has been progress.
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When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it. People still illuminated the first printed Gutenberg Bibles by hand.
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screen saver analysis;
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y in our schools: A few Apples here. A PC there. Random creation of software by teache
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such as PowerSchool, a Web-based student-information system from Apple (and similar products from Pearson School Systems and Chancery Software), have emerged, but the records and assessments we ask for and keep, for the most part, haven't changed.
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or even understood by educators?
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The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain. They must have each student's stuff and each student's style all over them (in case you haven't noticed, kids love to customize and make technology personal), and that is something sharing just doesn't allow. Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening
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18 Jul 12
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The biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to
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- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
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17 Jul 12
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11 Jul 12
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For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements.
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Change is the order of the day in our kids' 21st-century lives. It ought to be the order of the day in their schools as well.
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02 Jul 12
Jill PottsMarc Prensky article: First, it helps to look at the typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) It's typically a four-step process:
Dabbling.
Doing old things in old ways.
Doing old things in new ways.
Doing new things in new ways. -
22 Jun 12
Donna Murray"21st-century schools need 21st-century technology"
articles professionaldevelopment edtech edutopia elementary middle high
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17 Jun 12
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11 Jun 12
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01 Jun 12
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08 May 12
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01 May 12
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22 Apr 12
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consult the students
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The only way to move forward effectively is to combine what they know about technology with what we know and require about education
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neat interactive
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programming, knowledge filtering, using their connectivity, and maximizing their hardware, and that they could do so with cutting-edge, powerful, miniaturized, customizable, and one-to-one technology
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ways from real experts)
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21 Apr 12
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19 Apr 12
schneijInteresting article on changing the technological landscape in the classroom through four different levels.
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15 Apr 12
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10 Apr 12
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25 Mar 12
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20 Mar 12
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If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.
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When used properly and well for education, these computers become extensions of the students' personal self and brain.
-
The only way to move forward effectively is to combine what they know about technology with what we know and require about education.
-
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The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner.
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the pressure against disruption has always been stronger than the pressure for change.
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19 Mar 12
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Maureen Greenbaum"New Things in New Ways
For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements. "-
That is almost exclusively what we now do with educational technology. We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known
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putting courses, curricula, and lesson plans online. This trend is important, but it's hardly new -- it will be new only when those courses, curricula, and lesson plans are very different and technology influenced, when they are set up so they can be found and mixed and matched easily, when they are continually iterated and updated, and when the kids have a big say in their creation.
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writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around).
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students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing.
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Many also block instant messaging, cell phones, cell phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies, to our kids' tremendous frustration. Even where technology has not been blocked, much of the digitized educational materials and records are just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing).
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n a growing number of simulations, ranging from the off-the-shelf SimCity and
<="" i=""> to Muzzy Lane's Making History to MIT's experimental Revolution and Supercharged, students -- even elementary school children -- can now manipulate whole virtual systems, from cities to countries to refineries, rather than just handling manipulatives. -
there are many more old things children are doing in new ways -- innovations they have invented or adopted as their preferred method of behavior -- that have not yet made their way into our schools. These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.
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missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home
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true technological advance to occur, the computers must be personal to each learner.
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second key barrier to technological adoption is more challenging. Schools (which really means the teachers and administrators) famously resist change
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In the past, the pressure against disruption has always been stronger than the pressure for change. So, as new technologies -- from radio to television, from telephones to cell phones, from cameras to video cams, or even Wikipedia -- have come down the pike, American public schools have fearfully stood ready to exclude them. Change hasn't happened.
But resisting today's digital technology will be truly lethal to our children's education. They live in an incredibly fast-moving world significantly different than the one we grew up in
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They not only need things faster than their teachers are used to providing them, they also have many other new learning needs as well, such as random access to information and multiple data streams.
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The only way to move forward effectively is to combine what they know about technology with what we know and require about education.
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New Things in New Ways
For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements.
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Angus King, the former governor of Maine who pushed for one-to-one computing in that state's schools, recently suggested our kids "should sue us" for better education. I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.
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let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it,
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15 Mar 12
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03 Mar 12
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
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It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand
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Education Simulations's Real Lives,
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For true technological advance to occur, the computers must be personal to each learner.
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Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening.
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resisting today's digital technology will be truly lethal to our children's education
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The only way to move forward effectively is to combine what they know about technology with what we know and require about education.
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Sadly, in most cases, no one asks for their opinion
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Edutopia
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02 Mar 12
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But there are many more old things children are doing in new ways -- innovations they have invented or adopted as their preferred method of behavior -- that have not yet made their way into our schools. These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.
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29 Feb 12
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In a growing number of simulations
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With these tools, students act like scientists and innovators, rather than serve as empty vessels. They arrive at their own conclusions through controlled experimentation and what scientists call enlightened trial and error
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28 Feb 12
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26 Feb 12
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New Things in New Ways
For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements. Some people suggest using emerging models from business -- but these, for the most part, don't apply. Others suggest trying to change school size -- but this will not help much if we are still doing the wrong things, only in smaller spaces.
What we're talking about is invention -- new things in new ways. Change is the order of the day in our kids' 21st-century lives.-
New Things in New Ways
For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements. Some people suggest using emerging models from business -- but these, for the most part, don't apply. Others suggest trying to change school size -- but this will not help much if we are still doing the wrong things, only in smaller spaces.
What we're talking about is invention -- new things in new ways. Change is the order of the day in our kids' 21st-century lives.
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10 Feb 12
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06 Feb 12
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04 Feb 12
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30 Jan 12
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For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain. They must have each student's stuff and each student's style all over them (in case you haven't noticed, kids love to customize and make technology personal), and that is something sharing just doesn't allow.
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29 Jan 12
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e use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known.
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I used to have to tell my students about phenomena, or have them read; now I can show them,
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The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home
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even two kids to a computer
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public school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt.
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have email and instant messaging always available and part of schoo
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often so afraid to experiment and to trust their kids with technology that they demand extensive training before they will try anything new.
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consult the students.
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school technology, and nary a student is in sight.
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I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.
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h all this experimentation, our children's education will be hurt.
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When will we have time for the curriculum," they will ask, "and for all the standardized testing being mandated
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They must have each student's stuff and each student's style all over them (in case you haven't noticed, kids love to customize and make technology personal), and that is something sharing just doesn't allow.
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20 Jan 12
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18 Jan 12
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17 Jan 12
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16 Jan 12
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15 Jan 12
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Doing old things in old ways
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This trend is important, but it's hardly new -- it will be new only when those courses, curricula, and lesson plans are very different and technology influenced, when they are set up so they can be found and mixed and matched easily, when they are continually iterated and updated, and when the kids have a big say in their creation.
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working together in self-formed teams in multiplayer online role-playing games;
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So, let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we've done our very best. Then, let's push it and pull it some more. And let's do it quickly, so the 22nd century doesn't catch us by surprise with too much of our work undone.
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09 Jan 12
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19 Dec 11
Lauri Brady"The biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia? "
technology 21stCenturySkills teaching best practices integration
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15 Dec 11
Virginia GlatzerThe 4 stages of tech integration
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13 Dec 11
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Doing old things in old ways.
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Doing old things in new ways.
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Doing new things in new ways
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Old Things in Old Ways
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We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known.
-
I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around).
-
It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing.
-
But new technology still faces a great deal of resistance.
-
Old Things in New Ways
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"I used to have to tell my students about phenomena, or have them read; now I can show them,"
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digital demonstrations through video and Flash animation,
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a growing number of simulations,
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r best teachers have always used interactive models for demonstrations
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they are really still examples of doing old things in new ways.
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there are many more old things children are doing in new ways
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exchanging music on P2P sites;
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posting personal information and creations for others to check out
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building libraries of music and movies
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working together in self-formed teams in multiplayer online role-playing games
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An important question is, How many of these new ways will ever be integrated into our instruction
-
If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.
-
The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home.
-
The Social Barrier: Digital Immigrants
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Schools (which really means the teachers and administrators) famously resist change.
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system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt.
-
initially means more work and pressure on educators
-
In the past, the pressure against disruption has always been stronger than the pressure for change.
-
But resisting today's digital technology will be truly lethal to our children's education. They live in an incredibly fast-moving world significantly different than the one we grew up in.
-
. Many teachers, under pressure from all sides, are often so afraid to experiment and to trust their kids with technology that they demand extensive training before they will try anything new.
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With very few exceptions, our schools have not been physically designed for computers. Much time in our schools' 45-minute instructional periods is often wasted in computer setup and shutdown
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unsure about how to integrate technology in their lesson plans
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How, then, do we move forward?
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The only way to move forward effectively is to combine what they know about technology with what we know and require about education.
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New Things in New Ways
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What we're talking about is invention -- new things in new ways
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06 Dec 11
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21 Nov 11
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17 Nov 11
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08 Nov 11
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06 Nov 11
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04 Nov 11
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01 Nov 11
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27 Oct 11
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17 Oct 11
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29 Sep 11
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27 Sep 11
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26 Sep 11
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It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing.
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Today, even in many schools with computers, Luddite administrators (and even Luddite technology administrators) lock down the machines, refusing to allow students to access email. Many also block instant messaging, cell phones, cell phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies, to our kids' tremendous frustration.
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For true technological advance to occur, the computers must be personal to each learner.
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Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening.
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25 Sep 11
Viviane Van Eschtechnology classroom
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First, it helps to look at
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You can mourn the passing of handwriting if you must; the kids certainly won't. If they are writing better and more detailed papers, yes, there has been progress.
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For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain.
-
Many schools still ban new digital technologies, such as cell phones and Wikipedia. Even when schools do try to move forward, they often face antitechnology pressure from parents demanding that schools go back to basics. Many teachers, under pressure from all sides, are often so afraid to experiment and to trust their kids with technology that they demand extensive training before they will try anything new. All these factors impede even the many schools trying to change.
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21 Sep 11
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
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Credit: Bill Duke
The biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia?
First, it h
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An important question is, How many of these new ways will ever be integrated into our instruction -- or even understood by educators? If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.
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The Big Tech Barrier: One-to-On
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When used properly and well for education, these computers become extensions of the students' personal self and brain.
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computer visionary Nicholas Negroponte, we will see a basic laptop computer for roughly $100.
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computer visionary Nicholas Negroponte, we will see a basic laptop computer for roughly $100.
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The Social Barrier: Digital Immigrant
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ational, supervisory, and financial -- that any technological change is bound to disrupt. For example, such shifting c
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upervisory, and financial -- that any technological change is bound to disrupt. For example, such shifting
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ertainly initially means more work and pressure on educators, who already feel overburdened.
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First, consult the students.
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try something new and then report to all of us what works and what doesn't
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20 Sep 11
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Random creation of software by teachers and other individuals -- some very good, much bad. A few edutainment disks. Dabbling.
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That is almost exclusively what we now do with educational technology. We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known.
-
I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around). Is there educational progress, though? It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing. A middle school principal in Maine (where all middle school students are supplied with computers) proclaims that the debate over handwriting is finally over -- all assignments must be keyboarded. You can mourn the passing of handwriting if you must; the kids certainly won't. If they are writing better and more detailed papers, yes, there has been progress.
-
But new technology still faces a great deal of resistance. Today, even in many schools with computers, Luddite administrators (and even Luddite technology administrators) lock down the machines, refusing to allow students to access email. Many also block instant messaging, cell phones, cell phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies, to our kids' tremendous frustration. Even where technology has not been blocked, much of the digitized educational materials and records are just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing). There are some educational benefits, though, including allowing teachers to access data more easily and parents to do so more extensively.
-
The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain. They must have each student's stuff and each student's style all over them (in case you haven't noticed, kids love to customize and make technology personal), and that is something sharing just doesn't allow. Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening. (Go to Project Inkwell's Web site for more information about one-to-one computing.)
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digital immigrants retain their predigital "accents" -- such as, thinking that virtual relationships (those that exist only online) are somehow less real or important than face-to-face ones. Such outmoded perspectives are serious barriers to our students' 21st-century progress.
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Many teachers, under pressure from all sides, are often so afraid to experiment and to trust their kids with technology that they demand extensive training before they will try anything new. All these factors impede even the many schools trying to change.
-
or the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements. Some people suggest using emerging models from business -- but these, for the most part, don't apply. Others suggest trying to change school size -- but this will not help much if we are still doing the wrong things, only in smaller spaces.
-
Angus King, the former governor of Maine who pushed for one-to-one computing in that state's schools, recently suggested our kids "should sue us" for better education. I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.
-
So, let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we've done our very best. Then, let's push it and pull it some more. And let's do it quickly, so the 22nd century doesn't catch us by surprise with too much of our work undon
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14 Sep 11
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08 Sep 11
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11 Aug 11
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the typical process of technology adoption
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Old Things in Old Ways
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Old Things in New Ways
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New Things in New Ways
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10 Aug 11
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The biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school?
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Adding digital technology is generally disruptive to what schools and teachers do, and the pressure of high-stakes testing only exacerbates this problem
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So, let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we've done our very best. Then, let's push it and pull it some more. And let's do it quickly, so the 22nd century doesn't catch us by surprise with too much of our work undone.
A big effort? Absolutely. But our kids deserve no less.
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Matt Johnston"Credit: Bill Duke
The biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia? "technology education teaching edutopia edtech learning integration prensky
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20 Jul 11
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"When will it get to do it?"
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our first instinct is always to continue doing things within the technology the way we've always done it
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pass documents around, but now in electronic form
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It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing.
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When we begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
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can now manipulate whole virtual systems
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crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.
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The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home
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become extensions of the students' personal self and brain
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our public school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt
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often face antitechnology pressure from parents demanding that schools go back to basics
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our schools have not been physically designed for computers
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pressure of high-stakes testing only exacerbates this problem
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We cannot, no matter how hard we try or how smart we are (or think we are), invent the future education of our children for them
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in most cases, no one asks for their opinion
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Not only would students welcome it, they will soon demand it
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our kids "should sue us" for better education
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I bet they would complete the "standard" curriculum in half the time it now takes, with high test scores all around. To get everyone to the good stuff, the faster kids would work with and pull up the ones who were behind.
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28 Jun 11
Marc PattonWhat works in education - The George Lucas Foundation
Teaching_Ideas Teacher_Resources Online_Learning_Environments
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07 Jun 11
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26 May 11
Ashley RichardsonThis article is about to use technology in the classroom.
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25 May 11
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21 May 11
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18 May 11
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14 May 11
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10 May 11
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07 May 11
Public Stiky Notes
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