42 items | 20 visits
Links and resources for the 2010 Ripple presentation
Updated on Sep 06, 10
Created on Jul 01, 10
Category: Schools & Education
URL:
Jealousy
But should every horse teacher get their own cart? Not yet. Lets face it, some horses teachers are resistant to pulling anything new, and to saddle them with the extra load of a cart might cause them to buck and kick back. Not good for students.
What will work to get to our ideal vision for teachers and their technology use? Jealousy!
Jealousy is the most important emotion in teaching. Use jealousy! -Leigh Zeitz @ ISTE10
Putting the cool tools in the hands of a few teachers who have the beginnings of a vision and desire for 1:1 is going to give way greater long term returns than a blanket purchase of laptops for every kid. First it will work out some of the kinks in your technology infrastructure with a more limited hardware expenditure. Second, when these trailblazing teachers have success with 1:1, their neighbor teachers will notice. Teachers will notice because students will notice and talk about how different the 1:1 experience is. Ideally, this is the point in which jealousy kicks in. Why do they get to do that? How come they get 1:1 computers?
Once jealousy kicks in, there may some desire on the part of the resistant teacher to also have a 1:1 classroom. From there you have them hooked
The Axioms
Guiding Principles of EduCon 2.2
Our schools must be inquiry-driven, thoughtful and empowering for all members
Our schools must be about co-creating — together with our students — the 21st Century Citizen
Technology must serve pedagogy, not the other way around
Technology must enable students to research, create, communicate and collaborate
Learning can — and must — be networked
I think of the following as 21st Century Skills:
and 21st Century Literacies:
My biggest IWB beef, though, is that they are poorly aligned with the vision of instruction that most people claim to believe in. Ask a principal what the best classrooms look like and she’s likely to say something like this:
“In the best classrooms, students are involved in creating knowledge together. They’re studying topics, designing experiments, collaborating with peers, and challenging one another’s preconceived notions. While the teacher is always present to guide and to facilitate, the students are empowered to discover and to grow independently.”
I suggested that rather than wondering how learning might be accomplished with technology, we might, as I often urge people, think about the information. Rather than focusing on the machine, we should explore the new potentials of learning with, and within, an environment of networked, digital and abundant information.
What does learning look like when networking enables us to facility multiple channels of conversation that transcend classroom walls, school campuses, and bell schedules? What does the learning look like when digital information has less to do with something to be taught,and more to do with providing learners with information raw materials that the can shape, mix and remix to construct their own learning? And what does learning look like — for that matter, what does it mean to be educated — when we have increasingly ubiquitous access to increasingly abundant amounts information? The technology is simply the window.
As for the teaching? Well a simple way of expressing this might be the vision of the textbook equipped classroom, with the teacher in the front of the class, leading the way. In a classroom that is equipped with networked, digital, and abundant information, well the teacher stands behind the learner, looking over his shoulder, suggesting questions, provoking conversations, rewarding success and celebrating mistakes, and, expressing the wonder that new learning causes — because she, perhaps, might be learning something new as well.
42 items | 20 visits
Links and resources for the 2010 Ripple presentation
Updated on Sep 06, 10
Created on Jul 01, 10
Category: Schools & Education
URL: