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  • Just about anything one likes can be presented as a component of
    "21st-century" schooling. It's like "new and improved" except that here we're selling books and conferences instead of dessert toppings and floor
    waxes. The appropriate response to this use, I believe, is either to roll your eyes or to point out that this particular emperor is parading around
    in his birthday suit.
  • Second, to invoke the current century is sometimes meant to suggest an economic justification (and direction) for schooling
    rather than a focus on what kids need. Notice how often terms like "competitiveness" and "global economy" tend to accompany "21st century skills."
    The appropriate response here is alarm and active resistance, for reasons I tried to explain in
    this article    .
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30 Nov 09

The Dumbing Down of Quality Teaching: How Policymakers Snooker the Public « Larry Cuban on School Reform and Classroom Practice

  • The squishing of “good” teaching with “successful” learning, then, does further collateral damage to the profession of teaching by setting up the expectation that only heroes need apply.
  • By stripping away from “good” learning essential factors of students’ motivation, the contexts in which they live, and the opportunities they have to learn in school–federal, state, and district policymakers twist the links between teaching and learning into a simpleminded formula thereby miseducating the public they serve while encouraging a generation of idealistic newcomers to become classroom heroes who end up deserting schools in wholesale numbers within a few years because they come to understand that “good” teaching does not lead automatically to “successful” learning. F & R help us parse “quality teaching” into distinctions between “good” and “successful” teaching and learning. Now policymakers, voters, parents, and educators need to learn and use those distinctions responsibly. Until they (and we) do, the high price of bad policy and ill-conceived reform will be paid by both teachers and students directly and the nation indirectly.
17 Nov 09

How Researchers Can Silence Teachers’ Voices « Larry Cuban on School Reform and Classroom Practice

  • Change clearly meant one thing to teachers and another to researchers. Teachers had, indeed, made a cascade of incremental changes in their daily lessons. Researchers, however, keeping in mind what policymakers intended, looked for fundamental changes in teaching.
  • Researchers, however, publish their studies and teachers like Mrs. O seldom tell their side of the story. Yet teachers’ perceptions of change have to be respected and voiced because they have indeed altered their practices incrementally and as any practitioners (lawyers, doctors, accountants) will tell you, that is very hard to do. How to honor teachers’ incremental changes while pointing out few shifts in fundamental patterns of teaching is the dilemma with which I have wrestled in researching high-tech use in schools.
10 Jan 09

THE WORLD QUESTION CENTER 2009 — Page 2

  • There are many scary things about today's world. But one that is truly thrilling is that the means of spreading both knowledge and inspiration have never been greater. Five years ago, an amazing teacher or professor with the ability to truly catalyze the lives of his or her students could realistically hope to impact maybe 100 people each year. Today that same teacher can have their words spread on video to millions of eager students. There are already numerous examples of powerful talks that have spread virally to massive Internet audiences.
  • Driving this unexpected phenomenon is the fact that the physical cost of distributing a recorded talk or lecture anywhere in the world via the internet has fallen effectively to zero. This has happened with breathtaking speed and its implications are not yet widely understood. But it is surely capable of transforming global education.
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26 Nov 08

Why would teachers use Diigo? | Diigo

  • Teams and grade level teacher groups, a.k.a. Professional Learning Communities, are something our district has been trying to foster. We have started a grassroots movement to use a wiki to share lesson plans. Finding time to train teachers that are interested in learning to use the wiki is a real challenge. Time is money! I am not sure how Diigo would or could do it, but if it have a lesson plan wiki that could help teachers have one tool to learn it might help. Online discussions are dangerous if you have teachers that lack interpersonal skills or have a conflict with another teacher.
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