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07 Jan 10

The 21st Century Learning Initiative : The History of Education 2000 and the Explanation for the Need for the 21st Century Learning Initiative

"By 1988, with increasing pressure with every subsequent year, Education 2000 became evermore isolated by a whole series of legislative proposals made by a Government whose educational policy was increasingly to become prescriptive, centralized, and based on assumptions that originated in the 1950s. Teacher education courses were reorganized to focus far more heavily on subject content and classroom practice, at the cost of a hefty reduction in all aspects of the course dealing with educational theory, purpose and philosophy. Her Majesty's Inspectorate was abolished as being too much on "the side of the teachers," and replaced by a more rigorous assessment and evaluation system. "There is no such subject as education," said Margaret Thatcher, "only subjects to be taught.""

www.21learn.org/...history.php - Preview

education Britian reform

  • By 1988, with increasing pressure with every subsequent year, Education 2000 became evermore isolated by a whole series of legislative proposals made by a Government whose educational policy was increasingly to become prescriptive, centralized, and based on assumptions that originated in the 1950s. Teacher education courses were reorganized to focus far more heavily on subject content and classroom practice, at the cost of a hefty reduction in all aspects of the course dealing with educational theory, purpose and philosophy. Her Majesty's Inspectorate was abolished as being too much on "the side of the teachers," and replaced by a more rigorous assessment and evaluation system. "There is no such subject as education," said Margaret Thatcher, "only subjects to be taught."
  • The application of "market principles" quickly destroyed the concept of a community of learners that extended beyond the school and effectively turned each school against its "rival"; a preoccupation with the assessment of pupils as a way of monitoring teachers led to even more "teaching for the test," and the relegation of information technology to that of a vocational skill.
01 Jan 10

FuturistSpeaker.com – The personal blog of Futurist Thomas Frey » Blog Archive » The Future of Education

Architects refer to schools as a “place,” and over the years place-makers have attempted to create the ultimate classroom – a place where learning can be optimized and students can excel.

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education future Learning2.0

  • Architects refer to schools as a “place,” and over the years place-makers have attempted to create the ultimate classroom – a place where learning can be optimized and students can excel.
  • Using classrooms as the primary “touch point” for learning creates many problems. The person or education system that controls the classroom also controls the time when learning can take place, the students who will participate, the lighting, the sounds, the media used, the tools, the pace, the subject matter, and in many cases, the results.
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2¢ Worth » Predictions Questions about the Next Decade

Are we (teachers) going to become digital users or subscribers?  For decades we have been comfortable using packaged instructional content (textbooks, etc.) to help students learn, and this was probably necessary in closed learning environments.  

davidwarlick.com/2cents - Preview

warlick 2010 questions education

  • Are we (teachers) going to become digital users or subscribers?  For decades we have been comfortable using packaged instructional content (textbooks, etc.) to help students learn, and this was probably necessary in closed learning environments.
  • What’s to come of social networking? Will we, as a larger defining education community, come to accept social learning techniques and integrate them, or will we continue to fear and block these opportunities?
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23 Dec 09

schoolnet.com - Viewpoint Post

  • John Maeda writes, “Boundaries that separate disciplines appear to be solid lines but up close are really dashed, and ready to cross.”   Whether across our classrooms or across sectors –we can no longer afford to see only solid lines.  To do so puts our profession, our children, and our society at risk.  Contemporary learners will need to solve increasingly complicated global problems crossing geopolitical boundaries: poverty, water shortages, conflicts, and global climate change—to only name a few.  Inside our borders, the rapid shift from manufacturing toward a project-driven service economy is clear.  Contemporary learners will need to work collaboratively and be able to think quickly, critically, and creatively.  And, whether young people leave or choose to stay and take non-fungible jobs in our local communities, they depend on us to equip them for successful entry into the workforce or college, or both.

Education Week: Over the Top

  • You also must not think about what children will really need to be successful in the 21st-century global economy, such as cross-cultural competencies, foreign languages, and digital capabilities.
  • you cannot think about students’ individual differences, the need for diverse talents, or the costs of standardized tests. You cannot think about who will eventually benefit from the assessments either. And in no way should you worry about the corruption that high-stakes standardized testing brings with it.
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21 Dec 09

Harvard Grad School of Ed Change Leadership Group

Reinventing Leadership in K-12 Education. Section on Tony Wagner. Angela Maiers recommended him.

www.gse.harvard.edu/...aboutus2.html - Preview

teaching leadership harvard education k-12

20 Dec 09

Weblogg-ed » I Don’t Need Your Network (or Your Computer, or Your Tech Plan, or Your…)

All too often we get hung up on the technology question, not the curriculum question. Here in New Jersey, every district has to submit a three year “Technology Plan” and as you can guess, most of them are about how many Smart Boards to install or how wireless access will be expanded. Very, very little of it is about how curriculum changes when we have anytime, anywhere learning with anyone in the world. Why aren’t we planning for that?

weblogg-ed.com/...uter-or-your-tech-plan-or-your - Preview

mobiles education access

  • According to NPR, the Pew Hispanic Center says that there is a definite trend toward phones being chosen over computers as computing devices, especially for those on the wrong end of the current digital divide.
  • All too often we get hung up on the technology question, not the curriculum question. Here in New Jersey, every district has to submit a three year “Technology Plan” and as you can guess, most of them are about how many Smart Boards to install or how wireless access will be expanded. Very, very little of it is about how curriculum changes when we have anytime, anywhere learning with anyone in the world. Why aren’t we planning for that?

The Tech Curve: RSU #19 Google Apps for Education Plan

Great description of how one school district is using Google Apps for lifelong learning and teaching. Terrific embedded video on advantages to migrating over to Google Email for educational institutions. Terrific description of how this school district in Maine is creating a scaffolded portfolio system that gives students increasing responsibility over their portfolio as they move from one grade level to the next, culminating in providing each graduating senior with his/her own domain name to use as their '21st century business card'.

thetechcurve.blogspot.com/...e-apps-for-education-plan.html - Preview

googleapps education gmail

08 Dec 09

The Fischbowl: We Can Do This. We Should Do It.

Big problem with Prof. Miller's assertion that "English as the site that excels in human expression and in the study of human culture related to expression we should the place that is at the very cutting edge of education for students in these areas." Starts at 2m19sec

thefischbowl.blogspot.com/...n-do-this-we-should-do-it.html - Preview

fischbowl english literacy education highered Rutgers

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