This link has been bookmarked by 150 people . It was first bookmarked on 18 Nov 2010, by Laura Szefi.
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08 May 17
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01 Oct 16
mmbeard"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. The number-one technology request of today's students is to have email and instant messaging always available and part of school. 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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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. The number-one technology request of today's students is to have email and instant messaging always available and part of school. 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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22 Aug 16
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process of technology adoption
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It's typically a four-step process:
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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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adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
-
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.
-
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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more and faster progress in technology adoption
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Two big factors stand in the way of
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missing technological element is true one-to-one computing
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computers must be personal to each learner.
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computers become extensions of the students' personal self and brain
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Schools
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famously resist change
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schools as the "conservators" of our culture
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instinctively conservative in what they do
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any technological change is bound to disrupt
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resisting today's digital technology will be truly lethal to our children's education
-
"digital natives" are born into digital technology
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digital immigrants retain their predigital "accents"
-
"digital immigrants."
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schools have not been physically designed for computers
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How, then, do we move forward?
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First, 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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invention -- new things in new ways
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f we really offered our children some great future-oriented content
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and they could develop their skills
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and that they could do so with cutting-edge, powerful, miniaturized, customizable, and one-to-one technology,
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they would complete the "standard" curriculum in half the time
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with high test scores all around
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18 Jul 16
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23 May 16
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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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30 Oct 15
weisevveronica21st-century schools need 21st-century technology.
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18 Oct 15
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11 Oct 15
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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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10 Oct 15
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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.
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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.
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Certainly, systems for maintaining records and assessment online, 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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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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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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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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When we begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
-
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.
-
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.
-
For true technological advance to occur, the computers must be personal to each learner.
-
A second key barrier to technological adoption is more challenging. Schools (which really means the teachers and administrators) famously resist change. 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. For example, such shifting certainly initially means more work and pressure on educators, who already feel overburdened.
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In the past, the pressure against disruption has always been stronger than the pressure for change.
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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.
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These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants." Having learned about digital technology later in life, 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.
-
Even when schools do try to move forward, they often face antitechnology pressure from parents demanding that schools go back to basics
-
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.
-
The only way to move forward effectively is to combine what they know about technology with what we know and require about education. Sadly, in most cases, no one asks for their opinion. I go to conference after conference on school technology, and nary a student is in sight.
-
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.
-
"When will we have time for the curriculum," they will ask, "and for all the standardized testing being mandated?"
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03 Oct 15
-
- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
-
certainly are putting courses, curricula, and lesson plans online.
-
new only when those courses, curricula, and lesson plans are very different and technology influenced,
-
set up so they can be found and mixed and matched easily,
-
continually iterated and updated,
-
kids have a big say in their creation
-
doing old things (communicating and exchanging) in old ways
-
oday,
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new technology still faces a great deal of resistance.
-
ock down the machine
-
refusing to allow students to access
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a number of our schools (a very small number) have entered the stage of doing other old things in new ways.
-
adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
-
growing number of simulations,
-
Education Simulations's Real Lives,
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With these tools, students act like scientists and innovators, rather than serve as empty vessels.
-
arrive at their own conclusions through controlled experimentation and what scientists call enlightened trial and error.
-
many more old things children are doing in new ways -- innovations they have invented or adopted as their preferred method of behavior
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buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; b
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setting up meetings and dates online; posting personal information and creations for others
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meeting people through cell phones
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uilding libraries of music and movies
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peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.
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ultiplayer online role-playing games;
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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 Big Tech Barrier: One-to-One
-
For true technological advance to occur, the computers must be personal to each learner.
-
computers become extensions of the students' personal self and brain
-
The Social Barrier: Digital Immigrants
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Schools (which really means the teachers and administrators) famously resist change.
-
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
-
ast-moving world significantly
-
have many other new learning needs as well, such as random access to information and multiple data streams.
-
"digital natives"
-
"digital immigrants."
-
often face antitechnology pressure from parents
-
The only way to move forward effectively is to combine what they know about technology with what we know and require about education.
-
For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures,
-
new things in new ways
-
invention
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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, until we reach the point where we and our kids truly feel we've done our very best.
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21 Aug 15
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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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19 Aug 15
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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
-
For example, such shifting certainly initially means more work and pressure on educators, who already feel overburdened.
-
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. The number-one technology request of today's students is to have email and instant messaging always available and part of school. 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.
-
These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants." Having learned about digital technology later in life, 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.
-
Much time in our schools' 45-minute instructional periods is often wasted in computer setup and shutdown. Teachers are often unsure about how to integrate technology in their lesson plans and, often, administrators have little, if any, guidance to give them. In many places where technology could liberate teachers most, such as automatic grading of homework and tests, automation has been neglected. Adding digital technology is generally disruptive to what schools and teachers do, and the pressure of high-stakes testing only exacerbates this problem.
-
consult the students
-
combine what they know about technology with what we know and require about education
-
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15 Jul 15
Lucas SteierEdutopia artile about the needs are funtions that need to be in place for true digital learning to take place in the global educational landscape.
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29 May 15
townscarlson21st-century schools need 21st-century technology.
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22 May 15
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18 May 15
-
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 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
-
it will be new only
-
but the records and assessments we ask for and keep, for the most part, haven't changed
-
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?
-
If they are writing better and more detailed papers, yes, there has been progress.
-
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
-
just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing)
-
Still, our best teachers have always used interactive models for demonstrations, and students, like scientists and military planners, have been conducting simulations in sand, on paper, and in their heads for thousands of years. So, though some observers trumpet these uses of technology as great innovations, they are really still examples of doing old things in new ways.
-
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
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29 Mar 15
catherinesophia"When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it."
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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.
-
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.
-
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.
-
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.
-
Those who cite cost as a barrier to implementing one-to-one computing should know that the prices of these devices, as with all technology, are falling dramatically.
-
A second key barrier to technological adoption is more challenging. Schools (which really means the teachers and administrators) famously resist change.
-
For example, such shifting certainly initially means more work and pressure on educators, who already feel overburdened.
-
In the past, the pressure against disruption has always been stronger than the pressure for change.
-
They live in an incredibly fast-moving world significantly different than the one we grew up in. The number-one technology request of today's students is to have email and instant messaging always available and part of school.
-
These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants."
-
-
12 Mar 15
-
09 Mar 15
-
Schools (which really means the teachers and administrators) famously resist change.
-
These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants." Having learned about digital technology later in life, 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.
-
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. The only way to move forward effectively is to combine what they know about technology with what we know and require about education. Sadly, in most cases, no one asks for their opinion. I go to conference after conference on school technology, and nary a student is in sight. I do hope that, after having pointed this situation out a hundred times or so, I will find that it is starting to change. Students will have to help, and we will have to think harder about how to make this happen.
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ry something new and then report to all of us what works and what doesn't;
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24 Feb 15
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December 2, 2005
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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.
-
They must have each student's stuff and each student's style all over them
-
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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17 Feb 15
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09 Dec 14
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23 Oct 14
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17 Oct 14
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29 Sep 14
Jenny Luca"Our schools have not been designed for computers." Shaping tech for the classroom: http://t.co/GKTGJlyRGp from @marcprensky #edtech
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28 Sep 14
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12 Aug 14
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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
-
even in many schools with computers
-
new technology still faces a great deal of resistance.
-
ock 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.
-
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.
-
-
08 Aug 14
DIANA BURSON21st-century schools need 21st-century technology.
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14 Jul 14
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Lindsey Dudley21st-century schools need 21st-century technology.
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07 Jun 14
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- Dabbling.
-
typical process of technology adoption
-
- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways
-
- Doing old things in old ways.
- Doing old t
-
putting courses, curricula, and lesson plans online
-
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
-
records and assessments we ask for and keep, for the most part, haven't changed.
-
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)
-
students who write on a computer turn in longer and higher-quality assignments than those who compose by hand
-
new technology still faces a great deal of resistance
-
block
-
just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing)
-
allowing teachers to access data more easily and parents to do so more extensively
-
adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
-
manipulate whole virtual systems,
-
rather than just handling manipulatives.
-
our best teachers have always used interactive models for demonstrations
-
these uses of technology as great innovations, they are really still examples of doing old things in new ways
-
old things children are doing in new ways -- innovations they have invented or adopted as their preferred method of behavior
-
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.
-
Schools (which really means the teachers and administrators) famously resist change
-
For example, such shifting certainly initially means more work and pressure on educators, who already feel overburdened.
-
the pressure against disruption has always been stronger than the pressure for change
-
"digital natives"
-
"digital immigrants."
-
Teachers are often unsure about how to integrate technology in their lesson plans and, often, administrators have little, if any, guidance to give them
-
Adding digital technology is generally disruptive to what schools and teachers do, and the pressure of high-stakes testing only exacerbates this problem.
-
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
-
-
27 Feb 14
-
- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
-
and when the kids have a big say in their creation
-
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
-
in old ways
-
lock down the machines,
-
collect old stuff
-
in old ways (by filing).
-
digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
-
manipulate whole virtual systems
-
How many of these new ways will ever be integrated into our instruction -- or even understood by educators?
-
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.
-
One of these is technological, the other social.
-
these computers become extensions of the students' personal self and brain.
-
we will see a basic laptop computer for roughly $100.
-
Though some observers, including multiple-intelligences guru Howard Gardner, point to schools as the "conservators" of our culture,
-
political, parental, social, organizational, supervisory, and financial
-
The number-one technology request of today's students is to have email and instant messaging always available and part of school.
-
random access to information and multiple data streams.
-
First, consult the students
-
Students will have to help, and we will have to think harder about how to make this happen.
-
we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements.
-
new things in new ways.
-
lesson plan, every class, every school, every school district, and every state ought to try something new
-
"When will we have time for the curriculum," they will ask, "and for all the standardized testing being mandated?"
-
Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it,
-
-
05 Feb 14
-
04 Feb 14
-
30 Jan 14
-
22 Jan 14
-
21 Jan 14
Lynn Ochs"irst, 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." -
20 Jan 14
-
oday, 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,
-
nteractive models for demonstrations
-
The Big Tech Barrier: One-to-One
-
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 (11) for more information about one-to-one computing.)
-
Schools (which really means the teachers and administrators) famously resist change.
-
he number-one technology request of today's students is to have email and instant messaging always available and part of school.
-
"digital natives
-
They are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage
-
First, consult the students.
-
-
04 Dec 13
-
With very few exceptions, our schools have not been physically designed for computers
-
Teachers are often unsure about how to integrate technology in their lesson plans and, often, administrators have little, if any, guidance to give them. In many places where technology could liberate teachers most, such as automatic grading of homework and tests, automation has been neglected.
-
Adding digital technology is generally disruptive to what schools and teachers do, and the pressure of high-stakes testing only exacerbates this problem.
-
The only way to move forward effectively is to combine what they know about technology with what we know and require about education. Sadly, in most cases, no one asks for their opinion.
-
-
13 Oct 13
-
11 Oct 13
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29 Sep 13
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
-
-
26 Sep 13
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25 Sep 13
Angela GriderStill, our best teachers have always used interactive models for demonstrations, and students, like scientists and military planners, have been conducting simulations in sand, on paper, and in their heads for thousands of years
How many of these new ways will ever be integrated into our instruction -- or even understood by educators?
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 -
21 Aug 13
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23 Jul 13
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03 Jun 13
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31 May 13
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?"
edtech integration strategies best practices innovation teaching
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20 Apr 13
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08 Apr 13
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09 Mar 13
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05 Mar 13
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03 Mar 13
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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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MIT's experimental Revolution (7) and Supercharged (8),
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Riverdeep's School Tycoon (10) enables kids to build a school to their liking. 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.
-
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.
-
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.
-
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. All these factors impede even the many schools trying to change.
-
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.
-
The only way to move forward effectively is to combine what they know about technology with what we know and require about education.
-
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.
-
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, an
-
d 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. To get everyone to the good stuff, the faster kids would work with and pull up the ones who were behind.
-
-
Rodrigo Brasil" typical process of technology adoption"
-
- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
-
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.
-
school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial
-
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. Teachers are often unsure about how to integrate technology in their lesson plans and, often, administrators have little, if any, guidance to give them.
-
-
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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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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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Still, our best teachers have always used interactive models for demonstrations, and students, like scientists and military planners, have been conducting simulations in sand, on paper, and in their heads for thousands of years. So, though some observers trumpet these uses of technology as great innovations, they are really still examples of doing old things in new ways.
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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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These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants." Having learned about digital technology later in life, 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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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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02 Mar 13
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28 Feb 13
Katy VanceBut 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.
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In 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. -
In Education Simulations's Real Lives, children take on the persona of a peasant farmer in Bangladesh, a Brazilian factory worker, a police officer in Nigeria, a Polish computer operator, or a lawyer in the United States, among others, experiencing those lives based on real-world statistical data. Riverdeep's School Tycoon enables kids to build a school to their liking.
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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.
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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. The number-one technology request of today's students is to have email and instant messaging always available and part of school. 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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First, consult the students.
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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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23 Feb 13
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. Certainly, systems for maintaining records and assessment online, such as PowerSchool (1), a Web-based student-information system from Apple (and similar products from Pearson School Systems (2) and Chancery Software (3)), have emerged, but the records and assessments we ask for and keep, for the most part, haven't changed.
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Certainly, systems for maintaining records and assessment online, such as PowerSchool (1), a Web-based student-information system from Apple (and similar products from Pearson School Systems (2) and Chancery Software (3)), have emerged, but the records and assessments we ask for and keep, for the most part, haven't changed.
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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. Not only would students welcome it, they will soon demand it.
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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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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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You can mourn the passing of handwriting if you must
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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.
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a basic laptop computer for roughly $100
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such shifting certainly initially means more work and pressure on educators, who already feel overburdened.
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thinking that virtual relationships (those that exist only online) are somehow less real or important than face-to-face ones.
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missing technological element is true one-to-one computing
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that any technological change is bound to disrupt
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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.
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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. Some people suggest using emerging models from business -- but these, for the most part, don't apply.
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Doing old things in new ways.
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22 Feb 13
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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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18 Feb 13
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11 Feb 13
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08 Feb 13
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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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ock 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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Luddite
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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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06 Feb 13
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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.
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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.
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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.
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shifting certainly initially means more work and pressure on educators, who already feel overburdened.
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consult the students
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Students will have to help, and we will have to think harder about how to make this happen.
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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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the kids certainly won't. If they are writing better and more detailed papers, yes, there has been progress.
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video and Flash animation, we are giving students new, better ways to get information.
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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
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The number-one technology request of today's students is to have email and instant messaging always available and part of school.
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no one asks for their opinion
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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. Sadly, in most cases, no one asks for their opinion.
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Students will have to help, and we will have to think harder about how to make this happen.
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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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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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The result was pretty much like what came before; some elements may have been lost, but the results were certainly cheaper, and far more efficient.
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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.
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inly are 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,
-
and when the kids have a big say in their creation
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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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achines, 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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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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They arrive at their own conclusions through controlled experimentation and what scientists call enlightened trial and error.
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ary planners, have been conducting simulations in sand, on paper, and in their heads for thousands of years. So, though some observers trumpet these uses of technology as great innovations, they are really still examples of doing old things in new ways.
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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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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.
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The Social Barrier: Digital Immigrants
A second key barrier to technological adoption is more challenging. Schools (which really means the teachers and administrators) famously resist change.
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For example, such shifting certainly initially means more work and pressure on educators, who already feel
-
overburdened.
-
But resisting today's digital technology will be truly lethal to our children's education.
-
These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants." Having learned about digital technology later in life, 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.
-
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
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In many places where technology could liberate teachers most, such as automatic grading of homework and tests, automation has been neglected. 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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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. 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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Things in New Ways
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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.
-
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.
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How, then, do we move forward?
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First, consult the students.
-
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.
-
-
-
These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants." Having learned about digital technology later in life, 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.
-
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 will no doubt worry that, with all this experimentation, our children's education will be hurt. "When will we have time for the curriculum," they will ask, "and for all the standardized testing being mandated?" 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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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.
-
-
-
- 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.
-
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
-
When we begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
-
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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But resisting today's digital technology will be truly lethal to our children's education
-
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. The only way to move forward effectively is to combine what they know about technology with what we know and require about education
-
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. It ought to be the order of the day in their schools as well. Not only would students welcome it, they will soon demand it. A
-
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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f 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. To get everyone to the good stuff, the faster kids would work with and pull up the ones who were behind.
-
-
02 Feb 13
-
- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
-
For true technological advance to occur, the computers must be personal to each learner.
-
-
22 Jan 13
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the typical process of technology adoption
-
- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
It's typically a four-step process:
-
When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it.
-
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.
-
When we begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.
-
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.
-
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
-
computers must be personal to each learner.
-
Schools (which really means the teachers and administrators) famously resist change
-
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.
-
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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21 Jan 13
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16 Jan 13
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09 Jan 13
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02 Dec 12
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29 Nov 12
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Dabbling.
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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).
-
But new technology still faces a great deal of resistance
-
Old Things in New Way
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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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In Education Simulations's Real Lives (9),
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With these tools, students act like scientists and innovators, rather than serve as empty vessels.
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best teachers have always used interactive models for demonstrations
-
there are many more old things children are doing in new ways
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These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet
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exchanging music on P2P sites;
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building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games;
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27 Nov 12
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23 Nov 12
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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.
-
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
-
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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06 Nov 12
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23 Oct 12
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21 Oct 12
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Rodney TurnerShaping Tech for the Classroom http://t.co/496KaoTd - Referenced by @Kyle_simon "New Things New Ways" #edcamphbg
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14 Oct 12
Chloe JenkinsEdutopia article on shaping tech for classroomsÂ
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11 Oct 12
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