למידה, אינטרנט ... ומה שביניהם

By saying that the brick and mortar classroom is out-of-date and should be disbanded, aren’t we in danger of disenfranchising a large number of people who have no capability of engaging in education through technology? That is not to mention the people who have no interest in and no ability for using technology.

First proposition: the campus, like the computer, is a technology, an instructional technology.

Second proposition: there are many students for whom the lecture hall and notetaking is a poor instructional technology, and who do not learn much in the conventional classroom.

Third proposition: the campus is a very expensive instructional technology.

Presumably the author does not consider the British educational system, with its streaming and creaming and building-based universities with campuses and dormitories and maintenance crews and Western-style curricula a form of technological imperialism — but if that language is appropriate for computers it is appropriate for campuses. The university as we know it, then, is a colonial transplant and not an indigenous institution.

תוויות: הרהורים, טכנולוגיה, מקוון

The Literature Review shows that the risks minors face online are complex and multifaceted and are in most cases not significantly different than those they face offline, and that as they get older, minors themselves contribute to some of the problems.

Although numerous studies are currently underway and much research is available to address online safety concerns, very few of the findings enter public or political discourse. This is unfortunate, because the actual threats that youth may face appear to be different than the threats most people imagine.

Bullying and harassment, most often by peers, are the most frequent threats that minors face, both online and offline.

They pay for a study, and it says there's no problem.

The task force report will have its critics, including possibly some attorneys general and others who feel that it underestimates the risk of online predators. ... But, based on the research presented to the task force, it appears that the vast majority of young people are savvy enough to avoid such encounters.

תוויות: גלישה בטוחה

To my utter astonishment, she said it was because it made her feel stupid. After a couple of years of feeling stupid every day, she was ready to do something else.

Science makes me feel stupid too. It's just that I've gotten used to it. So used to it, in fact, that I actively seek out new opportunities to feel stupid. I wouldn't know what to do without that feeling. I even think it's supposed to be this way.

The crucial lesson was that the scope of things I didn't know wasn't merely vast; it was, for all practical purposes, infinite. That realization, instead of being discouraging, was liberating. If our ignorance is infinite, the only possible course of action is to muddle through as best we can.

And it is interesting to note how strongly Schwartz contrasts with the proponents of NCLB and the high stakes testing movement that has swept our country in recent years.

תוויות: הרהורים, למידה, סטנדרטים

תוויות: דיווחים, וירטואלי, כנסים

In tech investment, you need the right technology, and unfortunately, the last eight relatively fallow years in ed-tech investment and research and development have left us relatively unprepared to spend this money wisely. If this is all spent on products you see at the NECC vendor floor, it isn't going to add up to much. A lot of smartboards and clickers.

We Are So Not Ready To Spend $1,000,000,000 On Ed-Tech

תוויות: טכנולוגיה, תשתיות

The surprising-to-most-people-fact is that students would prefer less technology in the classroom (especially *participatory* technologies that force them to do something other than sit back and memorize material for a regurgitation exercise). We use social media in the classroom not because our students use it, but because we are afraid that social media might be using them - that they are using social media blindly, without recognition of the new challenges and opportunities they might create.

This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.

It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.

תוויות: אוריינויות, הרהורים, טכנולוגיה

We tend to think of the mind as separated from the world; we imagine information trickling into our senses and reaching our isolated minds, which then turn that information into a detailed picture of reality. ... In fact, the mind appears to be adapted for reaching out from our heads and making the world, including our machines, an extension of itself.

There’s no point in trying to hack apart the connections between the inside and the outside of the mind. Instead we ought to focus on managing and improving those connections. For instance, we need more powerful ways to filter the information we get online, so that we don’t get a mass case of distractibility.

תוויות: אוריינויות, הרהורים, מידענות

תוויות: למידה, מידענות

You give kids books, and time to read them, and they read.

It struck me as I looked at this list that it’s a lot like what I believe about children and computers: that student choice, plus time for unstructured access to lots of different computing experiences is crucial to developing literacy and fluency with computers. My vision includes a teacher or mentor modeling passion, collaboration, interest in the subject, and offering experiences that challenge students without coercion, tricks, or rankings.

What is it that the student is doing that’s equivalent to reading? If you show language literacy by reading and writing, you show technology literacy by ... what? Computing? Touching a mouse? Technologizing?

תוויות: אוריינויות, הקנייה, טכנולוגיה

תוויות: הרהורים, מקוון

Were we that forward thinking a decade ago or have we just made so little progress in that time?

תוויות: שימוש בבתי ספר

no child was left behind in a digital age

I'm going to continue to mentor our new generation of elementary teachers in the technique of teaching keyboarding – so that no child gets left behind in an increasingly digital world because they can't keyboard....

תוויות: כתיבה

כל אחד יכול להשתתף ולהוסיף פעילויות ומידע משלו.

תוויות: ויקי

It is enough that they (התלמידים) know about the Battle of Hastings, without having to memorise that it was in 1066. They can look that up and position it in history with a click on Google.

Ofsted has reported that pupils' knowledge and understanding of key historical facts is not good enough to enable them to "form overviews and demonstrate strong conceptual understanding".

You can't think about thinking without thinking about something.

Children are going to have to reinvent their knowledge base multiple times. So for them memorising facts and figures is a waste of time.

Clearly, teachers should emphasize rote learning less and replace the time spent on memorization with a greater focus on the need for higher order thinking skills. But it is not entirely clear that dismissing all forms of rote learning will in fact make students stronger in the long run.

תוויות: הרהורים, למידה, שינון

The Partnership for 21st Century Skills believes demonstrating originality, communicating, being open and responsive, acting on creative ideas, utilizing time efficiently, accessing information, etc. are all 21st Century Skills. I’d retort that in reality, these skills have always been in existence and of the utmost importance. They don’t need to have the 21st Century moniker on them to make them significant.

The only uniquely “21st century literacies” I can think of involve the web.

the ability to evaluate communication acts by strangers in social networks, emails, comment threads wherever, and the whole range of places people can attempt to connect to us individually now.

תוויות: אוריינויות, מידענות