למידה, אינטרנט ... ומה שביניהם

Teens can't tell the difference between Google ads and search results

they were only recognized as such by 31 percent of 12- to 15-year-olds and 16 percent of 8- to 11-year-olds.

Learning is by definition an encounter with what you don’t know, what you haven’t thought of, what you couldn’t conceive, and what you never understood or entertained as possible. It’s an encounter with the other—even with otherness as such. That is the situation of the searcher in the old-fashioned sense of the term: one who seeks knowledge by encountering the new and different. The kind of filter that Google interposes between an Internet searcher and what a search yields shields the searcher from radical encounters with the other by “personalizing” the results to reflect who the searcher is, his or her past interests, and how the information fits with what the searcher has already been shown to know. (עמ' 182)

E-Learning: Technology changing the culture of the classroom

For all of the “ohhs” and “ahhs” flowing from both the reporter and the edleaders she interviewed, the bottom line is this: not much has changed, not even the fancy rhetoric we keep using to suggest that things actually have changed.

At the kindergarten level, kids are coding with different apps and with different websites to engage in digital literacy. In middle school, they're using Google Docs, which is a 3D modeling program to learn about geometry and measurements

Engagement and motivation are products of learning about things that matter to kids, things that they see value in, things they want to learn more about. That’s where culture change happens, not by giving kids iPads.

We think of the technology as just another tool

Kahoot seems like a bit of a throwback to a more old-fashioned pedagogical approach: behaviorism. This is the idea of educators shaping student behavior by handing out gold stars, stickers, points and the like.

Of the 55 million elementary and secondary school students in the United States, about 20 million used Kahoot last month

The Victorian MOOC

The Society to Encourage Studies at Home is a 19th century network of women who connect across the continent over the postal system. Women may be significantly disbarred from third level education, but they are not disbarred from organising, networking, connecting and educating. And this is what they do. They organise and educate one another. They organise departments, schools, libraries, curriculum, instruction and education. An institution. On a massive scale. They reach out to ten thousand students over twenty-four years. It is a massively open postal university.

And that pile of handwritten correspondence sitting on her bureau to and from instructors and students is what makes her an Edtech icon, and a genuine network engineer. A stack of paper rather than a stack of internet protocols connecting women to educational opportunity across the US.

Because of what it achieved, because of who achieved it, because of how they achieved it. Because it has been forgotten, and because the modern narratives of disruptive innovation only work if inconvenient truths are not inconveniently remembered.

All of these innovations created growth but had obvious limitations. They were inefficient, slow, and not interactive. They were not ideal ways to provide collaborative, customized education.

Afterwards, during one of the consultations about lists, rules, and circulars, a member said, 'The readers must make notes;' to which another answered, 'That is useless, for as soon as a fact is written down it is discharged from the memory and forgotten.' — 'Then let them make their notes from memory;' and this has proved to be one of the most efficient elements of our system.

For all its conservative underpinnings, Ticknor's pedagogy was quite radically rethought and might have graced any utopian society. It assumed the desire to learn, the willingness to teach, the self-paced learning, and the individual tailoring that most educators now understand to be the hallmarks of the very best pedagogical structure.

For the Society to Encourage Studies at Home, the postal service provided networking, educational and information dissemination opportunities denied to women previously. It disrupted power, it connected the geographically distributed and the educationally disenfranchised. It was (almost) ubiquitous. It was cheap. It was scaleable. It allowed individuals at the margins to sidestep authority, self-organise, network and effectively disseminate information rapidly, with a reliability, speed and low cost previously unimaginable across massive distance.