7 Reasons Diigo Tastes Better Than Delicious | MakeUseOf.com

Mon, 10 Nov 2008 17:25:59 -0000

Highlights and Sticky Notes:

Point 3 is the best part of Diigo - Mike Hasley

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by: Mike Hasley

This is why we have so few laptop initiatives in Oklahoma » Moving at the Speed of Creativity

Thu, 14 Aug 2008 01:57:52 -0000

Good stuff

Comments:

Good stuff - Mike Hasley

Highlights and Sticky Notes:

This attitude, perhaps more than any other, may explain why we have so few laptop initiatives at both K-12 as well as higher education levels here in the great state of Oklahoma.

Let’s deconstruct this professor’s statement a bit. What exactly was he saying with these two sentences? Here are some possibilities.

I don’t know how to use digital technologies to engage my students in meaningful learning tasks, so I prefer to just lecture to them as I was lectured to for years in the 20th century.
I believe the student’s only viable role in the classroom is that of passive receiver.
I reject all conceptions and theories of active learning being good.
I choose to be the only person in my classroom doing any real thinking and providing any real evidence of both hard work and cognitive exertion, therefore I choose to exclusively lecture.
As the only person in my classroom with the initials “PhD” after my name, clearly I have the most knowledge and therefore should be the only person speaking once class begins.
Students have nothing to offer me as a learner and nothing to offer each other during my classes that could be of value, relative to the infinite value of my ideas and perspectives about our topic of study.
I am not interested in the literacies or the skills of the 21st century, my job role is to strictly impart the content from the textbook which I learned in the 20th century to my students.
Digital technologies can only be used to distract and entertain, they can never be used to inform, challenge constructively and engage.
My favorite metaphor for students in my class is that of a THRALL, or slave.
When I speak, I not only expect but DEMAND that all students sit with rapt attention, hanging on with bated breath for my next ideological vocalization.

This attitude, perhaps more than any other, may explain why we have so few laptop initiatives at both K-12 as well as higher education levels here in the great state of Oklahoma.

Let’s deconstruct this professor’s statement a bit. What exactly was he saying with these two sentences? Here are some possibilities.

I don’t know how to use digital technologies to engage my students in meaningful learning tasks, so I prefer to just lecture to them as I was lectured to for years in the 20th century.
I believe the student’s only viable role in the classroom is that of passive receiver.
I reject all conceptions and theories of active learning being good.
I choose to be the only person in my classroom doing any real thinking and providing any real evidence of both hard work and cognitive exertion, therefore I choose to exclusively lecture.
As the only person in my classroom with the initials “PhD” after my name, clearly I have the most knowledge and therefore should be the only person speaking once class begins.
Students have nothing to offer me as a learner and nothing to offer each other during my classes that could be of value, relative to the infinite value of my ideas and perspectives about our topic of study.
I am not interested in the literacies or the skills of the 21st century, my job role is to strictly impart the content from the textbook which I learned in the 20th century to my students.
Digital technologies can only be used to distract and entertain, they can never be used to inform, challenge constructively and engage.
My favorite metaphor for students in my class is that of a THRALL, or slave.
When I speak, I not only expect but DEMAND that all students sit with rapt attention, hanging on with bated breath for my next ideological vocalization.

I don’t know how to use digital technologies to engage my students in meaningful learning tasks, so I prefer to just lecture to them as I was lectured to for years in the 20th century.
I believe the student’s only viable role in the classroom is that of passive receiver.
I reject all conceptions and theories of active learning being good.
I choose to be the only person in my classroom doing any real thinking and providing any real evidence of both hard work and cognitive exertion, therefore I choose to exclusively lecture.
As the only person in my classroom with the initials “PhD” after my name, clearly I have the most knowledge and therefore should be the only person speaking once class begins.
Students have nothing to offer me as a learner and nothing to offer each other during my classes that could be of value, relative to the infinite value of my ideas and perspectives about our topic of study.
I am not interested in the literacies or the skills of the 21st century, my job role is to strictly impart the content from the textbook which I learned in the 20th century to my students.
Digital technologies can only be used to distract and entertain, they can never be used to inform, challenge constructively and engage.
My favorite metaphor for students in my class is that of a THRALL, or slave.
When I speak, I not only expect but DEMAND that all students sit with rapt attention, hanging on with bated breath for my next ideological vocalization.

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by: Mike Hasley

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7 Reasons Diigo Tastes Better Than Delicious | MakeUseOf.com

This is why we have so few laptop initiatives in Oklahoma » Moving at the Speed of Creativity