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Bob Kahn

How learning to code might improve writing skills - ICT and Computing in Educ... - 0 views

www.ictineducation.org/...ht-improve-writing-skills.html

code writing skills learning

shared by Bob Kahn on 16 Feb 15 - No Cached
  • Bob Kahn on 16 Feb 15
     
    How coding can help writing.
Scott Perloff

Global Kids | Home - 0 views

www.globalkids.org/#/about-global-kids

shared by Scott Perloff on 18 Apr 13 - No Cached
  • Scott Perloff on 18 Apr 13
     
    Global Kids, Inc. - the premier non-profit educational organization for global learning and youth development - works to ensure that urban youth have the knowledge, skills, experiences and values they need to succeed in school, participate effectively in the democratic process, and achieve leadership in their communities and on the global stage.
Bob Kahn

Programming Power? Does Learning to Code Empower Kids? | DMLcentral - 0 views

dmlcentral.net/...oes-learning-code-empower-kids

shared by Bob Kahn on 16 Nov 13 - No Cached
  • it’s clear that even professional coding is a complex and precarious activity.
  • incessant updating of skills and fluency in different programming languages, coding packages, operating systems, and so on—such an impossible learning requirement that many programming experts barely know what they are doing.
  • “ignorant expertise,”
  • ...10 more annotations...
  • Even more alarmingly, the technical complexity of programming means that many programmers are so absorbed in solving technical problems that they overlook the human and social consequences of what they are producing
  • software development has high failure rates to show it.
  • how dominant capitalist algorithmic ideology works.
  • how political and economic ambitions around learning to code rest on glossy representations that bear little resemblance with the reality of instability, dysfunction and failure in the software landscape, or with the ideologies underpinning its practices.
  • about the democratizing potential of programming and arguments advocating learning to code that are based on ideas about learning to produce and not just consume technologies.
  • it’s important to be a little cautious of the claims around “democratisation,” “co-production,” “presumption,” and so on, that accompany these kinds of arguments.
  • He argues that the software algorithms running in social media are a new source of social power, or “algorithmic power,” that is increasingly altering the actual functioning of culture in everyday settings.
  • commercial sponsorship of learning to code initiatives and activities by many of today’s most powerful social media and computing companies is evidence of this entanglement of media engagement and corporate power in an increasingly algorithmic culture.
  • be studied and researched carefully in order to get past the hype.
  • Looking at learning to code in terms of power serves as a reminder that while programming may be an empowering activity, it is also shaped by wider issues of power in educational technology, the political and economic power that shapes programming, and the algorithmic power shaping cultural participation with digital media.
Bob Kahn

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

www.edweek.org/...h-is-not-transforming-how.html

EdTech technology integration

shared by Bob Kahn on 23 Dec 15 - No Cached
  • Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • Researchers have identified numerous culprits, including teachers' beliefs about what constitutes effective instruction, their lack of technology expertise, erratic training and support from administrators, and federal, state, and local policies that offer teachers neither the time nor the incentive to explore and experiment.
  • ...24 more annotations...
  • One-to-One Institute,
  • develop technology-enriched learning environments that enable all students to become active participants in setting their own educational goals, managing their own learning, and assessing their own progress."
  • "The 90 percent in the middle, they all have overhead projectors, there's a teacher computer, they use some sort of PowerPoint," Ms. Austin said. "They're using [technology] to enhance what they're doing, but they haven't really given students control over it."
  • 2009. A survey of 3,159 teachers found that when teachers did allow students to use technology, it was most often to prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • 'domesticated' innovative technologies
  • had adapted an innovation to fit their customary practices."
  • he concluded, "even in computer-based classes, teacher-centered instruction with a mix of student-centered practices was the norm."
  • "In general, teachers at many schools seemed to view technology as a more valuable tool for themselves than for their students,
  • access to technology is no longer the main barrier
  • "second order" obstacles.
  • One big issue: Many teachers lack an understanding of how educational technology works.
  • But the greater challenge, the researchers wrote, is in expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • confidence in trying it out in their classrooms. If they do not believe that they can use technology to accomplish their classroom goals, they appear unlikely to seriously attempt it.
  • "pedagogical beliefs"
  • philosophical belief that tactile learning is important for young children.
  • innovative teachers can be heavily affected by pressure to conform to more traditional instructional
  • test-based accountability system isn't exactly supporting the transition to student-centered, technology-driven instruction
  • totally changing the way you do your job takes a ton of time and work.
  • "What I'm finding is I'm having a hard time doing it that right way, a wholesale change."His attempts to move in that direction have been frustrating and draining.
  • "job-embedded" professional development that takes place consistently during the workday and is tied to specific classroom challenges that teachers actually face, rather than in the isolated sessions often preferred by district central offices and written into districts' contracts with their teachers.
  • "When learning experiences are focused solely on the technology itself, with no specific connection to grade or content learning goals, teachers are unlikely to incorporate technology into their practices,"
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
  • "The dumb ones use vendors to provide professional development and force teachers to attend those sessions."
  • Bob Kahn on 23 Dec 15
     
    Article about hurdles and solutions to helping teachers create student centered learning using technology. 
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