Emotion and Hope: Constructive Concepts for Complex Times - 33 views
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Technology and the Problem of Change
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The more powerful technology becomes, the more indispensable good teachers are.
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In brief, research shows that schools that only restructure (change the curriculum, add new roles, reorganize) make no difference in teaching and learning. However, schools that reculture (as well as restructure) do make a difference if they (a) focus on student learning; (b) link knowledge of student learning to changes in instructional practices; and (c) work together to assess teachers and school leadership to make improvement.
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Assessment literacy is the capacity to examine student work and student performance data and make critical sense of this information; and to develop instructional and school improvement plans to make the kinds of changes to get better results — doing all of this on a continuous basis. Technology, of course, (as in the above examples) is absolutely crucial to this entire process.
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A third change learning is that teachers and schools are inundated with a continuous torrent of fragmented and unconnected policies, innovations and other demands.
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piecemeal reform (se
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Innovations in technology so far have been part of the problem not the solution
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First, the combination of teacher learning through assisted professional development, organizational learning through the development of collaborative cultures, and program coherence are essential. No one or two of these will make an impact. Second, these changes in combination are exceedingly deep and complex to achieve.
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Amazing how this article is from 1999, goes hand-in-hand with CFF and still we question how teachers, students, and technology work together!
