The fact that teacher impacts on behavior are much stronger predictors of their impact on longer-run outcomes than test-score impacts, and that teacher impacts on test scores and those on behavior are largely unrelated, means that the lion’s share of truly excellent teachers—those who improve long-run outcomes—will not be identified using test-score value-added alone
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The Full Measure of a Teacher: Using value-added to assess effects on student behavior ... - 2 views
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assessments behaviors teaching teacher development test scores
shared by Paul Beaufait on 29 Oct 18
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Paul Beaufait on 29 Oct 18Impact on High-School Success, ¶4
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Jackson, C. Kirabo. (2018). What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes. Journal of Political Economy, 126(5).
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8 Practical Methods for Job Analysis | HRMC Matrix - 0 views
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Methods for job analysis or how to do a job analysis may be the common asking question related to HR. Job analysis helps organization to identify the basic requirement of any position. There are many methods or ways to conduct an effective job analysis. Practical Methods for Job Analysis Observation Method This is the only direct method from where a HR professional or job analyst can collect job related information practically. Thus, information of this source is very trustworthy. This was the first job analysis methods used by I-O psychologists. The process involves simply watching what an employee does or does not for the specific period. During observation, HR professional or job analyst some time ask question to gather required information. Interview Method Interview is methods for job analysis where structured questionnaire used by the HR professional or job analyst. Organization conduct this "interview" job analysis methods using structured interview method or unstructured interview method. In structural interview process, questionnaire is similar for every employee, even due to change of interviewer. On the other hand, interview process may be different due to the change of interviewer. Job Interview Methods Critical Incidents Technique Critical Incident Technique (CIT) is a flexible method for job analysis comprises with set of procedures and used for collecting direct observations of human behaviors related to any specific job. The critical incident technique of job analysis asks supervisors to identify critical aspects of human behavior for a particular job that lead to success or failure. This method of job analysis helps to identify the critical incident or aspects of a job. Questionnaires and Surveys Method Some expert incumbents conduct questionnaires or surveys as methods for job analysis. These questionnaires include task statements to identify the form of worker behaviors. Information gathered from questionnaires or surveys can
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Final College-Readiness Definition Guides Test Consortium - Curriculum Matters - Educat... - 0 views
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PARCC's policy will be that students earn the "college readiness" determination by performing at level 4 on a 5-level test
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Reaching that level on the language arts part of the exam will mean that students have "demonstrated the academic knowledge, skills, and practices necessary" to skip remedial classes and go directly into entry-level, credit-bearing courses in "college English composition, literature, and technical courses requiring college-level reading and writing."
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college-readiness scores on the test will be set in such a way that students who score at that level—level 4—will have a 75 percent chance of earning a grade of C or better in those college courses.
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Scoring at level 5 on the test will reflect a "distinguished command" of the subject, and level 4 will reflect a "strong" command. Level 3 shows a "moderate" command, level 2 a "partial" command, and level 1 a "minimal" command.
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Principal: 'I was naïve about Common Core' - 32 views
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commoncore testing standardizedtesting highstakestesting accountability critique
shared by Steve Ransom on 06 Mar 13
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Brian Beierle liked it
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The promise of the Common Core is dying and teaching and learning are being distorted. The well that should sustain the Core has been poisoned.
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Whether or not learning the word ‘commission’ is appropriate for second graders could be debated—I personally think it is a bit over the top. What is of deeper concern, however, is that during a time when 7 year olds should be listening to and making music, they are instead taking a vocabulary quiz.
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The Common Core places an extraordinary emphasis on vocabulary development
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Teachers are engaged in practices like these because they are pressured and afraid, not because they think the assessments are educationally sound. Their principals are pressured and nervous about their own scores and the school’s scores. Guaranteed, every child in the class feels that pressure and trepidation as well.
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I am troubled that a company that has a multi-million dollar contract to create tests for the state should also be able to profit from producing test prep materials. I am even more deeply troubled that this wonderful little girl, whom I have known since she was born, is being subject to this distortion of what her primary education should be.
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Parents can expect that the other three will be neglected as teachers frantically try to prepare students for the difficult and high-stakes tests.
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Real learning occurs in the mind of the learner when she makes connections with prior learning, makes meaning, and retains that knowledge in order to create additional meaning from new information. In short, with tests we see traces of learning, not learning itself.
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They see data, not children.
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Data should be used as a strategy for improvement, not for accountability
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A fool with a tool is still a fool. A fool with a powerful tool is a dangerous fool.
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Music and the Brain - 0 views
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A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could.
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Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
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Another example of how rhythm orders movement is an autistic boy who could not tie his shoes. He learned how on the second try when the task of tying his shoes was put to a song. The rhythm helped organize his physical movements in time.
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Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and enhances the ability to learn. Music affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate, increase blood pressure, and increase the heart rate.
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Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
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According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music.
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Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
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Group 1 was read the words with Handel's Water Music in the background. They were also asked to imagine the words. Group 2 was read the same words also with Handel's Water Music in the background. Group 2 was not asked to imagine the words. Group 3 was only read the words, was not given any background music, and was also not asked to imagine the words. The results from the first two tests showed that groups 1 and 2 had much better scores than group 3. The results from the third test, a week later, showed that group 1 performed much better than groups 2 or 3.
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One simple way students can improve test scores is by listening to certain types of music such as Mozart's Sonata for Two Piano's in D Major before taking a test. This type of music releases neurons in the brain which help the body to relax.
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William Balach, Kelly Bowman, and Lauri Mohler, all from Pennsylvania State University, studied the effects of music genre and tempo on memory retention. They had four groups learn vocabulary words using one of four instrumental pieces - slow classical, slow jazz, fast classical, and fast jazz.
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Surprisingly, the results showed that changing the genre had no effect on recall but changing the tempo decreased recall.
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One key ingredient to the order of music from the baroque and classical periods is math. This is realized by the body and the human mind performs better when listening to this ordered music.
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George recognized that Saul overcame his problems by using special music. With this story in mind King George asked George Frederick Handel to write some special music for him that would help him in the same way that music helped Saul. Handel wrote his Water Music for this purpose.
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Dr. Ballam goes on to say that, "The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression."
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Bob Larson, a Christian minister and former rock musician, remembers that in the 70's teens would bring raw eggs to a rock concert and put them on the front of the stage. The eggs would be hard boiled by the music before the end of the concert and could be eaten. Dr. Earl W. Flosdorf and Dr. Leslie A. Chambers showed that proteins in a liquid medium were coagulated when subjected to piercing high-pitched sounds
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Rock music was played in one of the boxes while Bach's music was played in the other box. The rats could choose to switch boxes through a tunnel that connected both boxes. Almost all of the rats chose to go into the box with the Bach music even after the type of music was switched from one box to the other.
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She found that the plants grew well for almost every type of music except rock and acid rock. Jazz, classical, and Ravi Shankar turned out to be the most helpful to the plants. However, the plants tested with the rock music withered and died. The acid rock music also had negative effects on the plant growth.
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One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .
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Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
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Easiest way to evaluate Candidates : Zoho Challenge - 15 views
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"Zoho Challenge is a powerful, feature-rich software that automates and streamlines online test creation, distribution and evaluation/scoring process. Zoho Challenge is ideal for Schools, Teachers, Coaching Centers and Organizations to quickly and efficiently administer tests for students, employees and candidates."
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shared by iasinstitute on 16 May 21
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Civil Services Mains Optional Sociology Online Test Series - 0 views
www.eliteias.in/...sociology-test-series
sociologytestseries sociologyoptional iascoaching upsconlinecoaching
shared by iasinstitute on 16 May 21
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Sociology has always been a popular optional subject in Civil Services Mains Examination. It has been observed that every passing year its popularity has increased substantially with the tremendous performance of the candidates. After preparing the subject, a quality Test Series is must for Practice and real time handling of questions, which helps aspirant score better.
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Finnish educator offers suggestions for American schools - Marin Independent Journal - 17 views
www.marinij.com/ci_19990696
Finland finnedchat edchat Education learning teaching American schools Pasi Sahlberg
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"Marin County educators gathered this week to imagine a world without standardized tests, one in which teachers would teach less and students would study less - yet score near the top on international tests of math, reading and science. Teaching would be a highly regarded profession in this world, and decisions about curriculum and other aspects of education would be made at the school - rather than the state or county level. The "achievement gap" between rich and poor schools would be unknown, as all schools would provide their students with a high level of education, along with free meals, counseling and health care. This mythical world of teachers' dreams has a name: Finland."
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shared by Paul Beaufait on 30 Mar 15
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Educational Malpractice - The Child Manufacturing Process | Creative by Nature - 13 views
creativesystemsthinking.wordpress.com/...he-child-manufacturing-process
children creativity education factories international learner-centered learning manufacturing models
shared by Paul Beaufait on 30 Mar 15
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Natasa Suri liked it
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"[I]f the learner-centered model has proven itself to be so effective, and the high-stakes testing approach of the factory model has not, why is this model still dominant in many "leading" nations around the world? Why are so many business and government leaders in nations like the United States, Japan, Britain and Korea obsessed with test scores and international rankings? Are they not aware of the social consequences of this approach?" (¶10, 2015.03.30)
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Grading essays: Humans vs. machine - USATODAY.com - 0 views
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The testing service compared the results of E-Rater evaluations of students' papers to human grading, and to students' scores on the SAT writing test and the essay portion of the SAT writing test (which is graded by humans). ETS found very high correlations between the E-Rater grades and the SAT grades and, generally, to the human grades of the placement test.
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In fact, Ramineni said, one of the problems that surfaced in the review was that some humans doing the evaluation were not scoring students' essays on some prompts in consistent ways, based on the rubric used by NJIT.
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Oracle 1z0-475 practice test 100% Passing Guarantee On First Attempt - Testmayor - 1 views
www.testmayor.com/1z0-475-test.html
education web2.0 tools resources teaching 1z0-475 practice test Oracle 1z0-475 Braindumps 1z0-475 Question answers
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Testmayor is an amazing site which provides valuable 1z0-475 exam dumps and Oracle 1z0-475 practice test. By practicing these 1z0-475 Study material and 1z0-475 Question answers you will be able to score brilliantly. We strongly recommend Testmayor to all certification candidates for preparing any of their Oracle exams confidently.
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A Comprehensive TEAS Test Study Guide by The Adkins Academy - LIVE Online TEAS Test Pre... - 1 views
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Success and failure are two sides of the same coin. Those who put in the most effort and study relentlessly have the best chance of passing the TEAS exam. Practice and working though challenging TEAS questions is at the heart of Dr. Adkins live TEAS & HESI Prep Course. What better way to practice and review the concepts than with a medical doctor who is walking you through every question? If you want the best score, you simply have to work with the best.
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The Answer Sheet - Goodlad on school reform: Are we ignoring lessons of last 50 years? - 28 views
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By John I. Goodlad
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We need to be aware that recent decades of research on cognition reveal hardly any correlation of standardized test scores with a wide range of desired behavioral characteristics such as dependability, ability to work alone and with others, and planning, or with an array of virtues such as honesty, decency, compassion, etc. Employers dissatisfied with employees who studied mathematics and the physical sciences in first-rate universities often call for higher test scores. Is academic development the totality of the purpose of schooling?
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The consequence, of course, was the substantial narrowing of pedagogy to simply drilling for tests. We do not need schools for this. It is training, not education, and access to it can be obtained almost anywhere at any time in this increasingly technological age. That would leave the opportunity to turn schools, whose prime function has long been child care, into centers of pedagogy with the mission of guiding what education is: the process of becoming a unique human being whose responsibility it is to make the most of oneself.
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Ralph Ty
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what schools are for.
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they are to provide whatever educational is not being taken care of in the rest of our society.
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What we must do now nationwide is begin the 20-or-more-year process of creating a new tomorrow.
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They will vary widely in their agendas of change, just as they vary in their cultural settings.
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Bush, Obama focus on standardized testing leads to 'opt-out' parent movement - The Wash... - 0 views
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“Over the last couple of years, they’ve turned this one test into the all and everything,”
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They argue that the exams cause stress for young children, narrow classroom curricula, and, in the worst scenarios, have led to cheating because of the stakes involved — teacher compensation and job security.
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In some states, as much as half of a teacher’s job evaluation is now determined by student scores on standardized tests.
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Critical Issue: Using Technology to Improve Student Achievement - 0 views
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Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
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Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
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In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
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Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
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Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
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When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
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shared by Paul Beaufait on 12 Jul 16
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The Overselling of Ed Tech - Alfie Kohn - 7 views
www.alfiekohn.org/ed-tech
Alfie Kohn children collaboration disruption education learning innovation schools teaching technology technology integration
shared by Paul Beaufait on 12 Jul 16
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""[W]e shouldn't confuse personalized learning with personal learning. The first involves adjusting the difficulty level of prefabricated skills-based exercises based on students' test scores, and it requires the purchase of software. The second involves working with each student to create projects of intellectual discovery that reflect his or her unique needs and interests, and it requires the presence of a caring teacher who knows each child well" (Kohn, 2016.03.12, ¶9).
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12 Mobile Learning Science Applications for the iPod Touch - 0 views
www.teachscienceandmath.com/...pplications-for-the-ipod-touch
science ipod apps touch mobile learning technology teach tips
shared by David Wetzel on 21 Aug 10
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"As a mobile learning device, the iPod Touch encourages learning anytime, anywhere! These mobile devices do not tie students to their desks or the classroom; they bring the world into the classroom through the lens of personalized learning. The value of an iPod Touch as a mobile learning device is its ability to transform student learning behavior. According to research by K-Nect Project (2009), students using this digital device achieved higher test scores. This was attributed to more interactivity between students, teachers, and content."
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The Answer Sheet - Willingham: Why doesn't reading more make us better readers? - 25 views
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"We have supposedly been in the midst of an educational back-to-basics movement since the 1983 release of "A Nation at Risk," a report by a national commission that said American society was in danger of deteriorating because of an eroding public education system. Why, then, have reading scores (as measured by the National Assessment of Educational Progress, a test often called the nation's report card), been flat since 1971? One obvious answer is that even if we're getting back to basics in school, kids read less and less outside of school. Think of all of the new technologies that compete for their time: they have ipods, video games, text messaging, instant messaging, cell phones. Who has time to read? Surprise! Americans read more now than they did in 1980. A lot more, according to an exhaustive study done at the University of California, San Diego."
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shared by Steve Ransom on 04 Sep 11
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Technology in Schools Faces Questions on Value - NYTimes.com - 9 views
www.nytimes.com/...-faces-questions-on-value.html
technology schools change critique measurement effectiveness integration
shared by Steve Ransom on 04 Sep 11
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Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
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A valid criticism when technology implementation is decoupled from meaningful and effective pedagogy. You can't buy measurable change/improvement.
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district was innovating
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how the district was innovating.
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Again, this is very different than how TEACHERS are innovating their PRACTICES. It's much more challenging than making a slick brochure that communicates how much technology your district has.
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there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
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“We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
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$46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
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Exactly... and how much was spent on equipping teachers to change their practices to effectively leverage this new infrastructure?
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If we know something works
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it is hard to separate the effect of the laptops from the effect of the teacher training
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The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
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Why does the argument for making schools relevant and using current cultural tools need to be backed with performance data? Give politicians and superintendents horses instead of cars and see how long that lasts.
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Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
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“Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
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Exactly. But somehow, "value" has been equated with test scores alone. Do we have a strong body of research on pencil effectiveness or clay effectiveness or chair effectiveness?
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“It’s not the stuff that counts — it’s what you do with it that matters.”
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“There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
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“They’re inundated with 24/7 media, so they expect it,”
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And you expect them to always engage enthusiastically with tools that are no longer relevant in their culture?
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The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
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Okay... and you follow up with a totally trivial example of the power of technology in learning.
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term” that can slide past critical analysis.
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engagement is a “fluffy
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rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
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If that is so, why not back up your claim by linking to the source here. I have a feeling he has been misquoted and taken out of context here.
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that computers can distract and not instruct.
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Computers don't really "instruct". That's why we have teachers who are supposed to know what they are doing and why they are doing it... and monitoring kids while keeping learning meaningful.
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guide on the side.
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But many teachers are simply not prepared for how to do this effectively. To ignore this fact is just naive.
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Professor Cuban at Stanford
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Are they in love with Cuban or something? Perhaps they should actually look at the research... or interview other authorities. Isn't that what reporting is all about? I think this reporter must be a product of too much Google, right?
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But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
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Again, the fact that any supporter is happy that their kids are learning PowerPoint illustrates the degree of naiveté in their understanding of technology's role in learning.
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creating an impetus to rethink education entirely
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Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
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Herein lies another huge problem. Mr. Director of Technology seems to base no decisions on what the learning and technology literature have to say... nor does he consult those who would be considered authorities on technology infused learning (emphasis on learning here)
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This is big business.
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“Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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Anyone who asks that should volunteer to have their home and work computer confiscated. After all, it's just a distraction, right?
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