As for accountability of teachers and administrators, Sahlberg shrugs.
"There's no word for accountability in Finnish," he later told an audience
at the Teachers College of Columbia University. "Accountability is something
that is left when responsibility has been subtracted."
12 Tips for training older teachers to use technology - Resources for English Language ... - 0 views
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There is an assumption that persists in the educational community that more mature teachers are much more difficult and reluctant to be trained on the effective use of educational technology. To some degree, I think this assumption has been built on by the digital native vs digital immigrant myth. But as someone who has trained teachers of all ages all over the world I would say that, from my own experience, this hasn't been the case.
What Americans Keep Ignoring About Finland's School Success - Anu Partanen - National -... - 16 views
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The main driver of education policy is not competition between teachers and between schools, but cooperation.
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Decades ago, when the Finnish school system was badly in need of reform, the goal of the program that Finland instituted, resulting in so much success today, was never excellence. It was equity.
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Partanen, Anu. (2011). What Americans Keep Ignoring About Finland's School Success. The Atlantic. Retrieved January 9, 2012, from http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/
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Digital Citizenship | the human network - 0 views
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The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
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While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
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We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
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