While we increasingly assume that both children and their teachers have at least basic tech proficiency, we can't assume that either group knows how to use technology to further educational goals.
This is an extremely important key concept in regard to thinking about where tech belongs and what kind of skills are important to emphasize within the context of curriculum
Integration is a matter of design, and produces considerable cognitive load on a learner. And in light of APIs, social media, and an array of smart mobile devices, is a kind of digital strategy
When the standard says “digital media,” it might as well say social media as it continues “to add interest,” a side-effect of making something non-social, social. students,” but rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
Evaluation is near the top of Bloom’s taxonomy for a reason, necessitating that students make critical judgment calls about how information is presented and shared.
Collaboration forces students to plan, adopt, adapt, rethink, and revise, all higher-level practices.
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Valuing success above all else is a problem plaguing the schooling systems, at all levels, of many countries including Canada and the United States, and undermining those very qualities that are meant to foster an educated and skillful society.
but I mistakenly defined achievement in a way most do: with my GPA.
The academic portion of my high school life was spent in the wrong way, with cloudy motivations. I treated schooling and education synonymously. I had been directed not by my inner voice, but by societal pressures that limited my ability to foster personal creativity.
“Writing exams isn’t a measure of intelligence or knowledge, it’s about getting inside your prof’s head to figure out what’ll be on the exam.”
Information is propelled into students without teaching them how to practically utilize it. This is senseless. Regurgitating facts, memorizing figures and formulas, compressing course material in our short-term memory for the sake of doing well on an exam; they are all detrimental to the learning experience. But students still do it because they don’t want to fail. Instead, we should be fostering a culture where, to paraphrase Arianna Huffington, “Failure isn’t considered the opposite of success, but an integral part of it.”
We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.
Granted, this is not about digital technology, but it could be part of the fuel to light the fire for change. What do we do when we fall so short of helping almost anyone foster a passion for learning? The quotes here are memorable and relevant: the writer is currently in university.
We need to train teachers to know how to maximise benefits of online learning. We need to re-shape online learning space and make it personalised, engaging & suited to the task.
Will schools have a role into the future? Yes! Schools should be the core functional, relational communities of society.
Physical space is just as important as virtual and/or pedagogic space. Kill off desks, chairs and lockers.
There are so many better & engaging ways to furnish a space.
Leadership roles should match priorities, not history.
Students must learn to be engaged learners. Parents need to grow their understanding of the realities their children will face, not re-live their own school experience.
Teaching could be about creative direction, rather than about behaviour management.
Curriculum should be meaningful, contextual, authentic, integrated, challenge based, relational.
We should kill off the one teacher per class model. It is fraught with emotional risks.
Students should be given capacity to delve deeply into topics, not punctuated by factory-style bells. Schools need to experiment with far more timetable-less days – opportunities for real life learning.