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Bradford Saron

21st Century Education Requires Lifewide Learning - Christopher Dede - Innovations in E... - 0 views

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    I love the concept of "lifewide" learning, meaning that education does not have to happen within the bricks but can happen between the clicks. 
Bradford Saron

Shift Happens v5 - Iowa, Did You Know? [VIDEO] | Dangerously Irrelevant - 0 views

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    Great post. Note the facilitators guide that accompanies the vidoe!
Bradford Saron

Crossing the Digital Divide: Bridges and Barriers to Digital Inclusion | Edutopia - 0 views

  • 95 percent of Americans between the ages of 18 and 29 use the Internet? And all of this is happening while we are in the midst of an explosive rise in mobile technology.
  • Access to richer graphics and data, as well as superior tools, is still limited on many affordable mobiles. At the same time, many schools continue to demonize cell phone use during school, which may be an outdated policy. Not only are there an increasing number of educational applications for mobiles but, as Blake-Plock suggests, prohibiting phones now means "disconnecting the kid from what's actually happening in most of our lives."
  • In 2009, the FCC began developing the National Broadband Plan, a work-in-progress that aims to increase broadband access across the country by providing additional infrastructure, incentives for companies to create low-cost access, educational programs, and much more.
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  • In some circles, the term digital divide is itself defunct. Instead, using digital inclusion is not only a way to reframe the discourse in a more positive light but also reflective of what access, adoption, and literacy in the digital world really mean today
  • Today, physical access to computers and the Internet is only the first of three significant layers to digital equality, according to both Deloney and Blake-Plock. Here's how they break it down (and how we can change the game):
  • National initiatives like the National Broadband Plan, as well as grants for hardware and software in schools and libraries, can help address the essential-tools gap that persists in some rural and low-income areas.
  • This refers to literacy, not only with hardware and software but also with the vast global conversation that the Internet enables. He notes that there is a gap between those who are "getting connected into broader networks, building their capacity and their social capital, creating the new wave of learning" and those who are, for a slew of complex reasons, not doing so.
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    To what extent is leadership needed? 
Vince Breunig

This Coach Improved Every Tiny Thing By 1% And Here's What Happened, by James Clear - 1 views

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    "aggregation of marginal gains." "the 1 percent margin for improvement in everything you do."
Bradford Saron

Shift Happens v5 - Iowa, Did You Know? [VIDEO] | Dangerously Irrelevant | Big Think - 0 views

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    Did you know, the Iowa edition. 
Bradford Saron

Instituting Learning Habits : 2¢ Worth - 0 views

  • Where to go to begin to learn how to transform their classrooms for 21st century learning?
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    The transition that must happen. 
Robert Slane

Understanding student weaknesses | Harvard Gazette - 1 views

  • If teachers are to help students change their incorrect beliefs, they first need to know what those are.
  • Knowledge of student misconceptions is a critical tool for science teachers. It can help teachers to decide which demonstration to do in class, and to start the lesson by asking students to predict what’s going to happen. If a teacher doesn’t have this special kind of knowledge, though, it’s nearly impossible to change students’ ideas.
Bradford Saron

Staying Plugged In « Molehills out of Mountains - 0 views

  • chool administrators have to be diligent and purposeful about staying plugged in to what is happening in classrooms and the challenges faced by their instructional staff.
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    The extension of being "plugged in," almost a remix of situational awareness. 
mike murphy

John Richard Schrock: Say goodbye to local control of our schools. - 1 views

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    CCSS does this? Give us a break. Hey, we should have minimum standards. Now, as ever before, teacher efficacy counts for how engaged kids are with a robest curriculum. Leaders find the resources and make it happen. Without state and/or federal help will we achieve a robust learning environment? CCSS are starting points and we launch from them.
Bradford Saron

The Blurred Lines - 0 views

  • What really is happening is the line between our work life and our social life is becoming blurred more and more every day
  • This hyper-connected, always-on, world we now live in is making it so our social life and work life are always intermixing. It’s your bosses ability to call you on the cell at 9pm to talk work, or the idea that you’ll read and answer e-mails via your BlackBerry after you leave the office. The employers are taking advantage of this hyper-connected world as well….why do you think they bought you a company cell phone? They still only pay you to work 8 hours a day.
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    Jeff Utecht always has interesting questions. This one is very thought provoking. 
Bradford Saron

The Wisconsin Vision - 4 views

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    This is the report published by the Wisconsin School Administrators' Alliance in the summer of 2010 (I think). Check out the part on A Visionary Tale on page 9. Hat-tip to Mary Bowen-Eggebraaten for forwarding this piece on to me.
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    Very nice. AND, as the report indicates, leadership and community need to be included. This means you need the school board to play a role. They are the conduit to the community. Public education has been down the transformation road before. In some ways we are not inventing anything new here. John Dewey championed experiential learning as the public education system developed a century ago. Progressive educators tried in the 1930s and 1960s to introduce experiential learning into the system. The grammar of schooling, the deep structure, the notion of "real school" all pull the system back into the status quo. We need to remain cognizant of these dynamics and consider how to address them if we want to see the promise of the ideas contained in this report become a reality. You have to connect the ideas outlined in this report to the notion of collective impact. I think this idea is key to seeing a different outcome: http://www.ssireview.org/articles/entry/2197/
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    I want to be clear: I am a supporter of the ideas contained in the Wisconsin Vision report. I also want to be sure we take a realists view of how to make it happen. I do not want to see this effort and the ideas of CESAs 1 and 6, wind up in the history books like past transformation efforts.
Bradford Saron

The State of the World: 10 Belated Reflections on 2011 Davos Don Tapscott : : Don Tapscott - 0 views

  • The new “wiki revolutions” are so explosive and happen so fast, that there is no clear vanguard to take power, leaving a vacuum. The vacuums that result pose significant challenges for everyone who cares about moving from oppression, dictatorship and fundamentalism to openness, democracy and 21st century governments.
  • he world is increasingly complex and interconnected, and, at the same time, experiencing an erosion of common values and principles. This undermines the public’s trust in leadership, which in turn threatens economic growth and political stability.  In the words of the WEF’s founder Klaus Schwab, we need to “concentrate on defining the new reality and discuss which shared norms are required for making global cooperation possible in this new age.”
  • There are traditional risks like nuclear war, terrorism, climate change, infectious diseases, economic crisis and failed states.  But new risks are emerging everywhere. Consider something as seemingly mundane as the global supply chain. The vast networks that provide the world with food, clothing, fuel and other necessities could handle an Iceland volcano and one other catastrophe like the failure of the Panama Canal. But according to experts, a third simultaneous disaster would collapse the system. People around the world would stop getting food and water, leading to unthinkable social unrest and even a disintegration of civilized society.
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  • we will only make growth sustainable “if we make our growth inclusive.”
  • They have been bathed in bits; computers, the internet, and interactive technologies are a fundamental part of the experience of youth. To them, technology is like the air. When young people today use digital devices, they are interacting, searching, authenticating, remembering, collaborating, composing their thoughts, and organizing information. They interact with the media and know how to inform themselves and use technology to get things done.
  • China’s disciplined command-and-control style work force could ultimately be trumped by a massive force of Indian professionals who are creative, collaborative, entrepreneurial and life- long learners.
  • The irresistible force to cut government spending is confronted with the immoveable object of essential services, entitlements, military spending and extraordinary expenditures stemming from corporate bailouts and fiscal stimulation. 
  • What’s needed is a Wikinomics approach — embracing more agile, networked structures enabled by global networks for new kinds of collaboration. Nation states would continue to play a central role but can overcome their silo thinking and behavior by sharing information more effectively, cooperating on real-time networks, and basing their decisions more deeply in the processes of multi-stakeholder networks.
  • Understandably social media, mobility and the relentless digital revolution continues to drive change and cause concern in everything from intellectual property to youth revolutions.
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    Tapscott on his continued (and insightful) reflections. 
ron saari

How To Explain the Michelle Rhee Syndrome: The Big Picture | Larry Cuban on School Refo... - 1 views

  • Historically, when the nation has a cold, schools sneeze. Examples are legion. When the Soviet Union launched the satellite Sputnik in 1957, President Eisenhower signed the National Defense Education Act (1958) aimed at getting better math and science teachers National problems of drug and alcohol abuse and tobacco smoking has led to states mandating courses to teach children and youth about the dangers of all of these substances. The Civil Rights movement in the 1950′s and 1960s’s spilled over the schools across the nation. Christian groups have pressured school boards to have prayer in schools, teach creationism, and vouchers (Educational Policy-2004-Lugg-169-87). The U.S. has competed economically with European and Asian countries for markets in the 1890s and since the 1980s. Each time that has occurred, business leaders turned to the schools to produce skilled graduates then for industrial jobs and now for an information-based economy.
  • This vulnerability to political stakeholders is very clear now with business and civic leaders pushing schools to be more efficient and effective in competing with China, Japan, and Germany.
  • In big cities where the problem of bad schooling is worst, results-driven reformers want mayors to take over schools and appoint their own superintendents, individuals who will accept no excuses from teachers and principals, will fight union rules, raise test scores, and create more charter schools.
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  • In American culture there is a decided historical preference for individual action, technological fixes (“miracle cures,” “silver bullets”) to problems, and heroic leaders.  And here at the intersection of cultural traits and a dominant business-driven school reform agenda stretching back over a quarter-century is where Michelle Rhee, Joel Klein, Paul Vallas, Arne Duncan, Geoffrey Canada, and similar figures enter the Big Picture.
  • The current business-dominated reform agenda is harnessed to heroic, media-wise individuals carrying tool-kits filled with charter schools, union-busting devices, and pay-4-performance schemes. This agenda and bigger-than-life individuals place major attention on  ineffective teachers as the major reason for poor student performance in schools.
  • Yes, the conflating of urban schools with all U.S. schools is as damaging a fiction as schools being responsible for economic growth and heroic leaders saving urban schools. No one says such things about schools and teachers in LaJolla (CA), Northbrook (IL), and Massepequa (NY). 
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    I don't always agree with Cuban on his views of tech integration, but he has a wonderful way of explaining the "big picture" which helps us understand what's happening better. 
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    interesting article about school reformers
Bradford Saron

Social Media + Learning is more than Social Learning - by Jane Hart | E-Learning Council - 1 views

  • There are two key areas where this is happening and where it is having an impact on organisational learning.Extensive use of public social media sites like YouTube, Scribd, Slideshare, Blogger, Wordpress, Wikipedia, and so on, that support the creation, sharing and commenting of content, as well as the co-creation of content, means that workers are now using similar approaches in their organisations to co-create and share their own content within their own work teams.Extensive use of social networking sites like Facebook, Twitter, LinkedIn, etc where individuals have built a personal network of trusted friends, means that they are using similar approaches to build networks of trusted colleagues (both internally and externally), as well as power team workspaces and internal communities of practice.
  • This new approach will embrace both the use of external social media tools as well as internal tools, but what is clear these tools will need to support - as well as power - far wider approaches to learning, than has hitherto been the case. In fact as learning and working become much more closely integrated, “learning” will not be seen as a separate activity requiring separate, dedicated learning systems or platforms, but will need to be supported and enabled within the normal workflow collaboration systems.
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    Must read. 
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