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CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views
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Question: What are the goals set out on the political level? What does Gove want to achieve?
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guardrails
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which makes transformational change
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ifficult
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In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
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nowhere in the UK do they really drive the terms under which schools are assessed.
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In England, the government has defined its approach as being based on curriculum rigour.
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This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
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best schools
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areas of high disadvantage
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define the outcome they need
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in the face of the complex and inconsistent demands the system places on them.
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Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
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One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
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Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
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It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
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shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
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Focus on raising the ambition and attainment for every child as far as their abilities permit
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guide young people effectively on their choice of enabling subjects…
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thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
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Have a school accountability and assessment framework that supports these goals rather than defining them.
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social literacy
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a range of core subjects
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ncluding critically maths, English, the sciences
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effective use and understanding of computer science.
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‘enabling subjects’
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humanities, languages, arts, technical and practically-based subjects
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equip a young person to move on
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o university, or to an apprenticeship or vocational qualification
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a set of behaviours and attitudes,
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An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
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‘employability skills’
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Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
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right context at school
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A supportive culture, pastoral care and the right ethos are all needed to make the difference.
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a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
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enable all of our young citizens to reach the desired standards.
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conflicting expectations placed on schools.
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renewed system should be able to judge performance against the goals based on more complex metrics.
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judgement
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on overall culture and ethos, teaching and governance
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group of data points, including testing but also outcomes data.
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Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
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beyond the merely academic, into the behaviours and attitudes schools should foster
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basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
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Ofsted
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asked to steward the delivery of these outcomes
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resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
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Education Rethink: 11 Reasons Teachers Aren't Using Technology #edchat #edtech - 51 views
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If any of these reasons resonate with you, please let's make time for a chat and work together to overcome them
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Fear:
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Low Self-Efficacy:
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What they lacked was a belief in their own ability to create tech-integrated lessons.
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Testing
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Consumerism
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reading is viewed culturally as educational while all things techie tend to be viewed culturally as entertainment.
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Lack of Leadership
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Inconsistent Paradigms
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Personal Experience:
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If teachers themselves have never used these tools in their free time and schools haven't used these in professional development, the tools will always seem strange.
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Humility: It takes a certain level of humility to say, "my non-tech approach is wrong and maybe I need to consider technology."
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It's Optional
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: I am not a fan compliance-driven leadership. However, in a culture of compliance, some teachers will only do what leaders mandate them to do. So, technology isn't required. Somehow, we treat it as if it's a matter of personal choice in a way that we would never do with pedagogy. Someone is still allowed to be a "good teacher" and use virtually no technology whatsoever. Failure isn't an option, but irrelevance is. Somehow we've screwed up our priorities. Somehow we've allowed teacher comfort level to drive what we use with students.
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Lack of Technology:
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Lack of Research:
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10 Rules of Teaching in this Century -- Campus Technology - 154 views
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students must also have tools to manage their own resources and evidence, not just during a course, but 24/7 while they are enrolled, including between semesters.
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it's a cultural change in how we have been thinking even if we thought ourselves to be tech heavy. Tools to manage: Diigo can help...big time...using it already at HS level - :)
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Speaking of cultural change, it is the first day of term break here, and I have just has a diigo alert that a student has commented on a page that I set as reading. She is behind, and needs reminding of the task. In the new culture of my classroom, my kids know that if they are working, so am I! I have my computer on anyway, and it only takes a moment to respond to her question. She's back on track.
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Reading and the Web - Texts Without Context - NYTimes.com - 28 views
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In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
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Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
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It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
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Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
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Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
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Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions.
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shared by Jason Schmidt on 17 Nov 10
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School Would Be Great If It Weren't for the Damn Kids - 95 views
www.alfiekohn.org/...damnkids.htm
school alfie kohn students edreform education interest current commentary
shared by Jason Schmidt on 17 Nov 10
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It simply doesn’t make sense to try to “purge ‘ineffective’ teachers and principals.” His listener, almost giddy with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers the punch line: That’s right, it’s time to stop blaming teachers and start . . . blaming students!
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His focus is not on students’ achievements (the intellectual accomplishments of individual kids) but only on “student achievement” (the aggregate results of standardized tests)
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As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture
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Upon hearing someone castigate students for being insufficiently motivated, a noneconomist might be inclined to ask two questions. The first is: “Motivated to do what, exactly”? Anything they’re told, no matter how unengaging, inappropriate, or, well, demotivating?
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Whenever I see students made to cram facts into their short-term memories for a test, practice a series of decontextualized skills on yet another worksheet, listen passively to a lecture, or inch their way through the insipid prose of a corporate-produced textbook, I find myself thinking of a comment made by Frederick Herzberg, a critic of traditional workplace management: “Idleness, indifference, and irresponsibility,” he said, “are healthy responses to absurd work.”
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The more you reward people for doing something, or for doing it well, the less interest they typically come to have in whatever they had to do to get the reward.
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People who blame students for not being “motivated” tend to think educational success mean little more than higher scores on bad tests and they’re apt to see education itself as a means to making sure our corporations will beat their corporations. The sort of schooling that results is the type almost guaranteed to . . . kill students’ motivation.
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one thing that’s happened is a concatenation of rewards and punishments, including grades, which teach students that learning is just a means to an end.
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Another thing that’s happened is teaching that’s meant primarily to raise test scores.
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inner-city kids get the worst of the sort of schooling that’s not about exploring and discovering and questioning but only about working hard (often at rote tasks) and being nice (read: obedient).
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“Motivation is weak because more students…don't like school, don't work hard and don't do well.” But why don’t they like school (which is the key to understanding why, assuming his premise is correct, they don’t succeed)? What has happened to their desire to figure out how things work, the hunger to make sense of things, with which all children start out?
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if you want to see (intrinsically) motivated kids, you need to visit classrooms or schools that take a nontraditional approach to education, places where students are more likely to be absorbed and frequently delighted, where what they’re doing is not merely “rigorous” (a word often applied to very difficult busywork) but meaningful.
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Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.
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shared by Laura Doto on 23 Jun 09
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Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views
digitalyouth.ischool.berkeley.edu/book-friendship
Aristotle Friendship teens adolescents online network
shared by Laura Doto on 23 Jun 09
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Social relations—not simply physical space—structure the social worlds of youth.
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A critical conclusion to be realized that can inform our assumptions as educators.
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When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
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these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
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Homophily describes the likelihood that people connect to others who share their interests and identity.
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One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
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Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
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Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
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there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
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the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
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As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
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The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
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“It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
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Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
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Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
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Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
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to avoid social drama with her friends:
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The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
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teens have developed a variety of social norms to govern what is and is not appropriate
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The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
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While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
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primarily a continuation of broader dramas.
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social media amplify dramas because they extend social worlds beyond the school.
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Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
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social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
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That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
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finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
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Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
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While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
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Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
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it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
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Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
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They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
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Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
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Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
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Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
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So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
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From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
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That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
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Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
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While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
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Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
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learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
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articulating those friendships online means that they become subject to public scrutiny in new ways;
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This makes lessons about social life (both the failures and successes) more consequential and persistent
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make these dynamics visible in a more persistent and accessible public arena.
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co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
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Electronic Journal for the Integration of Technology in Education - 60 views
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Characters in alphabets began as pictures with meaning (West, 1997).
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As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
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culture's
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predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
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Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
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Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
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If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
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Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
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Because visual literacy precedes verbal literacy in human development,
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learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
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West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
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The literature suggests that using visual elements in teaching and learning yields positive results.
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From Internet to Gutenberg 1996 - 30 views
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remember books. Books challenge and improve memory
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(The book will kill the cathedral, alphabet will kill images).
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During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced that the linear way of thinking instaured by the invention of the press, was on the verge of being substituted by a more global way of perceiving and understanding through the TV images or other kinds of electronic device
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the computer has become, first of all, an alphabetic instrument
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These same teen-agers, if by chance they want to program their own home computer, must know, or learn, logical procedures and algorithms, and must type words and numbers on a keyboard, at a great speed. In this sense one can say that the computer made us to return to a Gutenberg Galaxy.
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Today the concept of literacy comprises many media. An enlightened policy of literacy must take into account the possibilities of all of these media. Educational preoccupation must be extended to the whole of media.
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Images have, so to speak, a sort of Platonic power: they transform individuals into general idea
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who will receive pre-fabricated images and therefore prefabricated definitions of the world, without any power to critically choose the kind of information they receive, and those who know how to deal with the computer, who will be able to select and to elaborate information.
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This will re-establish the cultural division which existed at the time of Claude Frollo, between those who were able to read manuscripts, and therefore to critically deal with religious, scientifical or philosophical matters, and those who were only educated by the images of the cathedral, selected and produced by their masters, the literate few.
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With a hypertext, instead, I can navigate through the whole encyclopedia. I can connect an event registered at the beginning with a series of similar events disseminated all along the text, I can compare the beginning with the end, I can ask for the list of all the words beginning by A, I can ask for all the cases in which the name of Napoleon is linked with the one of Kant, I can compare the dates of their birth and death - in short, I can do my job in few seconds or few minutes.
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Even if it were true that today visual communication overwhelms written communication, the problem is not to oppose written to visual communication. The problem is how to improve both.
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The most-desired skills of 2020 will be… | Pew Internet & American Life Project - 142 views
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In contrast, the ability to read one thing and think hard about it for hours will not be of no consequence, but it will be of far less consequence for most people.”
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“These two modes of thinking (rapid information gathering vs. slower information processing and critical analysis) represent two different cultures, each with its own value system,” maintained Patrick Tucker, deputy editor of The Futurist magazine. “They can work together and complement one another but only with effort on the part of both sides.
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the most highly valued intellectual and personal skills will be the ability to exist in both of these spaces.”
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Have young folk practice rapid retrieval skills alongside quiet time, personal insight, attention to detail, memory. Develop the skills to function well both unplugged and plugged-in.”
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“There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”