Diigo In Education

A significant shift continues to occur within global education markets. It is signified by the manner in which it makes sense to speak of a global education market. It is driven by neo-liberalism and the expansion of markets into all aspects of our lives and it is made possible by manipulation of the third messaging system within the educational triad of curriculum, pedagogy and assessment. It is a drive towards accountable, comparable and productive education systems fine-tuned to maximise the return on investment and provide industry with the workforce it desires. What must be asked is how does this trend impact students and are these the forces that should be driving change in our education systems?

"Maestro ecuatoriano lleva su proyecto de innovación a París, se basó en Pokémon Go"

"In the first of a series of 5 webinars, Martin Burrett (@ICTMagic) showcased innovative ways that school leaders and teachers can eliminate the bulk of e-mails out of their school lives. Using online, collaborative communication tools, teachers and school leaders can easily send messages to each other, with fantastic tools that allow users to 'turn off notifications', or turning on 'snooze mode'. Such features help in that messages only arrive when the user specifies, therefore eliminating the need to deal with e-mails when they arrive at a time when individuals should be resting."

"you can easily remove old Twitter posts, limit what others can see of your life on Facebook, delete your Google search history, and purge all of Amazon's recordings of your conversations with Alexa. (Data privacy controls for your Instagram and Tinder accounts are "coming soon.")"

The frog in the pot of boiling water in An Inconvenient Truth is a cinematic moment that has the desired effect. It is one of the moments from the film that the audience remembers long after the credits roll. I have often thought about how this metaphor applies to change and particularly the way that change operates in schools.

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The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.

Oddly lately I have been pondering how schools responds to the question of a work life balance. Let me try to explain my thinking. I am still trying to clarify my thinking here, so please bear with me. What does it mean to achieve work life balance, and should we want to?