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Ben W

The Atom's Extreme Makeover by Patricia F. Hare, M.A.T., M.A. - 0 views

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    A brief history of atomic theory and implications on what current atomic theory holds for how we interpret reality.
Angela Maiers

Top News - Intel salutes six 'Schools of Distinction' - 0 views

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    Common thread in all schools...REAL WORLD learning! Great article!
Maureen Tumenas

Online Predators and Their Victims - 1 views

  • adult offenders who meet, develop relationships with, and openly seduce underage teenagers
    • Vicki Davis
       
      This is an important point to make to parents! It is about RELATIONSHIPS not abduction, usually!
  • The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
  • In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)
    • David Donica
       
      There tends to be a focus on the negative - no matter what percentage of the actual story is being discussed. Our news from "normal" channels follows the old "if it bleeds it leeds" mentality. The potential of the web towards "good" is highly underated - in my humble oppion
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  • Offenders rarely deceive victims about their sexual interests.
  • promises of love and romance
  • 99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)
  • My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.
    • Vicki Davis
       
      Remember that we may start annotating articles and extracting this information together as well.
  • it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
    • Vicki Davis
       
      This tells us what we need to know about courses on digital citizenship and safety -- discuss these issues probably beginning around 11 -- before soliciation happens -- then have focused programs probably starting age 12-13 -- as with everything -- these ages tend to get lower over time -- what will happen w/ the Webkinz generation is anyone's guess.
    • Kristin Hokanson
       
      I see this more and more...as the parent of webkinz kids...in the past..you had the "don't talk to strangers" talk with them. Now the strangers are coming into our homes and at much younger ages.
    • David Donica
       
      I think we need to be aware that not all "unknown people" are wanting to commit crimes, fraud, etc. Talking to someone you don't know might be the introduction to your new best friend. The content of discussion is important. Not knowing someone, I would not give them personal information. Friendship is built over time.
    • Michelle Krill
       
      A nice way I've heard to describe this is that even though kids think they're tech savvy, they are not relationship savvy. It's this age group that doesn't recognize the complexity of relationships.
    • Vicki Davis
       
      @David - I think, however, that we should be very careful about teaching HOW to make friendships -- friend of a friend and building relationships OVER TIME is often how these things happen. Children want the romance and don't realize the "gentle" stranger they've met wants to harm them. This is a tricky one -- one of my dearest friends is Julie Lindsay who I met online. But that conversation was totally OK, as youwould guess. Teaching them about this is tricky. We'll have to think on this one AND look at the research.
  • take place in isolation and secrecy, outside of oversight by peers, family  members, and others in the youth's face-to-face social networks (115)
    • Vicki Davis
       
      Again, this reinforces my thoughts of NOT having computers in the bedroom! Period. Have family computers w/ screens viewable by everyone!
  • Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)
    • Vicki Davis
       
      Safe IM practice -- that is a key element of an online safety program.
  • Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
    • Vicki Davis
       
      At risk teenagers are at risk online AND offline!
    • Kristin Hokanson
       
      But I think they are MORE at risk now that they have new outlets...THIS is what teachers / school faculty NEED to understand!
    • Vicki Davis
       
      Yes, Kristin! -- what we saw in Florida this week tells us that -- these students have now found a new way to have life in prison! And it relates to YOutube!
  • ..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)
    • Vicki Davis
       
      Posting personal information is NOT what puts students at risk -- interactive BEHAVIORS! Do! This is one criticism we've had of online projects. At risk behaviors from AT RISK students cause things to happen!!! Listen up!
    • Kristin Hokanson
       
      and your students are lucky that they have you to guide them. Way too many schools are not involving their students in these activities so they don't have these "appropriate" models
    • Vicki Davis
       
      Exactly, kristin -- MORE SCHOOLS have got to do this. It is a travesty that these kids are being victimized when the schools can do something about it. Completely a travesty. I hope we can all get fired up again about this topic, especially with the good research coming out now!
  • Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
  • maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)
    • Vicki Davis
       
      Safety habits and teaching students how to interact safely. Learning to interact with people you KNOW in safe ways will keep our students safe. It is NOT about pulling the plug.
  • Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
    • Vicki Davis
       
      Unfortunately, teaching boys to beware of men is something we have to do because that seems to be who is preying on the young boys.
  • Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)
  • ..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
  • Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
  • Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)
    • Vicki Davis
       
      Again -- behaviors. Teaching children not to take pictures of themselves and post them w/out parental approval is important, particularly for younger kids.
  • Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
    • Vicki Davis
       
      "If you wouldn't say it face to face, you shouldn't say it anyplace," should be our new saying to our students. (Yes, I coined it but it iwhat I will teach to my children.)
  • it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
  • Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)
    • Vicki Davis
       
      The fact that the victims don't have a great relationship with their parents mean that we must have other outlets for teenagers such as with teachers, counselors, and others who are involved in these discussions!
  • We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)
    • Vicki Davis
       
      This recommendation is VERY important!
    • Vicki Davis
       
      Yes, this is a gross mischaracterization. We are afraid of the unknown scary boogeman who isn't who we think he is, when it is the person who is up front that we must worry about. We want someone to blame instead of realizing it is the behavior of kids.
  • Youths need candid, direct discussions about seduction
    • Diane Hammond
       
      The hard part is finding comfortable places to have these discussions. Where is the best place?
    • Vicki Davis
       
      I believe that the Http://digiteen.wikispaces.com project is the best thing I've got going in my classroom with 9th graders in Qatar & Austria. We're having great conversations -- third person looking at things happening and working through what they think is a good way to do it, I believe. I truly think that everyone working with students should be educated to watch for the "signs" -- and we should also have individual programs.
    • Maureen Tumenas
       
      Is this an accurate statistic?
    • Vicki Davis
       
      We can look back at the reference in this study -- the hyperlink is at the top of the page -- I'm not sure of the sample size for this but it looks like this is what the New Jersey study found.
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    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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    Great article!
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    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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    Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
Vicki Davis

ScienceBlogs - 0 views

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    This website is a conglomeration of scientists who are blogging and writing.l They respond to research journals and bring forth "hot topics." In science. Time magazine has written an article about this site and how they are changing the face of science. Blogs are becoming integrated into all aspects of the world and knowing the method of writing effectively there is important.
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    Blogs are becoming part of society. In this case, scientists model how our "young scientists" should be approproaching science as well.
Dave Truss

Education as Pretense: Schooly "Speeches" versus Real "Talks" | Beyond School - 0 views

  • To me it really brought home how artificial speeches about canned subjects in front of a class are little to no preparation about talking to people naturally in a real-world setting. Itโ€™s like the students are only good at โ€œpretend speakingโ€
  • (These types of schooly speeches also unconsciously perpetuate the teacher-centered model of 20th century classrooms, with students being trained to carry that largely stultifying ritual into the future.) 
  • Ours is a century of sharing ideas, and sharing the stage, with the audience. (Iโ€™ll resist the Speech 2.0 label.)
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  • Are there any alternative school competitions that reward not โ€œcompetitive speechifyingโ€ a la Speech and Debate, but instead cooperative negotiation and conflict resolution - both sides being rewarded for listening, conceding points, offering compromises? Both teams winning, else no winner at all?
  • But hereโ€™s the thing
  • Speech is a competitive tool that has nothing to do with listening. Rhetoric is more important than invention. Itโ€™s not okay to just talk to us about what moves you.
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    To me it really brought home how artificial speeches about canned subjects in front of a class are little to no preparation about talking to people naturally in a real-world setting. It's like the students are only good at "pretend speaking"
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    Just went thru public speaking in our school... this rings painfully true!
Deb Henkes

Wissahickon School District's eToolBox - home - 1 views

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    Great wiki with best practices in all types of areas.
  • ...1 more comment...
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    Dianne Krause, Instructional Technology specialist, from Blue Bell, PA USA (http://diannekrause.edublogs.org) has put together an incredible e toolbox wiki that is worth sharing with anyone using a wiki or any web 2.o tool! She shares the tool and gives an example, exactly the type of thing inquiring teachers want to see. She is modeling instead of just expecting them to figure it out! Great job, Diane - you are my new wiki go-to gal! Wow! From digital portfolios to online databases and Ning, she does a GREAT job on this wiki of putting it all together.
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    eToolbox wiki is a wonderful resource, on the Edublogs list of Best Educational Wikis of 2010.
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    This eToolbox wiki is a wonderful resource, on the Edublogs list of Best Educational Wikis of 2010.
Mark Miller

Will at Work Learning: What Work-Learning Audit Reveals - 0 views

  • The more contact, the more learning (for the most part), however there are benefits from learning from experts (e.g., store managers, head clerks), though the worker has to have at least some signicant contact with them to create this benefit. You'll notice that district staff have only a little impact and regional and corporate staff have none.
    • Mark Miller
       
      test note
    • Reggie Ryan
       
      Contact time need for learning. The further away people are, the least chance of learning.
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    Possible theory and practice to use for development of PLN model for schools
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    What Work-Learning Audit Reveals
Diane Hammond

CLE-TV online!(meet the hS STAFF h Watch the hs pawdcast meet the E2 staff h watch the ... - 0 views

  • where students create community content for the global stage.
    • Diane Hammond
       
      A model that is clearly working
Vicki Davis

This morning I came here before I went to twitter. This seems to be the place to be rig... - 1 views

  • Lisa Parisi This morning I came here before I went to twitter. This seems to be the place to be right now. Still not sure of all the groupings, taggings, etc. Reading what everyone writes and hoping to get it soon
  • Will play on Sunday with Karen McMillan and Alice Barr. Anyone else want to join? Anyone want to teach?
  • Kristin Hokanson Liz I think it may be too much ially for the newbie and I will continue to send to delicious.
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  • I was going to present 20 minutes on Del.icio.us, but I may show Diigo instead - or both - or 20 minutes is not enough....
  • This new version "appears" to have fixed that issue, plus I've been impressed with the new features.
  • Caroline Obannon I'm second guessing teaching only del.icio.us myself, too.
  • Liz Davis I'm wondering if Diigo is too much for the newbie. Delicious is so simple and obviously useful. I'm afraid Diigo would scare some people away. I'm still inclined to start with delicious and save Diigo for my more advanced users (of which I have very few).
  • Maybe overwhelming would describe my feelings.
  • However, I can defely think of quite a few people who would balk at it, too and favor the simplicity of Del.icio.us.
  • but most likely wouldn't participate in the social/sharing aspects they offer.
  • The nice thing about the Diigo toolbar is that you can select which buttons to see, so for those who might find the extra choices of tools overwhelming, it can at least be customized.
  • I'm feeling a Diigo obsession building. As soon as Explorer comes up I check to see if there are any messages in Diigo. How nice of them to put that number right on my toolbar!
  • I created my very first List last night,
  • Ryan Bretag I'll join in the fun if you'll have me. Let me know time when you know.
  • There is one feature that I REALLY like and that is that you can EMAIL something you are tagging so for folks who LIKE to get those sites emailed, you can still meet their needs without an extra step yourself
  • I second that. I like Diigo, but del.icio.us simplicity is so inviting.
  • The value of Diigo is that it brings a number of tools together allowing for multiple entry points. The old training model is show them a tool from start to finish that goes over every single detail. With Diigo, why show everything to those new to all this? It is rather easy to click into your bookmarks. From there, teachers have a space they can grow. It also provides a wonderful opportunity to differentiate with your teachers -- the whole multiple points of entry.
  • still I will have fun, exploring it and making effective use of it.
  • it is the ease of integration with blogging and twitter -- I annotated a page yesterday and pulled it directly into my blog. I can twitter bookmark that is important quickly -- AND I can use the tagging standards for the horizon project without having to remember the darn tags -- tag dictionaries are the most useful things to have been invented in a LONG time -- we need to set them up within one of our educational groups!
  • I don' t think I would not teach delicious. But perhaps starting with delicious and saving Diigo for later is a good idea.
  • I do find this site to be much more powerful and useful than delicious. I never really used delicious to its full potential. The fact that I am here just chatting with folks makes me want to stay and contribute to the collective knowledge.
  • We are conversing about the usefulness of diigo and I thought you might like to be included.
  • Maggie Tsai has invited Wade Ren to this conversation
  • Are you guys planning a Sunday get-together? If so, please advise the time - I'd love to join you and help answering any question.
  • Howdy! Wow, what can I say? Diigo is a lot more than delicious. If CoolCat Vicki hadn't written about Diigo again, I probably would have stuck with Delicious...and,if I hadn't been using Twitter, blogs, played around with Facebook, the social networking side of Diigo would have been just so much MORE to learn.
  • my concern would be to NOT limit learners in workshop sessions to the path I followed in learning these tools. Simply, folks, here is a tool that will grow as you grow and learn more about living and contributing in an interconnected world. The ability to have conversations like this, to annotate web pages, to share relevant quotes and tweet as needed...makes me wonder at the need for blogs at all.
  • A few folks are considering exploring Diigo on Sunday morning and having a conversation about it now...join in and learn with us!
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    This is a very honest, open discussion between educators about why diigo or delicious -- I think the fact we can have this conversation within diigo at all says a lot for the usefulness of the tool. Diigo is an emerging tool for social bookmarking and collective intelligence.
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    This%20is%20an%20annotated%20discussion%20of%20our%20discussion%20here%20on%20Diigo.%20%20Look%20how%20deep%20the%20conversation%20can%20go%20now!%20%20WE%20can%20analyze%20ourselves%20and%20extract%20meaning.
yc c

Wolfram Demonstrations Project - 0 views

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    Offers interactive demonstrations of anything that can be modeled mathematically - bacteria growth, light refraction, supply and demand, etc. Running a demo requires Mathematica Player, which can be downloaded free, along with the demos
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    About the Wolfram Demonstrations Project Conceived by Mathematica creator and scientist Stephen Wolfram as a way to bring computational exploration to the widest possible audience, the Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields. Its daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations. Interactive computational resources have typically been scattered across the web--requiring specialized programming knowledge that's made them difficult and expensive to develop. As a result, their coverage has long been limited, and progress has been slow. In many ways, the Wolfram Demonstrations Project introduces a new paradigm for exploring ideas. The power to easily create interactive visualizations, once in the domain of computing experts alone, is now in the hands of every Mathematica user. Demonstrations can be created with just a few short lines of readable code, powered by the revolutionary advances in Mathematica. This opens the door for researchers, educators, students, and professionals at any level to create their own sophisticated mini-applications and publish them online.
Clif Mims

Making the Shift Happen - 0 views

  • shift from the โ€œcomputer classโ€ mindset to an โ€œintegratedโ€ technology program
  • very similar problems, very similar history
  • very similar ideas
  • ...4 more annotations...
  • same fears, concerns and questions
  • why isnโ€™t there a common process or framework to work through
  • why isnโ€™t there a common understanding of what needs to be done to move forward?
  • why arenโ€™t more teachers arriving at schools with some background in this model of teaching and learning
Zhang Luke

The Impact of Quantum Learning - 0 views

  • The FADE modelโ€”Foundation, Atmosphere, Design, Environmentโ€”creates the context of Quantum Learning. We know when the context is strong, it 'fades' into the background and creates the structure for learning to occur.
  • The Quantum Learning framework for student learning is expressed in 5 Tenets of Learning: Everything Speaks: Everything, from surroundings and tone of voice to distribution of materials, conveys an important message about learning. Everything is On Purpose: Everything we do has an intended purpose. Experience Before Label: Students make meaning and transfer new content into long-term memory by connecting to existing schema. Learning is best facilitated when students experience the information in some aspect before they acquire labels for what is being learned. Acknowledge Every Effort: Acknowledgment of each student's effort encourages learning and experimentation. If It's Worth Learning, It's Worth Celebrating!: Celebration provides feedback regarding progress and increases positive emotional associations with the learning.
  • Quantum Learning
  • ...2 more annotations...
  • Quantum Learning
  • Enrollโ€”Use teacher moves that capture the interest, curiosity and attention of the students. Experienceโ€”Create or elicit a common experience, or tap into common knowledge to which all learners can relate. Experience before Label creates schema on which to build new content. Learn & Labelโ€”Present, sequence and define the main content. Students learn labels, thinking skills and academic strategies. Students add new content to their existing schema. Demonstrateโ€”Give students an opportunity to demonstrate and apply their new learning. Review and Reflectโ€”Use a variety of effective, multi-sensory review strategies and empower students to process their new content through reflection. Celebrationโ€”Acknowledge the learning. It cements the content and adds a sense of completion.
Ruth Howard

HP Invents a Central Nervous System for the Earth | Inhabitat - 4 views

  • HP has just unveiled an incredibly ambitious project to create a โ€œCentral Nervous System for the Earthโ€ (CeNSE) composed of billions of super sensitive, cheap, and tough sensors. The project involves distributing these sensors throughout the world and using them to gather data that could be used to detect everything from infrastructure collapse to environmental pollutants to climate change and impending earthquakes. From there, the โ€œInternet of Thingsโ€ and smarter cities are right around the corner.HP is currently developing its first sensor to be deployed, which is an accelerometer 1,000 times more sensitive than those used in the Wii or the iPhone โ€“ itโ€™s capable of detecting motion and vibrations as subtle as a heartbeat. The company also has plans to use nanomaterials to create chemical and biological sensors that are 100 million times more sensitive than current models. Their overall goal is to use advances in sensitivity and nanotech to shrink the size of these devices so that they are small enough to clip onto a mobile telephone.Once HP has created an array of sensors, the next step is distributing them and making sense of all the data they generate. Thatโ€™s no easy task, granted that a network of one million sensors running 24 hours a day would create 20 petabytes of data in just six months. HP is taking all that number crunching to task however, and will be harnessing its in-house networking expertise, consulting, and data storage technologies for the project.The creation of a global sensor system would be an incredible breakthrough โ€“ it could make our cities more efficient, save lives, and enable us to better understand, track, and combat climate change. As HP Labs senior researcher Peter Hartwell has stated, โ€œIf weโ€™re going to save the planet, weโ€™ve got to monitor itโ€œ.+ CeNSEVia Fast CompanyLead photo by Margie Wylie Comments RSS Comments RSS digg_url = 'http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/'; digg_title = 'HP Invents a Central Nervous System for the Earth'; digg_skin = 'compact'; email this tweetmeme_url = "http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/"; tweetmeme_style = "compact"; facebook this Related Posts
David Hilton

Common Core - Working to Bring Exciting, Comprehensive, Content-Rich Instruction to Eve... - 2 views

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    We believe that a child who graduates from high school without an understanding of culture, the arts, history, literature, civics, and language has in fact been left behind. So to improve education in America, we're promoting programs, policies, and initiatives at the local, state, and federal levels that provide students with challenging, rigorous instruction in the full range of liberal arts and sciences.
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    Very heartening to see a growing movement advocating a knowledge-rich, intellectually rigorous curriculum for schools. They've got the funds to hire good photographers and models with nice skin, too.
Said Kassem Hamideh

Text editor with built-in real-time writing support - 20 views

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    A micropayments model allows students to solicit feedback from a wide net of scholars and experts, one piece of feedback at a time: the first-ever knowledge market place to be superimposed over a text editor.
Ed Webb

High-Tech Cheating on Homework Abounds, and Professors Are Partly to Blame - Technology... - 15 views

shared by Ed Webb on 03 Apr 10 - Cached
  • "The feeling about homework is that it's really just busywork,"
    • Ed Webb
       
      The real core of the problem
  • professors didn't put much effort into teaching, so students don't put real effort into learning
  • "The current system places too great a burden on individual faculty who would, under the circumstances, appear to have perverse incentives: Pursuing these matters lowers course evaluations, takes their severely limited time away from research for promotion, and unfortunately personalizes the issue when it is not personal at all, but a violation against the university."
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  • In the humanities, professors have found technological tools to check for blatant copying on essays, and have caught so many culprits that the practice of running papers through plagiarism-detection services has become routine at many colleges. But that software is not suited to science-class assignments.
  • a "studio" model of teaching
    • Ed Webb
       
      At Dickinson we do workshop physics - I bet cheating is reduced.
  • The parents paid tuition in cash
  • The idea that students should be working in a shell is so interesting. It never even occurred to me as a student that I shouldn't work with someone else on my homework. How else do you figure it out? I guess that is peer-to-peer teaching. Copying someone else's work and presenting it as your own is clearly wrong (and, as demonstrated above, doesn't do the student any good), but learning from the resources at hand ought to be encouraged. Afterall, struggling through homework problems in intro physics is how you learn in the first place.
Dave Truss

ELT notes: IWBs and the Fallacy of Integration - 7 views

  • motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
  • We need autonomous, self-motivated students in love with the process of how humanity has learnt.
  • There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
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  • We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.
  • Tech is tech no matter what it does. It's innovative in its nature.
  • We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".
  • What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".
  • I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.
  • students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.
  • First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.
  • Ideally, we should envision a future where authorities engage teachers in conversations before buying.
  • Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.
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    We need autonomous, self-motivated students in love with the process of how humanity has learnt.
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