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Dennis OConnor

The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy - 6 views

www.hackeducation.com/...s-are-questioning-khan-academy

Khan Academy pedagogy elearning flipped classroom

shared by Dennis OConnor on 28 Mar 12 - No Cached
  • While "technology will replace teachers" seems like a silly argument to make, one need only look at the state of most school budgets and know that something's got to give. And lately, that something looks like teachers' jobs, particularly to those on the receiving end of pink slips. Granted, we haven't implemented a robot army of teachers to replace those expensive human salaries yet (South Korea is working on the robot teacher technology. I'll keep you posted.). But we are laying off teachers in mass numbers. Teachers know their jobs are on the line, something that's incredibly demoralizing for a profession already struggles mightily to retain qualified people.
  • it's hard not to see that wealth as having political not just economic impact. Indeed, the same week that Bill Gates spoke to the Council of Chief State School Officers about ending pay increases for graduate degrees in teaching, Secretary of Education Arne Duncan issued almost the very same statement. What does all of this have to do with Sal Khan? Well, nothing... and everything.
  • One of education historian Diane Ravitch's oft-uttered complaints is that we now have a bunch of billionaires like Gates dictating education policy and education reform, without ever having been classroom teachers themselves (or without having attended public school). But the skepticism about Khan Academy isn't just a matter of wealth or credentials of Khan or his backers. It's a matter of pedagogy.
  • ...2 more annotations...
  • No doubt, Khan has done something incredible by creating thousands of videos, distributing them online for free, and now designing an analytics dashboard for people to monitor and guide students' movements through the Khan Academy material. And no doubt, lots of people say they've learned a lot by watching the videos. The ability pause, rewind, and replay is often cited as the difference between "getting" the subject matter through classroom instruction and "getting it" via Khan Academy's lecture-demonstrations.
  • Although there's a tech component here that makes this appear innovative, that's really a matter of form, not content, that's new. There's actually very little in the videos that distinguishes Khan from "traditional" teaching. A teacher talks. Students listen. And that's "learning." Repeat over and over again (Pause, rewind, replay in this case). And that's "drilling."
Melinda Waffle

Does the Internet Make You Smarter? - WSJ.com - 6 views

online.wsj.com/...4025304575284973472694334.html

technology article education intelligence learning

shared by Melinda Waffle on 07 Jun 10 - Cached
  • Melinda Waffle on 07 Jun 10
     
    Article makes an interesting parallel between the explosion of print (post-printing press) and the explosion we are experiencing in the digital age.
Brian C. Smith

eSchoolNews - Students want more use of gaming technology - 0 views

www.eschoolnews.com/...top-news

article gaming

shared by Brian C. Smith on 30 May 08 - Cached
    • Brian C. Smith
      Brian C. Smith on 30 May 08
       
      Is it only the test scores? I worry about the actual translation of math skills to real world problems rather than having students do well on a test or beat their friends for bragging rights.
  • Nearly two-thirds of middle and high school students said “let me use my own laptop, cell phone, or other mobile device at school.”
  • While 53 percent of middle and high school students are excited about using mobile devices to help them learn, only 15 percent of school leaders support this idea. Also, fewer than half as many parents as students see a place for online learning in the 21st century school.
    • Brian C. Smith
      Brian C. Smith on 30 May 08
       
      With a gap of 38% between students and admins you'd think the administrators might actually approach students, the most untapped resource in the school community, about how they might see the use of mobile devices to help or enhance thier learning and communication.
  • ...4 more annotations...
  • And even fewer teachers, parents, and school leaders want students to have access to eMail and instant-messaging accounts from school.
  • Keeping school leaders well informed is the first step toward helping to bridge this disconnect
    • Brian C. Smith
      Brian C. Smith on 30 May 08
       
      There are many, many timely and effective ways for school leaders to stay informed themselves. Why are they not taking advantage of these? Let's teach them to fish.
  • Hopefully, the results of this survey will reach them. If school leaders become more familiar with student views,
    • Brian C. Smith
      Brian C. Smith on 30 May 08
       
      Suggestion: Listen and talk (sparingly) to the students in your schools, get to know them. One of the best strategies for learning I ever learned was to "know your students well". Listen to the students in your schools and you will learn a lot.
  • his vision for the ultimate school is one where the teachers and the principal actively seek and regularly include the ideas of students in discussions and planning for all aspects of education—not just technology.
    • Brian C. Smith
      Brian C. Smith on 30 May 08
       
      Exactly.
Keith Hamon

Seven Habits of Highly Connected People by Stephen Downes, Guest Contributor ... - 0 views

lisaneal.wordpress.com/...ephen-downes-guest-contributor

blog digital_citizenship networks technology web 2.0

shared by Keith Hamon on 04 Apr 08 - Cached
  • Posting, after all, isn’t about airing your own views. It’s about connecting, and the best way to connect is to clearly draw the link between their content, and yours.
  • When connecting online, it is more important to find the places you can add value rather than to pursue a particular goal or objective.
  • Keith Hamon on 04 Apr 08
     
    People will connect & stay connected to you only if you provide some value (entertainment, knowledge, skill, resources, personality) for them.
Darren Kuropatwa

NASSP - Shifting Ground - 14 views

www.principals.org/...sec.asp

filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy

shared by Darren Kuropatwa on 06 Dec 09 - Cached
  • Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
    • Dave Truss
      Dave Truss on 06 Dec 09
       
      I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
    • Darren Kuropatwa
      Darren Kuropatwa on 07 Dec 09
       
      I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
  • The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
  • ...5 more annotations...
  • Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
  • The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
  • Once students have worked together, the question must become, What can they create?
  • But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
  • Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
  • Dave Truss on 06 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Darren Kuropatwa on 07 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
Martin Burrett

Challenging students by @ncjbrown - 0 views

ukedchat.com/...allenging-students-by-ncjbrown

challenge students

shared by Martin Burrett on 27 Dec 15 - No Cached
  • Martin Burrett on 27 Dec 15
     
    As far as my work as a teacher and teacher trainer is concerned, I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance, which is then differentiated to meet pupils' and students' needs. To support my learners I provide relevant and specific praise and feedback, engaging and interesting tasks and activities, sound guidelines and instructions, solid question and answer sessions and clear, practical examples or modelling.
  • Walter Antoniotti on 10 Jan 16
     
    2) Alfie Kohn "In fact, there isn't even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement. If we're making 12-year-olds, much less five-year-olds, do homework, it's either because we're misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says." Homework: An Unnecessary Evil? ... Findings from New Research 3) Tyler Cowen believed education can create potentially valuable workers by helping them improve their value by using smart machines and that these two are stronger complements than ever. Students may not be able to calculate like computers but we can teach students to be better readers of character and emotion and to be the best interpreters of the masses of information provided by the behavioral sciences and big data. Not all students need to do programming but they need to easily make the most of technology. He sees educators as motivators and online managers rather than as a professor. From Average is Over, 2013 by Tyler Cower Could a majority on workers hurt by Geekability add to A. Greenspan's fear of unrest?
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