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Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 11 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • that computers can distract and not instruct.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
Ed Webb

McLean Students Sue Anti-Cheating Service - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2007032802038.html

washingtonpost copyright anticheating plagiarism

shared by Ed Webb on 04 Aug 09 - Cached
  • Kevin Wade, that plaintiff's father, said he thinks schools should focus on teaching students cheating is wrong."You can't take a person's work and run it through a computer and make an honest person out of them,"
  • it seems like Turnitin is a commercial use. They turn around and sell this service, and it's expensive. And the service only works because they get these papers
Jim Farmer

The Thomas Jefferson Papers - 0 views

www.free.ed.gov/resource.cfm

history resources Jefferson Thomas Jefferson social studies

shared by Jim Farmer on 15 Apr 09 - Cached
  • Jim Farmer on 15 Apr 09
     
    20,000 plus images of Jefferson's documents.
Vicki Davis

Call for Artwork :: Mission 10,000 Rockets - 3 views

www.artsonia.com/...detail.asp

science art contest edu_news

shared by Vicki Davis on 12 Oct 09 - Cached
  • Every invention starts from a simple drawing on a paper. To celebrate the DigitalGlobe™ satellite launch that will capture high-resolution pictures for Bing™ Maps, we want to borrow kids' imaginations to create the rocket of tomorrow.
  • Of the first 10,000 drawings submitted, every school that submits at least 20 drawings will be entered into a drawing to win a $5,000 donation from Bing™ and a portion of the book proceeds.
  • Vicki Davis on 12 Oct 09
     
    ! Of the first 10,000 drawings submitted, every school that submits at least 20 drawings will be entered into a drawing to win a $5,000 donation from Bing™ and a portion of the book proceeds. We understand this is quite a tight deadline. To help you out, we are going to provide you with some educational materials. The first 500 teachers to fill out an information request form on Artsonia will get a poster for the classroom, along with a satellite and rocket fact sheet and some fun rocket trading cards. You may also download pdf printable versions of the educational materials. In addition, students can watch the Delta II rocket launch video on www.10000rockets.com. Then, in early November, Bing™ will have a panel of scientists talking about rockets and you can use that for further inspiration in the classroom. As the students are learning about rockets, we want to get 10,000 of them to draw the rocket of tomorrow. Drawings can be uploaded on Artsonia from 10/8/09-11/25/09. We will do a few things with the drawings: * The first 10,000 drawings will be published in your Artsonia school gallery and showcased on a dedicated gallery website, www.10000rockets.com. * Schools who submit at least 20 drawings will be entered into a drawing to win* one of eight $5,000 donations. * Each drawing will be judged by a panel of Microsoft employees in conjunction with scientists. The judges will select one from each grade group (K-5, 6-8, 9-12) that inspires them and turn these student drawings into 3-D models to honor their invention. * The first 10,000 qualified drawings will be placed into a commemorative book and sold on 10000rockets.com. Proceeds from the book will be donated to 8 of the schools who have students featured in the book, chosen at random.
yc c

Does the Brain Like E-Books? - Room for Debate Blog - NYTimes.com - 10 views

roomfordebate.blogs.nytimes.com/...does-the-brain-like-e-books

ebooks reading psychology article

shared by yc c on 16 Oct 09 - Cached
  • However, displays have vastly improved since then, and now with high resolution monitors reading speed is no different than reading from paper.
    • yc c
      yc c on 16 Oct 09
       
      opposite from above mention
Maggie Verster

Response to a Criticism about Using Twitter in the Classroom - 7 views

teachpaperless.blogspot.com/...-to-criticism-about-using.html

twitter classroom teaching school2.0 education

shared by Maggie Verster on 03 Nov 09 - Cached
  • After all, kids can write all kinds of nonsense on a sheet of paper and spread it around school, as well; they've been doing that for generations. Yet, I don't see too many teachers wondering whether we should allow them to write.
yc c

Academic software for research papers | Mendeley - 8 views

www.mendeley.com

software research groupware

shared by yc c on 03 Dec 09 - Cached
  • yc c on 03 Dec 09
     
    free research management tool for desktop & web
C CC

Exercise Book to Spark Creativity - 9 views

ukedchat.com/...rcise-book-to-spark-creativity

writing literacy creativity paper

shared by C CC on 16 Jun 14 - No Cached
  • C CC on 16 Jun 14
     
    Interesting
Ed Webb

Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views

thecorrespondent.com/...5432867990-073c5173

education LiberalArts psychology training

shared by Ed Webb on 09 Mar 20 - Cached
  • dispelling nonsense is much harder than spreading nonsense.
  • a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
  • astonishing sacrifices made in the quest for efficiency, specialisation and excellence
  • ...20 more annotations...
  • Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
  • Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions. 
  • early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
  • learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
  • In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
  • friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea. 
  • In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one. 
  • The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on. 
  • In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
  • Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
  • Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
  • Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
  • which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
  • Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
  • The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
  • specialising in short-term success gets in the way of long-term success. This also applies to education.
  • (Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
  • Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
  • the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage. 
  • "Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.
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