Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.
Group items matching
in title, tags, annotations or url
1More
1More
Face Britain: The UK's largest art gallery - 4 views
77More
Why Women Still Can't Have It All - www.theatlantic.com - Readability - 7 views
-
-
when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.
-
I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.
- ...67 more annotations...
-
I had the ability to set my own schedule most of the time. I could be with my kids when I needed to be, and still get the work done.
-
the minute I found myself in a job that is typical for the vast majority of working women (and men), working long hours on someone else’s schedule, I could no longer be both the parent and the professional I wanted to be
-
having it all was not possible in many types of jobs, including high government office—at least not for very long.
-
“Having control over your schedule is the only way that women who want to have a career and a family can make it work.”
-
Yet the decision to step down from a position of power—to value family over professional advancement, even for a time—is directly at odds with the prevailing social pressures on career professionals in the United States.
-
Think about what this “standard Washington excuse” implies: it is so unthinkable that an official would actually step down to spend time with his or her family that this must be a cover for something else.
-
Both were very clear that they did not want that life, but could not figure out how to combine professional success and satisfaction with a real commitment to family.
-
many of us are also reinforcing a falsehood: that “having it all” is, more than anything, a function of personal determination.
-
there has been very little honest discussion among women of our age about the real barriers and flaws that still exist in the system despite the opportunities we inherited.
-
But we have choices about the type and tempo of the work we do. We are the women who could be leading, and who should be equally represented in the leadership ranks.
-
women are less happy today than their predecessors were in 1972, both in absolute terms and relative to men.
-
The best hope for improving the lot of all women, and for closing what Wolfers and Stevenson call a “new gender gap”—measured by well-being rather than wages—is to close the leadership gap:
-
Only when women wield power in sufficient numbers will we create a society that genuinely works for all women. That will be a society that works for everyone.
-
We must clear them out of the way to make room for a more honest and productive discussion about real solutions to the problems faced by professional women.
-
These women cannot possibly be the standard against which even very talented professional women should measure themselves. Such a standard sets up most women for a sense of failure
-
A simple measure is how many women in top positions have children compared with their male colleagues.
-
Every male Supreme Court justice has a family. Two of the three female justices are single with no children.
-
women hold fewer than 30 percent of the senior foreign-policy positions in each of these institutions.
-
“You know what would help the vast majority of women with work/family balance? MAKE SCHOOL SCHEDULES MATCH WORK SCHEDULES.” The present system, she noted, is based on a society that no longer exists—one in which farming was a major occupation and stay-at-home moms were the norm. Yet the system hasn’t changed.
-
“Inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs.”
-
I would hope to see commencement speeches that finger America’s social and business policies, rather than women’s level of ambition, in explaining the dearth of women at the top. But changing these policies requires much more than speeches. It means fighting the mundane battles—every day, every year—in individual workplaces, in legislatures, and in the media.
-
assumes that most women will feel as comfortable as men do about being away from their children, as long as their partner is home with them. In my experience, that is simply not the case.
-
I do not believe fathers love their children any less than mothers do, but men do seem more likely to choose their job at a cost to their family, while women seem more likely to choose their family at a cost to their job.
-
To many men, however, the choice to spend more time with their children, instead of working long hours on issues that affect many lives, seems selfish.
-
It is not clear to me that this ethical framework makes sense for society. Why should we want leaders who fall short on personal responsibilities?
-
Regardless, it is clear which set of choices society values more today. Workers who put their careers first are typically rewarded; workers who choose their families are overlooked, disbelieved, or accused of unprofessionalism.
-
having a supportive mate may well be a necessary condition if women are to have it all, but it is not sufficient
-
Ultimately, it is society that must change, coming to value choices to put family ahead of work just as much as those to put work ahead of family. If we really valued those choices, we would value the people who make them; if we valued the people who make them, we would do everything possible to hire and retain them; if we did everything possible to allow them to combine work and family equally over time, then the choices would get a lot easier.
-
Given the way our work culture is oriented today, I recommend establishing yourself in your career first but still trying to have kids before you are 35—or else freeze your eggs, whether you are married or not.
-
But the truth is, neither sequence is optimal, and both involve trade-offs that men do not have to make.
-
You should be able to have a family if you want one—however and whenever your life circumstances allow—and still have the career you desire.
-
If more women could strike this balance, more women would reach leadership positions. And if more women were in leadership positions, they could make it easier for more women to stay in the workforce. The rest of this essay details how.
-
I have to admit that my assumption that I would stay late made me much less efficient over the course of the day than I might have been, and certainly less so than some of my colleagues, who managed to get the same amount of work done and go home at a decent hour.
-
Still, armed with e-mail, instant messaging, phones, and videoconferencing technology, we should be able to move to a culture where the office is a base of operations more than the required locus of work.
-
Being able to work from home—in the evening after children are put to bed, or during their sick days or snow days, and at least some of the time on weekends—can be the key, for mothers, to carrying your full load versus letting a team down at crucial moments.
-
Changes in default office rules should not advantage parents over other workers; indeed, done right, they can improve relations among co-workers by raising their awareness of each other’s circumstances and instilling a sense of fairness.
-
The policy was shaped by the belief that giving women “special treatment” can “backfire if the broader norms shaping the behavior of all employees do not change.”
-
Our assumptions are just that: things we believe that are not necessarily so. Yet what we assume has an enormous impact on our perceptions and responses. Fortunately, changing our assumptions is up to us.
-
One of the best ways to move social norms in this direction is to choose and celebrate different role models.
-
If we didn’t start to learn how to integrate our personal, social, and professional lives, we were about five years away from morphing into the angry woman on the other side of a mahogany desk who questions her staff’s work ethic after standard 12-hour workdays, before heading home to eat moo shoo pork in her lonely apartment.
-
Women have contributed to the fetish of the one-dimensional life, albeit by necessity. The pioneer generation of feminists walled off their personal lives from their professional personas to ensure that they could never be discriminated against for a lack of commitment to their work.
-
It seems odd to me to list degrees, awards, positions, and interests and not include the dimension of my life that is most important to me—and takes an enormous amount of my time.
-
This does not mean that you should insist that your colleagues spend time cooing over pictures of your baby or listening to the prodigious accomplishments of your kindergartner. It does mean that if you are late coming in one week, because it is your turn to drive the kids to school, that you be honest about what you are doing.
-
Indeed, the most frequent reaction I get in putting forth these ideas is that when the choice is whether to hire a man who will work whenever and wherever needed, or a woman who needs more flexibility, choosing the man will add more value to the company.
-
In 2011, a study on flexibility in the workplace by Ellen Galinsky, Kelly Sakai, and Tyler Wigton of the Families and Work Institute showed that increased flexibility correlates positively with job engagement, job satisfaction, employee retention, and employee health.
-
Other scholars have concluded that good family policies attract better talent, which in turn raises productivity, but that the policies themselves have no impact on productivity.
-
What is evident, however, is that many firms that recruit and train well-educated professional women are aware that when a woman leaves because of bad work-family balance, they are losing the money and time they invested in her.
-
The answer—already being deployed in different corners of the industry—is a combination of alternative fee structures, virtual firms, women-owned firms, and the outsourcing of discrete legal jobs to other jurisdictions.
-
Women, and Generation X and Y lawyers more generally, are pushing for these changes on the supply side; clients determined to reduce legal fees and increase flexible service are pulling on the demand side. Slowly, change is happening.
-
In trying to address these issues, some firms are finding out that women’s ways of working may just be better ways of working, for employees and clients alike.
-
“We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”
-
“Genius is nothing more nor less than childhood recovered at will.” Google apparently has taken note.
-
the more often people with different perspectives come together, the more likely creative ideas are to emerge. Giving workers the ability to integrate their non-work lives with their work—whether they spend that time mothering or marathoning—will open the door to a much wider range of influences and ideas.
-
Men have, of course, become much more involved parents over the past couple of decades, and that, too, suggests broad support for big changes in the way we balance work and family.
-
women would do well to frame work-family balance in terms of the broader social and economic issues that affect both women and men.
-
Yet I also want a world in which, in Lisa Jackson’s words, “to be a strong woman, you don’t have to give up on the things that define you as a woman.”
-
“Empowering yourself,” Jackson said in her speech at Princeton, “doesn’t have to mean rejecting motherhood, or eliminating the nurturing or feminine aspects of who you are.”
-
But now is the time to revisit the assumption that women must rush to adapt to the “man’s world” that our mothers and mentors warned us about.
-
If women are ever to achieve real equality as leaders, then we have to stop accepting male behavior and male choices as the default and the ideal.
-
We must insist on changing social policies and bending career tracks to accommodate our choices, too. We have the power to do it if we decide to, and we have many men standing beside us.
1More
shared by Carl Bogardu on 02 Sep 10
- Cached
Welcome To The FACE Kids Site - 18 views
www.copyrightkids.org
copyright education plagiarism kids reference FairUse resources 2010 all_teachers bestpractices technology techintegrator digitalcitizenship administrator
![](/images/link.gif)
2More
shared by Reuven Werber on 17 Oct 10
- Cached
City Brights: Howard Rheingold : Crap Detection 101 - Information evaluation - 13 views
www.sfgate.com/...detail
Infolit informationfluency assessment accuracy evaluation literacy information Internet crap detection informationliteracy information_literacy
![](/images/link.gif)
-
To me, the issue of information literacy could be even more important than the health or education of some individuals. Fundamental aspects of democracy, economic production, the discovery and use of knowledge might be at stake. Some of the biggest problems facing the world today seem to be far beyond the ability of any individual or community, or even the whole human race, to tackle.
10More
shared by Eloise Pasteur on 14 Aug 08
- Cached
Doing Digital Scholarship: Presentation at Digital Humanities 2008 « Digital ... - 0 views
digitalscholarship.wordpress.com/...ion-at-digital-humanities-2008
digital_scholarship humanities research tools web 2.0
![](/images/link.gif)
-
My session, which explored the meaning and significance of “digital humanities,” also featured rich, engaging presentations by Edward Vanhoutte on the history of humanities computing and John Walsh on comparing alchemy and digital humanities.
-
I wondered: What is digital scholarship, anyway? What does it take to produce digital scholarship? What kind of digital resources and tools are available to support it? To what extent do these resources and tools enable us to do research more productively and creatively? What new questions do these tools and resources enable us to ask? What’s challenging about producing digital scholarship? What happens when scholars share research openly through blogs, institutional repositories, & other means?
-
I decided to investigate these questions by remixing my 2002 dissertation as a work of digital scholarship. Now I’ll acknowledge that my study is not exactly scientific—there is a rather subjective sample of one. However, I figured, somewhat pragmatically, that the best way for me to understand what digital scholars face was to do the work myself.
- ...6 more annotations...
-
The ACLS Commission on Cyberinfrastructure’s report points to five manifestations of digital scholarship: collection building, tools to support collection building, tools to support analysis, using tools and collections to produce “new intellectual products,” and authoring tools.
-
Tara McPherson, the editor of Vectors, offered her own “Typology of Digital Humanities”: • The Computing Humanities: focused on building tools, infrastructure, standards and collections, e.g. The Blake Archive • The Blogging Humanities: networked, peer-to-peer, e.g. crooked timber • The Multimodal Humanities: “bring together databases, scholarly tools, networked writing, and peer-to-peer commentary while also leveraging the potential of the visual and aural media that so dominate contemporary life,” e.g. Vectors
-
My initial diagram of digital scholarship pictured single-headed arrows linking different approaches to digital scholarship; my revised diagram looks more like spaghetti, with arrows going all over the place. Theories inform collection building; the process of blogging helps to shape an argument; how a scholar wants to communicate an idea influences what tools are selected and how they are used.
-
I looked at 5 categories: archival resources as well as primary and secondary books and journals. I found that with the exception of archival materials, over 90% of the materials I cited in my bibliography are in a digital format. However, only about 83% of primary resources and 37% of the secondary materials are available as full text. If you want to do use text analysis tools on 19th century American novels or 20th century articles from major humanities journals, you’re in luck, but the other stuff is trickier because of copyright constraints.
-
I found that there were some scanning errors with Google Books, but not as many as I expected. I wished that Google Books provided full text rather than PDF files of its public domain content, as do Open Content Alliance and Making of America (and EAF, if you just download the HTML). I had to convert Google’s PDF files to Adobe Tagged Text XML and got disappointing results. The OCR quality for Open Content Alliance was better, but words were not joined across line breaks, reducing accuracy. With multi-volume works, neither Open Content Alliance nor Google Books provided very good metadata.
-
To make it easier for researchers to discover relevant tools, I teamed up with 5 other librarians to launch the Digital Research Tools, or DiRT, wiki at the end of May.
1More
shared by Ginger Lewman on 01 Nov 08
- Cached
Facing History and Ourselves - Frequently Asked Questions and Information - 0 views
www2.facinghistory.org/...C774B6F21A698685257425004EE879
history global collaboration genocide holocaust authentic
![](/images/link.gif)
2More
Thomas Friedman Gets A Pie In The Face During Speech At Brown - Media on The Huffington... - 0 views
3More
The Games Teachers Play - Education Articles - 0 views
-
Perhaps there are many more distractions facing children today, but great teachers continue to create environments where their students want to be and to learn.
-
Rather than take the steps necessary to make school more social, teachers more engaging, and curriculum more relevant, we either shift blame to parents, TV and hip hop, or seek salvation in the lessons of Grand Theft Auto.
2More
26 Keys to Student Engagement - 0 views
-
Teacher (as student). Students see the teaching part of our persona every day. We stand before them telling and showing them how wise and passionate we are about the topics we teach. But, do we stand before them as learners? What would that do to engagement, if we shared with students how we came to know, how we faced and conquered learning challenges, and most importantly how we can help them do the same. Teachers who stand before their class as learners first, are more successful teachers because of it.
2More
Digitally Speaking wiki - This wiki is designed to introduce us... - 0 views
-
Easily the greatest struggle that educators face in today's day and age is properly preparing students for a future that is poorly defined yet rapidly changing. While we know that something must change, we simply cannot begin to imagine what those changes might look like.
1More
The Two Million Minutes Blog - 0 views
-
The Two Million Minutes Blog A continuation of the TWO MILLION MINUTES documentary film, this blog offers deeper insights into education in China, India and the United States, and the challenge America faces. Now you can join a dialog about what governments, communities and families should and are doing to best prepare US students for satisfying careers in the 21st century.
12More
shared by Darren Kuropatwa on 06 Dec 09
- Cached
NASSP - Shifting Ground - 14 views
www.principals.org/...sec.asp
filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy
![](/images/link.gif)
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
45More
AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views
- ...33 more annotations...
-
a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
-
learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
-
This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
-
The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
-
independently of the other (
-
The learning object should, as far as possible, be free standing.
-
YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
-
-
We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
-
n the Java language
-
The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
-
The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
-
A key challenge for the project is to resolve the tensions in a creative and productive way.
-
A compound object consists of two or more independent learning objects that are linked to create the compound.
-
They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
-
they should be able to reconfigure this to shape their own compound object.
-
main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
-
learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
-
the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
-
the syllabus navigation structure operates at a different layer of organisation for the learning object resources
-
painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
10More
Seen Not Heard- Boing Boing - 3 views
-
Cameras don't make you feel more secure; they make you feel twitchy and paranoid. Some people say that the only people who don't like school cameras are the people that have something to hide. But having the cameras is a constant reminder that the school does not trust you and that the school is worried your fellow classmates might go on some sort of killing rampage.
-
Some people say youngsters are more disrespectful than ever before. But if you were in an environment where you were constantly being treated as a criminal, would you still be respectful? In high school, one of my favorite English teachers never had trouble with her students. The students in her class were the most well behaved in the school--even if they were horrible in other teachers' classes. We were well-mannered, addressed her as "Ma'am," and stood when she entered the room. Other teachers were astonished that she could manage her students so well, especially since many of them were troublemakers. She accomplished this not though harsh discipline, but by treating us with respect and being genuinely hurt if we did not return it.
- ...6 more annotations...
-
Schools today are not training students to be good citizens: they are training students to be obedient.
-
@SchoolSecurityBlog, the issue is that in schools your constitutional rights are completely ignored. Random bag searches are not conducted with probable cause or a search warrant. If students spend the first part of their life in an environment where their rights are ignored, then they will not insist on them later in life. Someone might make the argument that since students are minors that they don't have rights. It is a weak argument. For one thing, I reached the age of majority while still in public school, and they still ignored my rights.
-
most of these so called "reasonable risk reduction measures" are not reasonable nor do they reduce risk. Cameras are entirely ineffective in preventing crime or violence. My school had a camera watching the vending machines, but a student still robbed them and was not even caught (he took the simple measure of obscuring his face). I acknowledge that there have been many court ruling that make what schools do legal. However, even with the "in loco parentis" policy in place, even my parents would not have a legal right to search my stuff without my permission when I turned 18 (which is how old I was my senior year). Yet the school could search my bag if they wanted to. Or my friends car (I am pretty sure he was also 18 when that happened, he was only a few months younger than I). That means that once a kid turns 18, the school system technically had more control over the kid than his parents do. Another problem that I have with in loco parentis is that the school really is not a students parent. A parent presumably has the child's best interests at heart, if they didn't it could be grounds for the state to take the child away from the parent. Unfortunately, school faculty members do not always have the student's best interests at heart. They should and often do, but many times some faculty members just like messing with people. It is an unfortunate fact, and one that I am sure many people would like to ignore, but the fact of the matter is that bullies are not confined to the student body. Also parents go to extraordinary measures for their children. They pay to keep them clothed and fed and cared for. They devote endless hours taking care of them. Therefore it makes sense that they should be granted extraordinary legal measures to take care of their children. To grant these same legal measures to an arbitrary school faculty member is really in insult to the hard and loving work of parents everywhere.
-
The schools of decades past seemed to get by without universal surveillance. Why is it all of the sudden essential today? Could many of these security measures be over reactions stemming from mass publicized incidents of school violence?
Face (sociological concept) - Wikipedia, the free encyclopedia - 3 views
Face Saving - 7 views
13More
shared by Dave Truss on 20 Apr 10
- Cached
ELT notes: IWBs and the Fallacy of Integration - 7 views
eltnotes.blogspot.com/...nd-fallacy-of-integration.html
learning technologyintegration leadership mycomments
![](/images/link.gif)
-
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.
-
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?
- ...9 more annotations...
-
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.
-
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.
1More