The idea was to establish Idaho’s schools as a high-tech vanguard.
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SOPA blackout: Bills lose three co-sponsors amid protests - latimes.com - 1 views
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How the tide turns. Just take away wikipedia and blackout google and this is what happens. This was the topic of conversation at school yesterday. Major websites may have just realized the power of those eyeballs on their site. "Three co-sponsors of the SOPA and PIPA antipiracy bills have publicly withdrawn their support as Wikipedia and thousands of other websites blacked out their pages Wednesday to protest the legislation. Sen. Marco Rubio (R-Fla.) withdrew as a co-sponsor of the Protect IP Act in the Senate, while Reps. Lee Terry (R-Neb.) and Ben Quayle (R-Ariz.) said they were pulling their names from the companion House bill, the Stop Online Piracy Act. Opponents of the legislation, led by large Internet companies, say its broad definitions could lead to censorship of online content and force some websites to shut down.
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shared by EXECUTIVE DIRECTOR on 05 Aug 09
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Lampitt Honored for 'Sexting' Legislation - The Institute for Responsible Online and Ce... - 0 views
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"We at the Institute for Responsible Online and Cell-Phone Communication commend Assemblywoman Pamela R. Lampitt for proactively raising the importance of digital responsibility and awareness at the statewide level." Richard Guerry, the Executive Director of I.R.O.C2 said. "By starting and encouraging a dialogue regarding detrimental digital issues, such as sexting, and by proposing legislation intended to further spread awareness of their negative consequences, the Assemblywoman has become a leader of digital responsibility, or Responsibility 2.1C, in the great state of New Jersey."
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Texas Legislators Seek to Pare Standardized Tests - NYTimes.com - 1 views
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Texas is going to cut down testing. This is a wise move for many reasons. Some states are cutting out teachers and the same time increasing spending on test taking. Such decisions harm learning no matter what test you take. ""Testing companies are in the business of making a profit, but let's not confuse their mission - their mission is to create as many tests as they can and then grade them at as little cost as possible," the chairman of the Senate Education Committee, Dan Patrick, Republican of Houston, said Tuesday at a hearing on a comprehensive education bill that would reduce the number of high-stakes tests students must pass to graduate."
Wisconsin judge orders state GOP to redraw gerrymandered legislative districts - Salon.com - 0 views
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Digital accessibility: Exhibition industry aims to deliver entertainment for all - 0 views
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Andreas Fuchs Aug. 18, 2011 "At CinemaCon 2011 in Las Vegas, the National Association of Theatre Owners (NATO) hosted a special Accessibility Demonstration for Digital Cinema. Alongside legislative mandates across many states and numerous community commitment programs that North American theatre circuits have in place, NATO deserves special credit for calling attention to the opportunities afforded by digital technologies in providing access to all guests."
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"SEND: Supporting and enhancing the learning of children with a special educational need, or living with a disability, can be one of the most rewarding aspects of teaching. Yet, with rules, guidance and legislation also impacting on provisions that need to be met, ensuring that all students receive a good educational experience can be challenging to schools, teachers and leaders."
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Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 8 views
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To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators.
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And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
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OK, several comments here. 1. I have no problem with "less a lecturer." However, I do not advocate the elimination of lecture. It is one of many methods for teacher and learning. 2. The implication of the last part of the sentence is that the computer is becoming the/a teacher, delivering instruction. I do not agree with this characterization of technology. It is a tool for helping students learn, not for teaching them (with some exceptions). It extends the learners access to knowledge and skills...
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And some say they are opposed to shifting money to online classes and other teaching methods whose benefits remain unproved.
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My question here is, "Why are the requiring online classes?" If it is part of the "high-tech vangard" thing, then I don't really understand. If it is because they believe that it is more effective for learning, well, that's a complex issue that depends on so many things that have NOTHING to do with the state's legislature. If it is because students will be taking online courses in their future, and then need to learn to take online courses while in high school, then I can support that. I do not believe that it is appropriate to compare online courses to face-to-face courses. Fact is, sometime online is the only way you can access the knowledge/skills that you need. We need to be comfortable with that. But it has little to do with technology. It's learning!
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improve student learning.
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This is a phrase that irks me. I think that we should be using contemporary information and communication technologies for teaching and learning, because our prevailing information environment is networked, digital, and info-abundant. We should be using tech to make learning more relevant to our time...
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“I fought for my country,” she said. “Now I’m fighting for my kids.” Gov. C. L. Otter, known as Butch, and Tom Luna, the schools superintendent, who have championed the plan, said teachers had been misled by their union into believing the changes were a step toward replacing them with computers. Mr. Luna said the teachers’ anger was intensified by other legislation, also passed last spring, that eliminated protections for teachers with seniority and replaced it with a pay-for-performance system. Some teachers have also expressed concern that teaching positions could be eliminated and their raises reduced to help offset the cost of the technology. Mr. Luna acknowledged that many teachers in the state were conservative Republicans like him — making Idaho’s politics less black and white than in states like Wisconsin and New Jersey, where union-backed teachers have been at odds with politicians.
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The teacher does become the guide and the coach and the educator in the room helping students to move at their own pace.
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This is so far off the mark that I do not know where to begin. OK, here's what I would say. "Our children live in a time of rapid change. Therefore, they must become resourceful and relentless learners. Being a teacher in such classrooms requires an expanding array of skills and activities, among them, being resourceful and relentless learners in front of their students -- adapting to today's prevailing information environment and the information and communication technologies that work it." Probably need to find a simpler way to express this.
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The plan requires high school students to take online courses for two of their 47 graduation credits
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Mr. Luna said this would allow students to take subjects that were not otherwise available at their schools and familiarize them with learning online, something he said was increasingly common in college
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becomes the textbook for every class, the research device, the advanced math calculator, the word processor and the portal to a world of information.
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Teachers are resisting, saying that they prefer to employ technology as it suits their own teaching methods and styles. Some feel they are judged on how much they make use of technology, regardless of whether it improves learning. Some teachers in the Los Angeles public schools, for example, complain that the form that supervisors use to evaluate teachers has a check box on whether they use technology, suggesting that they must use it for its own sake.
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That is a concern shared by Ms. Rosenbaum, who teaches at Post Falls High School in this town in northern Idaho, near Coeur d’Alene. Rather than relying on technology, she seeks to engage students with questions — the Socratic method — as she did recently as she was taking her sophomore English class through “The Book Thief,” a novel about a family in Germany that hides a Jewish girl during World War II.
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This is a wonderful method for teaching and timeless. However, if the students are also backchanneling the conversation, then more of them are participating, sharing, agreeing and disagreeing, and the conversation has to potential to extend beyond the sounding of the bell. I'm not saying, this is a way of integrating technology, I'm saying that networked collaboration is a relevant way for students to be learning and will continue to learn after school is over.
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Her room mostly lacks high-tech amenities. Homework assignments are handwritten on whiteboards. Students write journal entries in spiral notebooks. On the walls are two American flags and posters paying tribute to the Marines, and on the ceiling a panel painted by a student thanks Ms. Rosenbaum for her service
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Ms. Rosenbaum did use a computer and projector to show a YouTube video of the devastation caused by bombing in World War II. She said that while technology had a role to play, her method of teaching was timeless. “I’m teaching them to think deeply, to think. A computer can’t do that.”
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She is taking some classes online as she works toward her master’s degree, and said they left her uninspired and less informed than in-person classes.
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The group will also organize training for teachers. Ms. Cook said she did worry about how teachers would be trained when some already work long hours and take second jobs to make ends meet
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For his part, Governor Otter said that putting technology into students’ hands was the only way to prepare them for the work force. Giving them easy access to a wealth of facts and resources online allows them to develop critical thinking skills, he said, which is what employers want the most.
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“There may be a lot of misinformation,” he said, “but that information, whether right or wrong, will generate critical thinking for them as they find the truth.”
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If she only has an abacus in her classroom, she’s missing the boat.
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Last year at Post Falls High School, 600 students — about half of the school — staged a lunchtime walkout to protest the new rules. Some carried signs that read: “We need teachers, not computers.” Having a new laptop “is not my favorite idea,” said Sam Hunts, a sophomore in Ms. Rosenbaum’s English class who has a blond mohawk. “I’d rather learn from a teacher.”
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danah boyd | apophenia » "Bullying" Has Little Resonance with Teenagers - 17 views
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We won’t know how to stop bullying and no amount of legislation requiring education is going to do squat until we actually find intervention mechanisms that work.
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Empathy, Not Technology, Is Core of the Problem and the Solution My thoughts here: http://daily-ink.davidtruss.com/empathy-not-technology-is-core-of-the-problem
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GovTrack: S. 1492 [110th]: Text of Legislation, Enrolled Bill - 0 views
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‘(iii) as part of its Internet safety policy is educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response.’.
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School Suspensions Lead to Legal Challenge - NYTimes.com - 5 views
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Teacher Magazine: Taking Back School Reform: A Conversation Between Diane Ravitch and M... - 5 views
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deep-seated wish to create escape routes from public education.
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Since there is no way to know who will be an effective teacher
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What if we could channel the financial and human resources spent on the machinery of high-stakes testing into a robust, widely distributed program of professional development?
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He told them that the more they know about the particulars of instruction, the less effective they’ll be, for that nitty-gritty knowledge will blur their perception of the problem
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children from every background will respond to a curriculum that respects their minds and feeds them with rich experiences.
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It is not just policy makers needing to spend time in schools. It is teachers needing to spend time in the policy making environment - yes, Dept of Ed has teacher ambassador program, but I would also suggest state legislators, Congressmen and Senators look more aggressively to having fellows on their staffs who are professional educators - it would save a LOT of problems downstream on both sides
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Modeling modeling.asu.edu. This program shows improvement in both teacher and student understanding of physics.
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iNACOL - 19 views
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his web site, you probably already know this. The information and resources provided here have been compiled and organized to help you feel less overwhelmed.
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About this Website This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for K-12 Online Learning (iNACOL) and was developed by a project team of experts in the K-12 online education field. Your Guide to K-12 Online Learning Starting an online program is a daunting task which often can be overwhelming. If you have come to t
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The majority of content on this site is intended for program administrators — the people that are either investigating the possibility of creating an online learning program or have already been assigned this task. The site also contains useful information for policy makers — state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.
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This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for K-12 Online Learning (iNACOL) and was developed by a project team of experts in the K-12 online education field.
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The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views
academicmatters.ca/eoliberal-response-to-covid-19
Canada education online neoliberalism capitalism opinion analysis pandemics
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In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
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The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
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A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
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remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
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The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
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Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
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Portraying people as atomized individuals allows social problems to be framed as individual failures
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faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
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treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
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In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
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faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
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The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
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while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
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Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
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When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously.
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when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set?
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Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
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In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development.
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The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
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Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
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Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
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Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.