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shared by Blair Peterson on 28 Sep 10 - No Cached

Similarly, when reformers introduce new forms of management of the old approach to knowledge and learning, the system quickly snaps back to its state of equilibrium. And, perhaps most dramatically from the point of view of people in this room, the same kind of process undermines any attempt to change education by putting a lot of computers into otherwise unchanged schools.
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stager.tv/blog

shared by Blair Peterson on 08 Apr 12 - No Cached

Nobody even bothers to ask the question Seymour Papert first posed 45 years ago, “Does the child program the computer or does the computer program the child?” This is a tragedy.
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Today one merely has to promise 75 quick and easy things to do in 37 minutes with the hottest product being peddled to schools. Another popular topic is incessantly about how your colleagues won’t or can’t use the latest fad.
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PLN, PLC, PLP, etc… are just fancy alphabet soup for having someone to talk with. We should not need an National Science Foundation grant to make friends.
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I had an educator approach me at a conference recently to volunteer that “Our school is not ready for Google Docs.” Set aside whatever you happen to think about Google Docs; it’s a word processor in a Web browser, right? I told the tech director, “Congratulations, your school district has apparently managed to employ the last breathing mammals in the solar system incapable of using a word processor.” Isn’t it odd that technology directors are not held accountable for such failure over three decades? Could they possibly be enabling co-dependent behavior and helplessness in the teachers they are meant to lead?
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