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Jason Outlaw

English-Teaching Robots To Terminate Jobs in South Korea - 0 views

thenextweb.com/...-terminate-jobs-in-south-korea

ESL Teaching Korea Technology Robots

shared by Jason Outlaw on 23 Nov 10 - No Cached
  • Jason Outlaw on 23 Nov 10
     
    Interesting article on robot-teachers in Korea. Let's say there are two scenarios: 1. Creating a technology that competes with non-consumption, and 2. Creating a technology that competes with human labor Does the nature of one's advocacy change? Should it? What if it isn't your job that is on the line? What if it is indeed your job? Does this think about you you frame your discourse surrounding such an emerging technology?
Chris McEnroe

How to Rescue Education Reform - NYTimes.com - 2 views

www.nytimes.com/...o-rescue-education-reform.html

shared by Chris McEnroe on 06 Dec 11 - No Cached
  • No Child Left Behind also let states use statistical gimmicks to report performance
  • ” federal financing should be conditioned on truth in advertisin
  • To shed light on equity and cost-effectiveness, states should be required to report school- and district-level spending; the resources students receive should be disclosed, not only their achievement.
  • ...5 more annotations...
  • efforts to reduce inequities have too often led to onerous and counterproductive micromanagement.
  • it comes to brain science, language acquisition or the impact of computer-assisted tutoring, federal financing for reliable research is essential. 
  • , competitive federal grants that support innovation while providing political cover for school boards, union leaders and others to throw off anachronistic routines.
  • , dictates from Congress turn into gobbledygook as they travel from the Education Department to state education agencies and then to local school districts
  • it’s not surprising that well-intentioned demands for “bold” federal action on school improvement have a history of misfiring. They stifle problem-solving, encourage bureaucratic blame avoidance and often do more harm than good.
  • Chris McEnroe on 06 Dec 11
     
    The headline promises more than the article delivers. It mainly identifies the limited effectiveness that the federal government can have. There are no specific "how to's" here and no mention of technology whatsoever, perhaps because that would be too specific a focus for the scope of the article. These are prominent figures in a prominent publication having a conversation that could have taken place in 1980. How do we change that? The absence of real civic engagement on issues about education is the missing link in education reform. I wonder if we can organize public discourse on the internet more effectively to have formal impact on civic activism and administration.
James Glanville

Learning: Engage and Empower | U.S. Department of Education - 4 views

www.ed.gov/...learning-engage-and-empower

shared by James Glanville on 05 Sep 11 - No Cached
  • more flexible set of "educators," including teachers, parents, experts, and mentors outside the classroom.
    • Chris McEnroe
      Chris McEnroe on 05 Sep 11
       
      This is an example of the promise of Tech in Teaching. It promotes the Psycho/Social pedogogical reality of the learner's sphere of influences into the vital center of our concept of school. To me, it transforms academic discourse into intentional design. Because school experience is so culturally endemic, this is a change in cultural self-concept.
  • The opportunity to harness this interest and access in the service of learning is huge.
    • Chris McEnroe
      Chris McEnroe on 08 Sep 11
       
      This sentence makes me think of an explorer who has discovered a vast mineral deposit and is looking for capital investment. To persuade teachers, parents, and school boards the explorer will need to show tangible evidence that ". . . our education system [can leverage] technology to create learning experiences that mirror students' daily lives and the reality of their futures." The sixth grade teacher will need to be able to demonstrate to the parent of a student the tangible benefits of a technology infused paradigm.
  • The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students' daily lives and the reality of their futures.
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  • large groups, small groups, and activities tailored to individual goals, needs, and interests.
  • What's worth knowing and being able to do?
  • English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
  • expert learners
  • "digital exclusion"
    • Chris McEnroe
      Chris McEnroe on 08 Sep 11
       
      Isn't this just another iteration of the general disparity in all kinds of resource allocation? This could just as well be articulated by debilitating student/teacher rations, or text book availability, or the availability of paper, or breakfast, or heat in the he building?
  • School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated
  • Advances in the learning sciences, including cognitive science, neuroscience, education, and social sciences, give us greater understanding of three connected types of human learning—factual knowledge, procedural knowledge, and motivational engagement.
    • James Glanville
      James Glanville on 09 Sep 11
       
      I'm interested in how our current understanding of how learning works can inform best practices for teaching, curriculum design, and supports for learning afforded by technology.
    • Erin Sisk
      Erin Sisk on 12 Sep 11
       
      I found the neuroscience discussion to be the most interesting part of the Learning section. It seems to me that the 21st century learner needs more emphasis on the "learning how" and the "learning why" and less focus on the "learning that." I think teaching information literacy (as described in the Learning section) is one of the most important kinds of procedural knowledge (learning how) students should master so they can access facts as they need them, and worry less about memorizing them.
  • James Glanville on 09 Sep 11
     
    "School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated." I liked the definitions of individualized (pacing), differentiated (learning preferences/methods), and personalized (pacing, preferences, and content/objectives).
Chris McEnroe

Technology in Schools Faces Questions on Value - NYTimes.com - 3 views

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

Teaching with technology public discourse education funding reform.

shared by Chris McEnroe on 17 Sep 11 - No Cached
    • Chris McEnroe
      Chris McEnroe on 17 Sep 11
       
      Some of the thinking articulated in this article captures the gridlock of public conversation around the issue of technology in the classroom. I'm reminded of a conversation I had with a colleague in which he was telling me about the many interesting ways he uses powerpoint for instruction. I asked him he ever had his students use powerpoint and he scoffed, "Powerpoint for student presenations is a Middle School right of passage. Please. They're terrible." I told him that if he didn't think powerpoint was a useful means of communication than he wouldn't use it. The fact is we don't teach kids how to use powerpoint well and so they don't use it well. The argument about tech in Ed is much the same. Sometimes when I hear or read about these discussions I think of someone who has an F-14 in his front yard complaing that it is terrible for hanging laundry on. The promise of teaching well in a 21st century classroom focuses on cultivating different skills and more dynamic learning than standardized tests seek to quantify.
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