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anonymous

Why Do Americans Love to Blame Teachers? - The Atlantic - 1 views

www.theatlantic.com/...379403

shared by anonymous on 06 Sep 14 - No Cached
  • America hates teachers.
    • anonymous
      anonymous on 06 Sep 14
       
      This is so true and incredibly demoralising. I saw many teachers go down because of it.
  • programs like Teach for America are promoted as a kind of missionary calling, in which young fresh-faced college graduates replace lazy, stubborn, unionized teachers.
    • anonymous
      anonymous on 06 Sep 14
       
      I have always said that teaching is treated like a "calling," almost like women are nuns and they devote their lives to it. 
  • That single class of people is then systematically demonized, as politicians and pundits present "worst of the worst" cases as emblematic of the whole.
    • anonymous
      anonymous on 06 Sep 14
       
      This occurs in every industry but particularly so in industries that are less powerful.
  • ...7 more annotations...
  • In fact, I think you could argue (though Goldstein does not quite) that moral panics do more than demonize a group of people. They serve in part to create a group of people—to delimit or describe a particular identity and mark it as deviant.
    • anonymous
      anonymous on 06 Sep 14
       
      This reporter is smarter than your average bear!
  • Moral panics create identities in order to regulate them.
    • anonymous
      anonymous on 06 Sep 14
       
      Holy schmoly, a moral panic increases regulation, of course
  • value-added measures all have a wide margin of error, and are quite sensitive to manipulation (such as teaching to the test).
    • anonymous
      anonymous on 06 Sep 14
       
      I have definitely seen this.
  • the good teacher/bad teacher dichotomy is predicated on the idea that the bad teachers are already in place and must be driven out by the good teachers. The dream, from Beecher to today, seems to be that if only our schools could get rid of the career educators and install angels instead, the millennium would arrive.
    • anonymous
      anonymous on 06 Sep 14
       
      Lol, but very true!
  • long-term profession
    • anonymous
      anonymous on 06 Sep 14
       
      In my experience most teachers did treat it as a long term profession, some being so demoralised that they did not leave due to a lack of self belief.
  • more responsibilities
    • anonymous
      anonymous on 06 Sep 14
       
      More responsibilities is good but not in addition to. 
  • There are bad accountants, but we don't define "accountant" as an identity to be policed in order to solve our nation’s economic woes. There are bad doctors, but even at a time when medical malpractice suits are frequent, the idea of replacing doctors isn’t at the center health care reform.
    • anonymous
      anonymous on 06 Sep 14
       
      Very true, I find this most annoying for teachers.
  • anonymous on 06 Sep 14
     
    I'd be interested to see what any of you think about this issue. It was something that bothered me as a high school teacher.
djplaner

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 7 views

www.ascilite.org.au/...drexler.html

ltngl

shared by djplaner on 24 Aug 14 - No Cached
  • Students engaging in networked learning research must be more self-directed
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Raises the question - what about those students who do not possess these skills?
    • paul_size
      paul_size on 27 Aug 14
       
      I agree, if they do not possess these skills then what?  And is that necessarily a bad thing?  How do we support those with the skills at the same time as those without the skills?
  • balance between structure and learner autonomy
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Recognises that particular skills are require and may need to explicitly taught.
  • take an active role in the learning process by making decisions
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Active participation = decision making
  • ...39 more annotations...
  • If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
  • The students in this study are in effect, networked learners in training.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Love this view of students working to acquire NGL skills - "networked learners in training"
  • A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Just as well we are all taking this course! :)
  • Figure 2: The Networked Student
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A model of the networked student.  Like how it incorporates all aspects of a students life, not just online!
  • He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003)
  • He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Constructivism influences.
    • paul_size
      paul_size on 27 Aug 14
       
      This is a really nice line.  I like the idea that through collaboration we can leverage off diversity.  
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003). Each of these components is present in the
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Technology SUPPORTS the learning.
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom, especially if the learner chooses to activate it. Yet even in the situation where one learner abandons the personal learning environment, if created as an open resource, it becomes a strong node from which others can learn.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A nice example of how constructivism works in students construction of knowledge both inside and outside the confines of the classroom.
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      To achieve depth of understanding, students still require teacher assistance and guidance. 
    • paul_size
      paul_size on 27 Aug 14
       
      I guess this links in nicely with assignment 1 and our posts on how NGL can inform our roles as teachers.
  • Teacher beliefs about the value of technology as a teaching tool may determine effective integration more than traditional forms of professional development (Mueller et al., 2008).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Teacher beliefs about the value of technology = successful integration.
    • paul_size
      paul_size on 27 Aug 14
       
      I agree.  The teacher plays such an important role in all of this.
  • Table 1: Patterns for networked learning (Goodyear, 2005, p. 1
  • The personal learning environment can take the place of a traditional textbook
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Interesting concept given Brendon's current textbook debate!
    • paul_size
      paul_size on 27 Aug 14
       
      I like the idea of empowering networked students and by enabling them to transcend the traditional concept of the classroom by user friendly web applications.  What about the implications for the work environment?  As David talked about earlier in once of his posts about his experience and finding, I think it was, USQs tools not as useful as the ones outside of work.  How do we empower ourselves in a limited environment?
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I liked this line - for me it really sums up my work environment at present. It's a passive, top down culture where you are lucky if you are the recipient of knowledge rather than a partaker in the journey.
    • paul_size
      paul_size on 27 Aug 14
       
      I think that using Diigo for me is a great example of were learning moves beyond the passive to an integrated environment.  
  • "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
  • scaffold the learning process
  • Examples of emerging web applications for each of these categories are highlighted. The Networked Student Model establishes a baseline that begins to address what level of structure is needed to facilitate networked learning while providing a foundation for greater student control over the personal learning environment.
    • paul_size
      paul_size on 27 Aug 14
       
      scaffold the learning process... what level of structure is needed to facilitate networked learning while providing a foundation of learner control. For me this is the reality at the moment with NGL. What structure do I need to support my knowledge development? It's about my PKM as well and already that has changed since my initial blog.
  • Networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on K-12 students and teachers.
  • It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
  • The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • The networked student follows a constructivist approach to learning.
  • The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
  • Conversely, in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own. They are taught to discern between fact and opinion and appreciate the value of both.
    • paul_size
      paul_size on 27 Aug 14
       
      I think the key here is being able to discern between fact and opinion.  How is this taught to kids today?  I am not a teacher, on the ground with students so any thoughts on this would be great. 
  • The networked student constructs knowledge that can be built upon in other contexts. That knowledge resides within the network to be activated by the learner at any time in the future. There is always the capacity to add nodes to the network (Siemens, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I think this links in nicely with Communities of Practice the construction of knowledge.  The knowledge is held within the community and it is by participation that one moves towards mastery (Wenger, 1988).
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
    • paul_size
      paul_size on 27 Aug 14
       
      So meaningful learning comes through knowledge construction.  Not cutting and pasting.  It's about getting out there and into the real world and feeling the experience.
  • Learning potential exists in what the student does with the compilation of content and how it is synthesised.
  • exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
  • The networked student test case follows a single iteration, design based research process (Ma & Harmon, 2009) for analysing a problem, developing a solution, testing a prototype, and reflecting on the results.
  • The students had never participated in networked learning, so a significant amount of time was allotted at the beginning of the project to address digital literacy as well as task and organisational skills that would be required in the online environment.
  • The process and tools are overwhelming to students if presented all at once.
    • paul_size
      paul_size on 27 Aug 14
       
      Here here!
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning
  • While the Networked Student Model affords the learner more control and responsibility, the teacher must continually balance this freedom with enough structure to keep students on task and engaged in the learning process.
  • Adopting a networked learning approach would require considerable teacher professional development and a philosophy different from that of most current educators. The implications of the latter on the potential of networked learning are far reaching. They extend to school policy, hiring practice, and pre-service teacher education.
    • paul_size
      paul_size on 27 Aug 14
       
      Makes you think about the future of NGL and implications.
  • cognitive apprenticeship model
  • The Networked Student Model is a work in progress. As web technologies evolve and personal learning management becomes easier, students will gain even greater access to knowledge and more learning control. The construction of personal learning environments has potential; however, extensive research is needed to document best practices, explore the changing role of teacher and student, apply evolving innovations, refine instructional design, and consider pedagogical implications. Social networking and sharing of personal learning environments between students holds further promise as more students participate in networked learning and post their results in an open forum.
  • djplaner on 28 Aug 14
     
    Journal paper from author also involved in the "networked student" video that appears in this list. "Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process. "
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