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john bennett

The Half-Life of Knowledge - 0 views

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    The Half-Life of Knowledge and Structural Reform of the Education Sector for the Global Knowledge-Based Economy
john bennett

So what if schools don't prepare kids for the 21st century? (Techlearning blog) - 0 views

  • What’s your plan? We mean a real plan. Not just “kids learning independently on matters of personal interest, taking advantage of the power of digital technology to help them do so.” What will the structures look like? Policies? Laws? Funding streams? How will we know if kids have learned anything important? How will we handle parents’ very real needs for someone to take their kids while they go to work?
    • john bennett
       
      This is an important statement. Schools evolve in a manner based on a perception - Teacher roles, student roles and societal roles. There is no revolution brought about by the collective. For structures - funding, management, assessment/benchmarks etc. - time is required for the evolution. Fashion has its purpose as it allows innovators to display, group and promote. Fashion is also recyclable - 'yes been through that 20 years ago'. The bulk of teachers and students are not innovators. They will choose the status quo and remain faithful to the functions prescribed by their perceptions. From this basis change is a series of small steps (incremental). To a certain extent this bulk of consciousness self protects and provide certainty of place. Change has to occur within the scope of recognition and purpose. It is important that teachers and students have clarity of purpose. However teachers cannot be recalcitrant - they must be progressive. The bulk of teachers will be progressive when support structures are explicit and clear in purpose. Innovation requires support. Innovation without support remains bound within a quagmire of fashion cycles. National and State visions of education reflect the quagmire of cycles and almost static based change occurring in most schools.
john bennett

Get Past Teaching Apps: Build and Use a Student Technology Toolbelt (Techlearning blog) - 0 views

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    I define technological fluency as "the ability to determine and use the appropriate technology tool(s) for the task at hand in a manner that allows seamless transfer of created objects and documents to flow easily between the selected tools without outside intervention."
john bennett

Harris Interactive | The Harris Poll - Those with More Education and Higher Household I... - 0 views

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    Whether it's chorus, band or just violin lessons, music impacts Americans' lives. While singing in a chorus or playing an instrument is fun, it can also provide important skills like creative problem solving that can help lead to higher education and incomes as well as personal fulfillment.
john bennett

Virtual Design Center - 0 views

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    The Virtual Design Center provides resources and guidelines for designing learning activities for scientific inquiry. The principles of the Virtual Design Center are based on contemporary educational research and guided by the experts of various disciplines.
john bennett

iThought - 0 views

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    iThought is a collection of thoughts around 21st Century Learning.
john bennett

Dangerously Irrelevant - 0 views

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    Rumnations on technology, leadership, and the future of our schools
john bennett

http://www.dangerouslyirrelevant.org/2007/05/the_aggregate_i.html - 0 views

  • Given the realities of our modern age and the demands of our children’s future, is it really okay to allow teachers to choose whether or not they incorporate modern technologies into their instruction?
    • john bennett
       
      Teaching practices slowly evolved from communicating personal knowledge on the blackboard to prescribed text books. Contemporary teachers are now faced with a multifaceted array of delivery tools. Schools need to make explicit to their teachers biannual benchmarks of what Information Technologies should be employed in their classrooms. Leaving it up to the teacher is insufficient. Only 2 out of 10 teachers are innovators. These teachers will have passion and commitment to the school. They will drive innovation. 6 out of 10 will turn up and put time into their work. They operate on the status quo. They need assistance to innovate. The remaining 2 out of 10 will not contribute. The Innovative teachers should be employed by the school as agents of continual change, with the objective to raise the benchmarks of Information Technologies employed. The bulk of the teachers Performance Management should be tied to the expected benchmarks. The non contributors should be actively squeezed out of the school. If schools do not provide the appropriate and relevant service they become irrelevant and their students are dis-serviced.
john bennett

Welcome to Connectivism! - Connectivism - 0 views

shared by john bennett on 27 Apr 08 - Cached
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    This site has been created to foster discussion on how our thinking, learning, and organizational activities are impacted through technology and societal changes.
john bennett

elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views

  • his competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality. Nodes that successfully acquire greater profile will be more successful at acquiring additional connections. In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.
    • john bennett
       
      Schools have evolved on a basis that can be described as a silo platform. Whilst schools do share state or national curriculum outcomes/statement they are competitive. They are competitive for content resources, teachers and students. Whilst some privilege schools may benefit many poorly resourced schools do not. This competition maintains the silo status quo. The physical ability to cross pollination will benefit not only poorly resourced schools but also richly resourced schools. To enable a physical capacity to cross pollination requires structural changes in how students enrol, how content is developed and how teachers perceive their roles.
  • The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.
    • john bennett
       
      The future of a school is reliant on its capacity to connect to the online world. Presently innovative individual teachers and students use leading edge communication technologies to develop individual learning environments. The starting point to a connected learning environment may be the individual however real gain will be made when schools become active knowledge nodes. The skills shortage issue is real. Attracting and retaining senior level specialist teachers is becoming more difficult. Departments of Education need to develop strategic plans to enable schools to enterprise as knowledge nodes or else schools will become irrelevant.
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    Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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