You’ve written that too many teachers are “un-GooGleable.” What do you mean by that and why does it matter?
What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are GoinG to be GooGled—they're GoinG to be searched for on the Web—over and over aGain. That's just the reality of their lives, riGht? So they need models. They need to have adults who know what it means to have a stronG and appropriate search portfolio—I call it the “G-portfolio.” But riGht now—and this is my onGoinG refrain—there’s no one teachinG them how to learn and share with these technoloGies. There's no one teachinG them about the nuances involved in creatinG a positive online footprint. It's all about what not to do instead of what they should be doinG.
The second thinG is that, if you want to be part of an extended learninG network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are GooGleable. They’re findable, they have a presence, they’re participatinG, they’re transparent. That’s what makes them a part of my learninG network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.
Group items matching
in title, tags, annotations or url
3More
9More
Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views
-
Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.
-
What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
- ...6 more annotations...
-
Secondly, I would try to build a school culture where sharing is just a normal part of what we do and where we understand the relevance of this global exchange of ideas and information to what we do in the classroom.
-
There’s a great book called Rethinking Education in an Era of Technology by Allan Collins and Richard Halverson. For me, these guys absolutely peg it. They talk about how we went from a kind of apprenticeship model of education in the early 19th century to a more industrialized, everybody-does-the-same-thing model in the 20th century. And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
-
What we have to do is build a professional culture that says, “Look, you guys are learners, and we’re going to help you learn. We’re going to help you figure out your own learning path and practice.” It’s like the old “give a man a fish” saying. You know, we’re giving away a lot of fish right now, but we’re not teaching anybody how to fish.
-
If you were a principal, in order to foster network literacy as you envision it, what kind of professional development would you provide to teachers? I think that teachers need to have a very fundamental understanding of what these digital interactions look like, and the only way that you can do that is to pretty much immerse them in these types of learning environments over the long term. You can’t workshop it. That’s really been the basis of our work with Powerful Learning Practice: Traditional PD just isn’t going to work. It’s got to be long-term, job-embedded. So, if I’m a principal, I would definitely be thinking about how I could get my teachers into online learning communities, into these online networks. And again, from a leadership standpoint, I’d better be there first—or, if not first, at least be able to model it and talk about it.
-
But the other thing is, if you want to have workshops, well, that’s fine, go ahead and schedule a blogging workshop, but then the prerequisite for the workshop should be to learn how to blog. Then, when you come to the workshop, we’ll talk about what blogging means rather than just how to do it.
-
If you were starting a school right now that you hoped embodied these qualities, what traits would you look for in teachers? Well, certainly I would make sure they were googleable. I would want to see that they have a presence online, that they are participating in these spaces, and, obviously, that they are doing so appropriately. Also, I’d want to know that they have some understanding of how technology is changing teaching and learning and the possibilities that are out there. I would also look for people who aren’t asking how, but instead are asking why. I don’t want people who say, “How do you blog?” I want people who are ready to explore the question of, “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing.
3More
STEM Education Has Little to Do With Flowers - NYTimes.com - Natalie Angier - 0 views
-
“A program officer from a foundation recently asked me, ‘Is the work you’re doing STEM education or science education?’ ” said Elizabeth Stage, the director of the Lawrence Hall of Science at the University of California, Berkeley. “I drew him a Venn diagram, showing him what’s central about science and how that overlaps with technology, engineering and math.” Dr. Stage, a mathematician by training, thinks it’s a “false distinction” to “silo out” the different disciplines, and would much prefer to focus on what the fields have in common, like problem-solving, arguing from evidence and reconciling conflicting views. “That’s what we should have in the bulls’-eye of our target,” she said.
-
Yet others don’t frame the word “science” so narrowly, as the province of the given rather than of the forged. Science has always encompassed the applied and the basic, and the impulses to explore and to invent have always been linked. galileo built a telescope and then trained it on the sky. Advances in technology illuminate realms beyond our born senses, and those insights in turn yield better scientific toys. Engineers use math and physics and the scientific mind-set in everything they design; and those who don’t, please let us know, so we can fly someone else’s airplane and not cross your bridge when we come to it. Whatever happened to the need for interdisciplinary thinking? Why promote a brand that codifies atomization? Besides, acronyms encourage rampant me-tooism. Mr. Dyak said that some have lobbied for the addition of medicine to the scholastic program, complete with a second M. “It’s called STEM squared,” he said. Even the arts are hankering for an orthographic position, he added. STEAM education: great books, labs and motherboards, and free rug cleaning, too.
-
"For readers who heretofore have been spared exposure to this little concatenation of capital letters, or who have, quite understandably, misconstrued its meaning, STEM stands for Science, Technology, Engineering and Mathematics, supposedly the major food groups of a comprehensive science education."
11More
In Pursuit of the Perfect Brainstorm - NYTimes.com - 0 views
-
Jump’s work has elements of management consulting and a bit of design-firm draftsmanship, but its specialty is conceiving new businesses, and what it sells is really the art of innovation. The company is built on the premise that creative thinking is a kind of expertise. Like P.&g. and Mars, you can hire Jump to think on your behalf, for somewhere between $200,000 to $500,000 a month, depending on the complexity and ambiguity of the question you need answered. Or you can ask Jump to teach your corporation how to generate better ideas on its own; Jump imparts that expertise in one- and five-day how-to-brainstorm training sessions that can cost $200,000 for a one-day session for 25 employees.
-
What’s clear is that in recent years, much of corporate America has gone meta — it has started thinking about thinking. And all that thinking has led many executives to the same conclusion: We need help thinking. A few idea entrepreneurs, like Jump, Ideo and Kotter International, are companies with offices and payrolls. But many are solo practitioners, brains for hire who lecture at corporations or consult with them regularly. Each has a catechism and a theory about why good ideas can be so hard to come by and what can be done to remedy the situation.
- ...7 more annotations...
-
You often hear this from idea entrepreneurs: Don’t ask us for the answers. Let us help you frame the questions, so you can answer them yourself.
-
At Jump, they prefer to brainstorm with a variation of a technique pioneered in improv theater. A comic offers the first sentence of a story, which lurches into a (hopefully funny) tale, when someone else says, “Yes, and?” then adds another sentence, which leads to another “Yes, and?”— and back and forth it goes. In the context of brainstorming, what was once a contest is transformed into a group exercise in storytelling. It has turned into a collaboration.
-
Why now? Why did innovation-mania take hold in the last decade or so? One school of thought holds that corporations both rise and die faster than ever today, placing a premium on the speedy generation of ideas.
-
Other ideas entrepreneurs offer a “great man” theory, pointing to the enormous influence of Clayton M. Christensen, a Harvard Business School professor and an author of books including “The Innovator’s Dilemma”and “Innovation and the general Manager.”
-
Dev Patnaik of Jump has his own answer to the why-now question. He contends that advances in technology over the past three decades have gradually forced management to reconceive its role in the corporation, shifting its focus from processing data to something more esoteric.
-
“Suddenly it’s about something else. Suddenly it’s about leadership, creativity, vision. Those are the differentiating things, right?” Patnaik draws an analogy to painting, which for centuries was all about rendering reality as accurately as possible, until a new technology — photography — showed up, throwing all those brush-wielding artists into crisis.
-
Most idea entrepreneurs offer what could be described as Osborn deluxe. Govindarajan, the Dartmouth professor, presents companies with what he calls the three-box framework. In Box 1, he puts everythinG a company now does to manaGe and improve performance. Box 2 is labeled “selectively forGettinG the past,” his way of urGinG clients to avoid fiGhtinG competitors and followinG trends that are no lonGer relevant. Box 3 is strateGic thinkinG about the future. “Companies spend all of their time in Box 1, and think they are doinG strateGy,” he says. “But strateGy is really about Box 2 and 3 — the challenGe to create the future that will exist in 2020.” He recommends to clients what he calls the 30-30 rule: 30 percent of the people who make strateGic decisions should be 30 years old or younGer.
1More
25 GooGle+ Tips to Enhance Your GooGle Plus Experience - 1 views
The Effects of Background Music on Learning | L e a r n i n g 3 . 0 - 1 views
‹ Previous
21 - 26 of 26