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the educational hegemony of traditional schools continues to decrease.

In an effort to stave off obsolescence

Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.

Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.

Notice that these features are already pervasive, which means “reform” actually signals more of the same—or, perhaps, intensification of the status quo with variations like one-size-fits-all national curriculum standards or longer school days (or years).  Almost never questioned, meanwhile, are the core elements of traditional schooling, such as lectures, worksheets, quizzes, grades, homework, punitive discipline, and competition.  That would require real reform, which of course is off the table.

What is EduCon 2.1? EduCon 2.1 is both a conversation and a conference. And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams. The Axioms Guiding Principles of EduCon 2.1 1) Our schools must be inquiry-driven, thoughtful and empowering for all members 2) Our schools must be about co-creating -- together with our students -- the 21st Century Citizen 3) Technology must serve pedagogy, not the other way around. 4) Technology must enable students to research, create, communicate and collaborate 5) Learning can -- and must -- be networked.

Principles: 1. Aptitudes and instructional treatments interact in complex patterns and are influenced by task and situation variables. 2. Highly structured instructional environments tend to be most successful with students of lower ability; conversely, low structure environments may result in better learning for high ability students. 3. Anxious or conforming students tend to learn better in highly structured instructional environments; non-anxious or independent students tend to prefer low structure.

an emergent alternative based on the use of new technologies and on radical changes in pedagogy.

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