Summarizing What Was Learned. About. I am a former high school social studies teacher (14 years), district superintendent (7 years) and university professor (20 years). I have published op-ed pieces, scholarly articles and books on classroom teaching, history of school reform, how policy gets translated into practice, and teacher and student use of technologies in K-12 and college.
My most recent research projects have been a study of school reform in Austin (TX) 1954-2009 and of a large comprehensive high school in Mapleton (CO) being converted into several small ones between 2001-2009. The Austin book, As Good As It Gets, and the Mapleton study entitled Against the Odds (with co-authors Gary Lichtenstein, Arthur Evenchik, Martin Tombari, and Kristen Pozzoboni) were published in early 2010. Jane David and I have just finished a second edition of Cutting through the Hype that was published in late 2010. Like this: Like Loading... Technology blog. Clay Shirky is a professor of media studies at New York University, consultant on the Internet, and writer. He is writing here about teaching his University courses and a recent decision that he made.
The post appeared September 9, 2014. I teach theory and practice of social media at NYU, and am an advocate and activist for the free culture movement, so I’m a pretty unlikely candidate for internet censor, but I have just asked the students in my fall seminar to refrain from using laptops, tablets, and phones in class. I came late and reluctantly to this decision — I have been teaching classes about the internet since 1998, and I’ve generally had a laissez-faire attitude towards technology use in the classroom. This was partly because the subject of my classes made technology use feel organic, and when device use went well, it was great.
Then there was the competitive aspect — it’s my job to be more interesting than the possible distractions, so a ban felt like cheating. Like this: Larry cuban (@CubanLarry) | Twitter... Larry Cuban on education reform. LarryCuban- MP3 Interview. Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence.
May 2, 2013 This national study, which comprehensively reviews 311 virtual schools operating in the United States, finds serious and systemic problems with the nation’s full-time cyber schools. Despite virtual schools’ track record of students falling behind their peers academically or dropping-out at higher rates, states and districts continue to expand virtual schools and online offerings to students, at high cost to taxpayers. The advocates of full-time virtual schools are several years ahead of policymakers and researchers, and new opportunities are being developed and promoted largely by for-profit entities accountable to stockholders rather than to any public constituency.
The report’s authors conclude that continued rapid expansion of full-time cyber schools is unwise. Below are downloadable and/or printable files. Education Week: The Technology Puzzle. Cuban High Tech Schools and Low Tech Teaching. Test. Am Educ Res J 2001 Cuban 813 34. Cuban High Techs High Hopes Meet Student Realities.