Teachers: Embrace Technology or Students Will Leave You Behind
Robert Romano is the CEO/Founder of BookheadEd Learning, where his vision has blended the traditional and technological experiences of reading in the company’s flagship product, StudySync®. You can read more about his company at StudySync.com. We ask our students to be good observers, consider the world carefully and to analyze the implications of what they see. As educators, it's time we do the same. Our classrooms may appear as we experienced them — a row of windows, a blackboard (OK, maybe they’re white now), inspirational posters. It’s true, no matter what we do, our kids will leave us behind — it's the natural way. SEE ALSO: Why Education Needs to Get Its Game On To be fair, we have begun to transition away from "stone." But is that really leveraging the full power of technology? We’d be blind not to recognize and utilize students’ inclination for social interaction and their obsession with mobile technology. I understand this is easier said than done.
Open education: 5.5 Rhizomatic learning - OpenLearn - Open University - H817_1
Embracing Uncertainty: Rhizomatic Learning in Formal Education Dave Cormier Embracing uncertainty was a presentation that I gave in New Delhi a couple of weeks ago. I thought it might be useful for me at least to go back right now and to take a look at what some of the ideas were inside of that, and see if I can pull them together in a ten minute piece to give to you guys, and see if I can’t get some feedback. So to me the first place that I always start when I think about learning and why I got involved in education and why it’s important to me are these two guys. And one of the things that I was thinking about was how there are some really primal lessons that we get involved in when we teach little kids and really these are lessons that go across cultures and they go across time. We’re obviously not out there burning children but it does give this sense that there is an experiential nature to learning. So the five things I think I think: And this is one from management. Cheers.
Will University Technical Colleges pay off?
The Black Country University Technical College (UTC) opened five weeks ago. A pioneering project for Education Secretary Michael Gove; 13 new UTCs have been announced and a total of 16 will open over the next year. They are aimed at students aged for 14 to 19 who want to develop technical, rather than academic, skills. In Walsall, the mission is clear: to develop the next generation of world class engineers, designers and scientists. Most of these pupils already seem to know what they want to be: an "aeronautical engineer", a "mechanic", an "aerodynamic Formula One engineer", they told Channel 4 News. The school day is 8.30am to 5pm Monday to Thursday, 8.30am to 4pm on Fridays.
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In the last two blog posts i’ve been talking about something I’ve alternately called ‘caring about learning’ and ‘student engagement’. I have said a variety of irritating things about the education system over the years – “i don’t believe in content” – being my favourite, but those conversations only progress when people already agree with me, or if i’m in a class where students believe they have to at least hear me out. I’m looking to take the next step in that process. I want to convince people that engagement is more important than content. a note: Education vs. The problem of education in 1798 In the late 18th century Johann Pestalozzi had one of the boldest ideas an educator ever had… he decided he wanted to teach an entire country to read. and further I assert definitely, that a school-book is only good when an uninstructed schoolmaster can use it at need, [almost as well as an instructed and talented one] ibid So. How does this help address the problem? What factors did matter?
Teaching in a Participatory Digital World
Social networking, cloud-based computing, and mobile technologies are transforming how people learn, work, and play. Digital technology has evolved quickly from personal computers and networks to participatory social, academic, and political Web 2.0 environments with a new vocabulary and new temporal and spatial interactions. Web 2.0 applications – Safari, Geocaching, Flickr, Google, Blogger, GarageBand, Wikipedia, YouTube, iMovie, Facebook, Twitter, iPhone, and iPad – are part of a new user-centric information infrastructure that emphasizes creative participation over presentation; encourages focused conversation and short briefs written in less technical, public vernacular; and facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of situated understanding that emerges from action not passivity.[1] This digital world calls for changed mindsets about schooling, teaching, learning, and assessment. A Shifting Digital World Conclusion
