Don't hold your breath
[cross-posted at Moving at the Speed of Creativity]
One of the key beliefs of many edubloggers and educational technology
enthusiasts is that digital technologies can, and should, empower students to be
active, engaged learners who have greater control over their own learning. I've
been doing a lot of work lately with secondary schools and, unfortunately, I've
got to report that I think there is a huge lack of congruence between this
pedagogical belief and the existing belief systems of high school teachers and
parents (at least the ones with whom I've been interacting).
For example, I've asked several groups of parents recently whether it was
important that student learning experiences were interesting or engaging.
Sometimes I also cited student survey statistics from their children's school
that 65% to 75% of students reported that most of their work was "busy work."
Here are some fairly typical parent statements:
Life is not always interesting and engaging. They need to learn how the
real world is.
Students expect to be entertained all the time. What is the teacher
supposed to do, dance?
Teacher comments were similar in kind, if not quite in degree:
I'd like to think that we all try to make our instruction interesting.
But there's only so much we can do.
Our teaching would be easier if there weren't so many distractions such
as headphones, text messaging, etc.
Some of these topics bore me too. I don' t know how to make them
Moreover, neither teachers nor parents seem very inclined to give up much
control over student learning experiences. I have heard a lot lately about the
importance of ramping expectations up further regarding student mastery of core
knowledge, that students will have to do whatever their supervisor tells them in
their later careers so they better get used to it now, and that high school
students don't really know what's best for themselves at this stage of life.
To the extent that my recent interactions with parents and teachers are
generalizable, what all this means is that educational technology advocates are
facing a losing battle if their advocacy strategy is based on persuading
teachers and parents that these digital tools will foster student creativity,
engagement, and autonomy. Educational technology efforts based on this premise
are doomed to either marginalization or outright failure until parents,
teachers, and administrators are inclined to give up control and to place
greater importance on engaging learning environments.
Swipe right to make the connections that could change your career.
Swipe right. Match. Meet over coffee or set up a call.
No, we aren't talking about Tinder. Introducing Shapr, a free app that helps people with synergistic professional goals and skill sets easily meet and collaborate.
For Damien Echols, tattoos are part of his existential armor.
- In prison Damien Echols was known by his number SK931, not his name, and had his hair sheared off. Stripped of his identity, the only thing he had left was his skin.
- This is why he began tattooing things that are meaningful to him — to carry a "suit of armor" made up the images of the people and things that have significance to him, from his friends to talismans.
- Echols believes that all places are imbued with divinity: "If you interact with New York City as if there's an intelligence behind... then it will behave towards you the same way.".
She met mere mortals with and without the Vatican's approval.
- For centuries, the Virgin Mary has appeared to the faithful, requesting devotion and promising comfort.
- These maps show the geography of Marian apparitions – the handful approved by the Vatican, and many others.
- Historically, Europe is where most apparitions have been reported, but the U.S. is pretty fertile ground too.
Even some teachers suffer from anxiety about math.
I teach people how to teach math, and I've been working in this field for 30 years. Across those decades, I've met many people who suffer from varying degrees of math trauma – a form of debilitating mental shutdown when it comes to doing mathematics.
SMARTER FASTER trademarks owned by The Big Think, Inc. All rights reserved.