Framing the issue correctly
Scott McLeod, J.D., Ph.D., is an Associate Professor of Educational Leadership at the University of Kentucky. He also is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation’s only academic center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video series, Did You Know? (Shift Happens). He has received numerous national awards for his technology leadership work, including recognitions from the cable industry, Phi Delta Kappa, and the National School Boards Association. In Spring 2011 he was a Visiting Canterbury Fellow at the University of Canterbury in New Zealand. Dr. McLeod blogs regularly about technology leadership issues at Dangerously Irrelevant and Mind Dump, and occasionally at The Huffington Post. He can be reached at scottmcleod.net.
This eSchoolNews article discusses the recent Wall Street Journal article criticizing one-to-one laptop programs and contrasts it with ISTE's new book highlighting successful laptop programs. Here's the problem...
The article title says that educators and parents are "split on the effectiveness of one-to-one learning." The concerns stated in the article, however, are not with the effectiveness of the learning that is occurring but rather the effectiveness of the teaching that is occurring and/or the lack of appropriate supervision / security measures by schools. Framing the issue incorrectly leads to incorrect solutions.
For example, if the laptops aren't being used well instructionally by teachers, isn't it a wrongheaded solution to give the laptops to them instead of the students? Aren't there better (and fairly obvious) solutions to the actual problem? Similarly, if students are using laptops inappropriately, isn't that an indictment of the school's acceptable use policy and enforcement thereof? If we're going to raise issues with one-to-one computing, we should at least be clear and fair about what the real issues are (e.g., like cost).
As Don Knezek, CEO of ISTE, notes in this article, and as David Warlick has noted elsewhere, soon the idea of students having to "go somewhere" (e.g., to the computer lab or to get a laptop from the cart) rather than having the technology with them 24/7, is going to seem awfully antiquated. Anyone else feel that this article, which actually spent very little verbiage on the supposed issue of student learning, was a little sloppy?
The stories we tell define history. So who gets the mic in America?
- History is written by lions. But it's also recorded by lambs.
- In order to understand American history, we need to look at the events of the past as more prismatic than the narrative given to us in high school textbooks.
- Including different voices can paint a more full and vibrant portrait of America. Which is why more walks of American life can and should be storytellers.
A glass of juice has as much sugar, ounce for ounce, as a full-calorie soda. And those vitamins do almost nothing.
Quick: think back to childhood (if you've reached the scary clown you've gone too far). What did your parents or guardians give you to keep you quiet? If you're anything like most parents, it was juice. But here's the thing: juice is bad for you.
Orangutans join humans and bees in a very exclusive club
- Orangutan mothers wait to sound a danger alarm to avoid tipping off predators to their location
- It took a couple of researchers crawling around the Sumatran jungle to discover the phenomenon
- This ability may come from a common ancestor
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