קטגוריה: שימוש בבתי ספר

המחשבה שניתן לשלוט באינטרנט מלמעלה, קרי מרמת המנהלים, כבר מזמן אינה מציאותית. העובדים בארגונים והלקוחות הם אלה שישפיעו.

בישראל יש כ-250 אלף בלוגים, וכ-200 אלף תגובות בפורומים ובאתרים נכתבות מדי יום, אבל הכלכלנים יודעים כי יש לשפוט טכנולוגיה רק במונחי היכולת שלה להציג גידול ברווחיות. לווב 2.0, כך נדמה, אין בשורה בעניין זה, לפחות לא מיידית.

זו תופעה מורכבת שאין כלים להבין אותה. איך מודדים את חלקם של הבלוגרים בתל"ג? איך בודקים שליטה, מטרה, תועלת, תרומה לחברה, עלות שולית? הכלכלה של הבלוגרים אינה מדידה, ומבחינה ניהולית אין כלים להתמודד ולנהל את זה כמערכת מידע, ולכן מדובר בסיוט.

This year, I want my personal voice to be present in the community. I will, of course, continue to be present as Mr.Glogowski, the grade eight Language Arts teacher. I will be present in my didactic and supportive role of an educator, of a classroom teacher who guides and explains. At the same time, I want to be present as Konrad Glogowski, the human being who has his own interests and views. I want to be present as an individual, not an individual reduced to one role.

My own blog in our class blogosphere has always been used to post updates, assignments, commentary on student work, and words of encouragement. For years, it was called “The Language Arts Blog,” or “Mr. Glogowski’s Blog” or something equally official and unimaginative. The name of my blog has always reflected my one-dimensional presence in the community – the voice of a teacher.

This year, I want to move beyond blogging only about course-related topics. I want my students to see what I am interested in, what makes me mad, what fascinates me, what I write like when I write as someone other than Mr.Glogowski, the Language Arts teacher. In short, I want to be myself and am beginning to take small steps towards this goal.

If education is essentially a social process, then the teacher needs to be part of the learning community, not only as its facilitator but also as one of its members.

It’s the ability to more efficiently generate, self-publish, and find information, plus share expertise in a way that’s so much easier and cheaper than earlier knowledge management attempts.

Web 2.0 tools have almost certainly already entered your organization under the radar through unsanctioned employee usage. This raises the stakes and criticality of taking action sooner rather than later.

It's clear that enterprises, or to be more exact IT decision-makers, still fear web 2.0. Yet they also see the value in it. So their natural inclination is to control the situation – only allow sanctioned web software in and enforce policies that limit use of web 2.0 technologies. That way, IT decision-makers reason, the company still gets the benefits of web 2.0 – but without the risks.

Yet web 2.0 is all about open-ness and collaboration. … The real reason why IT fears web 2.0 … is that it upsets the historical need for control and power in IT departments. The … reason web 2.0 is finding it difficult to penetrate the enterprise is not that IT can't see the value in it, but that they fear it may erode their control and power.

IT (Instructional Technology) is indispensable to most educational institutions. Its development and enhancement are crucial to the institution. But does improving IT improve “digital learning”? Sometimes. Not always. Maybe not even often. The reason is that IT is usually institutionalized from the top down whereas digital learning is shared, contributory, collective, collaborative, customizable.

In digital media and learning, the outcomes are less clear, the teachers have less of a determining role, and technology isn’t something delivered to others but is intrinsic to the larger learning project. Its building and application are part of the collective learning experience.

דוגמה לשימוש לא נבון היא האופן בו משמשים מאגרי לימוד לצורך כתיבת עבודה. התלמיד סורק כמה מקורות וכותב חיבור מסכם לפיהם.

בפועל, תהליך זה מסתכם ברוב המקרים בפיתוח מיומנויות copy & paste ללא תהליך משמעותי של לימוד.

על מנת שלמידה מסוג זה תיצור גישה אקטיבית לאינטרנט ותאפשר התפתחות עצמית של הילד על ההורה והמחנך להשקיע בפיתוח יכולתו של הילד:

1. לאתר את מקורות המידע המהימנים.
2. ללמדם להתייחס לחומר מתוך חשיבה ביקורתית.
3. ליצור אינטגרציה בין חומרים שונים היוצרת הבנה חדשה אצל התלמיד.

כל אחת מיכולות אלה דורשת כמובן עבודת תשתית רבה.

במקום לפתח חשיבה יצירתית, הילד רוכש חשיבה ממסגרת ומגבילה. הסוציאליזציה יוצרת חסמים פסיכולוגים מפני הבעת עמדה עצמאית.

חסמים אלה מוטמעים לתוך תפיסתו העצמית של הילד, ההופך למבוגר בעל תחושה של חוסר לגיטימיות להבעת האינדיבידואליות שלו.

Declare a five-year moratorium on the use of all textbooks.

Since with two or three exceptions all texts are not only boring but based on the assumption that knowledge exists prior to, independent of, and altogether outside of the learner, they are either worthless or harmful. If it is impossible to function without textbooks, provide every student with a notebook filled with blank pages and have him compose his own text.

a moratorium on further textbook purchasing in the United States of America for public schools

The purchase of paper-based textbooks, along with the dearth of analog testing materials now flooding most public K-12 schools, represents an enormous WASTE of taxpayer money which should be spent on more relevant and flexible curriculum resources and tools for learners: Namely, wireless, mobile computing devices (laptops) and digital curriculum materials.

• potential to be more up to date and current
• potential to meet varied learning styles and needs (based on preferences, abilities and disabilities)
• capacity for interactivity, promoting engaged learning
• potential to support differentiation and self-directed learning
• capacity to support multiple assessment methods, including ongoing assessment

This subject has been emerging at my school over the past 3 years. 2 years ago, our district chose not to purchase reading basals…they didn't say don't use the old basals, they just put the textbook money to good use purchasing leveled readers, online subscriptions, and providing a reading coach for every building. Last year, they followed suit by not adopting a new math text. The same year, curriculum teams for science and social studies worked to create online interactive curriculum guides to support use of technology in all classrooms, and integration of these subjects into communication arts. I am holding my breath, waiting for someone to realize what it is that we are really doing….teachers? parents? who will be the first to say "where are your textbooks?" Perhaps the tides have turned here, and teachers will need to ride the wave, or crash and burn! I will do everything I can to teach anyone who wants to learn to surf the wave! Keep your fingers crossed everyone:)

I’ve spent the last couple of days thinking about the tools I will use next term with my classes (21classes? Edublogs? Ning? Wikispaces? PBWiki? MindMeister?) only to discover that what I’m really interested in is preparing the ground for learning.

I don’t want to structure and pre-define. I do not want to create a community or a social network for my students. Instead, I want to create the conditions necessary for the right kind of environment to emerge. Building an environment for the students is likely to result in failure: environments and communities need to be built with the students, with their full participation, through their work and their interactions with and about texts. It’s not just about choosing a blogging platform and letting the kids in. We need to move beyond the traditional approach of “pick the tools, add students and stir.”

Unfortunately, my curriculum is still to a large extent dominated by units, lessons, assignments. Those are the realities of teaching and learning in North America in the 21st century – it’s not about the process, it’s about the product.

In their view art education should be championed for its own sake, not because of a wishful sentiment that classes in painting, dance and music improve pupils’ math and reading skills and standardized test scores.

We feel we need to change the conversation about the arts in this country. … These instrumental arguments are going to doom the arts to failure, because any superintendent is going to say, ‘If the only reason I’m having art is to improve math, let’s just have more math.’ …

Do we want to therefore say, ‘No singing,’ because singing didn’t lead to spatial improvement? … You get yourself in a bind there. The arts need to be valued for their own intrinsic reasons. Let’s figure out what the arts really do teach.

The researchers found that the visual arts classes did have broad indirect benefits, even if they were not directly related to quantifiable performance in other subjects. “Students who study the arts seriously are taught to see better, to envision, to persist, to be playful and learn from mistakes, to make critical judgments and justify such judgments,” the authors conclude.

I have the pleasure of knowing 20 somethings who are immersed in these technologies. They do not obsess over wiki this and blog that– they just use them

I also have seen that these are NOT the kids we are attracting to education. About 80% of my preservice teachers are somewhat technophobes when they arrive.

I have often wondered if education actually draws those who feel more comfortable not having to keep up with the technical advances, because education herself hasn’t kept up.