Archive

Posts Tagged ‘K through 12’

January 27, 2014 Leave a comment

Photo 238/365: Lesson plan book #edugood

Photo 238/365: Lesson plan book #edugood (Photo credit: buistbunch)

 

this echoes what I found in my dissertation work: that blog writings, even though fueled by passion, were not acknowledged (still aren’t) as academic writing in journals.

Similarly, professional craft-work writing, like lesson plans, is also undervalued, even though lesson plans that are taught by 100 faculty peers, and which go thru the wringer of 1500 students annually, are among the most intensely peer reviewed of all writings, since people actually have to use them

China brings a high-speed train to California; Harriman and Carnegie roll over in their graves

January 6, 2011 3 comments

A photo of Fuchu city Lifelong-learning Center...
Image via Wikipedia

In an era of lifelong learning, I wonder if the mark of real graduation is a ceremony at the end of the classes or is it measured by what you do with the education for the rest of your life? Is there even such a thing as graduation for lifelong learners?

I share the concern about falling behind in reading math and basic sciences. Look at the number of engineering and science PhD degrees awarded to international students, and look at the percentage of US citizens who earned PhD’s as compared to PhD’s in non-science and math.

We’re losing the edge in basic R&D.

China is engaging with the state of California to design build and operate a high-speed railroad network. Even as little as 30 years ago, that would’ve been unthinkable; we’d have done it for ourselves and been looking for ways to be a world leader in delivering that kind of infrastructure solution.

More on the science of learning, social constructionism, language and teaching

October 25, 2010 6 comments

A segment of a social network
Image via Wikipedia
this is really powerful for the teachers out there among us
a powerful summary of links to education and learning research that supports so much of the social-constructionist worldview, as well as the pragmatist, but with a solid foundation in objectivism, and which therefore supports advocacy for access to technologies for everyone
makes a science based case for learning and reveals the amazing social computational engine that is the brain, and the power of language.
reinforces for the power and importance of mindfulness int he classroom and the importance of modelling the behavior as  a teacher/learner that you hope your students will adopt as student/learners

A Systems and “sense-making” perspective on leadership

January 10, 2010 3 comments

The five dimensions of meta-leadership as deve...
Image via Wikipedia

when i hear technology, i think of the “means” of exercising control, authority, communication, and i remember how easily it has become an “end” in and of itself

in practice technology has created at least as many new, unforeseen challenges as it has solved.

it has been used as a crutch,

it has gotten in the way of exercising leadership and command.

it offers “excuses” for people trying to avoid responsibility

it has held out the possibility of better information to make better decisions, with the assumption that more info = better decisions, but more often than not we get more complexity and more confidence and certainty, but not measureably better decisions. technology can be seductive in that sense

in many ways technology becomes an end in itself, and becomes the default response to new challenges

this derives from a technocratic view of the world, a belief in reality as a knowable commodity

and yet, tecvhnology, when understood as an extension of the human CAN make measureable improvements on processes and education, but as leaders and educators i think it remains our responsibility to keep our tools in the right perspective

it is a poor carpenter who blames his tools, so we must be intentional in our use of technology and remember the limits as well as the possibilities

Reblog this post [with Zemanta]