"Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools?"
Interesting article but still misses the point a bit. As a lecturer I would say "read and discuss" - anyone taking me up on this?
Professors who use Blackboard’s software have long been forced to lock their course materials in an area effectively marked, “For Registered Students Only,” while using the system. Today the company announced plans to add a “Share” button that will let professors make those learning materials free and open online.
I picked up on this first because of this fantastic picture - I just couldn't resist it! The pic comes from the Digital Curation Centre and advertises the 7th International DC Conference in Bristol on 5-7 December 2011. Do have a look at the DCC site they offer lots of help and advice.
This blog post is from America but I found that it is saying exactly what was said at a recent online JISC conference. So, how long before we really get to grips with learning and teaching that puts into action the philosophy espoused here?
Part of the challenge with revamping America's educational system resides in well-intentioned people who have focused on answering the wrong question. Nothing matters if we find the right answer to the wrong question. As Clayton Christensen and Michael Horn argued in Disrupting Class, insufficient money, the teachers' unions, and large classroom size, all relevant issues, are not the root cause of our schools' troubles.
The real problem lies in the effects standardized education has had on a student's internal and external motivation. As the authors point out, "When education is well aligned with one's stronger intelligences, aptitudes, or styles, understanding can come more easily and with greater enthusiasm." And as the Khan Academy has demonstrated, teachers can serve as professional coaches and content architects to help students progress in ways that they never could under most current models. Students display much more enthusiasm when they can self-direct their learning paths.