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With robots on the job, it won't be IT as usual

With robots on the job, it won't be IT as usual | Edumorfosis.it | Scoop.it
With robotics making great strides and more companies welcoming robots into the workforce, IT managers need to start prepping for the changes coming their way.

"Robotics will probably touch every business over the next decade," said Dan Olds, an analyst with OrionX. "I think we're nearing a tipping point where more businesses will be adding robots and robotics to their operations. They'll be doing everything from manufacturing, to delivering food to restaurant tables to cleaning chores and farming -- and lots of stuff in between."

While robots have been working on assembly lines and in giant warehouses for some time, they've become much more than giant hulking arms moving car doors and stacking boxes. With advances in technologies like artificial intelligence, computer vision and mobility, robots are taking on a host of new roles.
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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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Embracing a Mobile Mindset for learning and development

Embracing a Mobile Mindset for learning and development | Edumorfosis.it | Scoop.it
When was the last time you used a mobile device? Chances are you’ve looked at your smartphone or tablet within the last hour. In fact, you might even be reading this blog from your smartphone. How we access information has changed dramatically over the last few years.

For learning and development to stay relevant, training professionals need to adopt a mobile mindset. However, this isn’t just a new technology “fix.” It’s an entire change of attitude about how content is designed and delivered. Mobile devices, used properly, can improve training throughout your organization. This new attitude will take some planning, preparation, and persuasion to design training that maximizes the user experience.
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03 ideas para acelerar la innovación en educación

03 ideas para acelerar la innovación en educación | Edumorfosis.it | Scoop.it
La palabra innovación está en boca de todos. Hemos aprendido que debemos innovar en educación porque seguimos manteniendo un modelo obsoleto que ofrece pocas respuestas a los problemas de la sociedad del siglo XXI. Sin embargo, en Disruptiva creemos que el tiempo es propicio para ir más allá, buscar trascender las modas y formas adoptadas hasta ahora y empezar a construir nuestro propio ‘Opportunity Valley educativo’. Por ello, queremos proponer algunas ideas que podrían servir como primeros pasos para empezar ese proceso:
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Lo que los estudiantes en línea realmente quieren: más interacción con profesores y compañeros

Lo que los estudiantes en línea realmente quieren: más interacción con profesores y compañeros | Edumorfosis.it | Scoop.it
De acuerdo con el reporte "The Online College Students 2017: Comprehensive Data on Demands and Preferences" (Los Estudiantes Universitarios en Línea 2017: Datos completos sobre demandas y preferencias), desarrollado por The Learning House, Inc. y Aslanian Market Research, los estudiantes en línea desean más interacción con sus instructores y compañeros de estudio.

Para su sexta edición, este reporte anual encuestó a 1,500 estudiantes que estaban actualmente matriculados en, recién graduados de, o seriamente considerando un programa en línea. El informe tiene como objetivo ayudar a los líderes de educación superior a entender mejor los rasgos de los nuevos estudiantes universitarios en línea y lo que están buscando en su experiencia educativa.

Los investigadores encontraron que los estudiantes en línea están buscando más interacción con sus profesores y compañeros de clase. Más del 50 por ciento de los encuestados dijo que la interacción con su comunidad académica es importante para ellos, mientras que alrededor del 25 por ciento dijo que una mayor interacción mejoraría la calidad y experiencia de sus cursos en línea.
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When designing Microlearning, keep Macro in mind

When designing Microlearning, keep Macro in mind | Edumorfosis.it | Scoop.it
From the learners’ perspective, macro learning involves a larger time commitment, a focus on specified learning objectives, and is often used when choosing to engage with content that is largely unfamiliar. In contrast, microlearning is something that can be done on your phone, in the subway on the way to work. It is quick and focuses on specific pieces of information or skills. eLearning professionals are currently grappling with these two types of learning as if they are not interrelated. However, an effective strategy embraces microlearning within the broader paradigm of the system in which it occurs.
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Responsive Design tips for eLearning courses

Responsive Design tips for eLearning courses | Edumorfosis.it | Scoop.it
To begin, we need to lay the foundation for this discussion. When talking about “responsive design” (for our purposes), I mean to design a course that responds to the technology platform currently in use. A course whose displayed content changes based on the device or screen size could be said to be “responsive” in this instance. Unfortunately, the term “responsive design” is a bit like the term “the cloud”—it can be fairly nebulous in definition and understanding.

Responsive design is a bit different than what I call “resizable design.” In resizable design, the objects on the screen just resize and change position based on the screen size. This is usually handled by the design tool and behind-the-scenes algorithms and programming. Responsive design, on the other hand, is a design in which the developer controls which elements appear on the screen based on certain sizes or breakpoints. In terms of tools, Storyline 3 & 360 use resizable design, while Captivate and Lectora use responsive design.
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The revolution in Education no one is noticing

The revolution in Education no one is noticing | Edumorfosis.it | Scoop.it

I haven’t been a student in a typical classroom since the turn of the millennium. Back then, technology was just beginning its march into all aspects of modern life, including education. Earlier this year, I took a fully online course and was pleasantly surprised, not only by its intellectual rigor but also by the virtual platform that fostered meaningful interactions and substantive discussions with my instructor and my other online classmates. In my recent experience, online learning closely matched the quality and content of standard classroom learning, with much greater freedom and flexibility.

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The case for the new role of a Modern Learning Advisor

The case for the new role of a Modern Learning Advisor | Edumorfosis.it | Scoop.it

In a number of previous articles in the MWL Magazine, I have explained how modern professionals now recognise that they learn in many different ways at, through and for work.

The standard approach of a L&D department is to design and deliver learning interventions to and manage employee learning CENTRALLY in some sort of learning platform, e.g. a LMS to manage courses, or more recently in a Learning Experience platform to manage use of other types of content and interactions.

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Networked knowledge creates value

Networked knowledge creates value | Edumorfosis.it | Scoop.it
As we enter the network era, the dominant technology is the internet and working knowledge is distributed through professional communities, many of which are hosted online. Compare this to the last 75 years where the company was connected to a factory and knowledge was delivered from business schools. Tangible goods, best practices, and standardization are being replaced by intangible assets, emergent practices, and transparency. In the network era, business is changing.

In the networked knowledge triad, I tried to show how real value creation today happens outside the organization. Therefore professionals should develop value creation networks that connect to the world, beyond the current workplace. These networks are the modern equivalents of degrees and certificates. They are the value we bring to our work teams and organizations. As the life expectancy of organizations decreases, we can no longer depend on employers to provide stability for our working lives. That stability now comes from our networks.
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The future of learning is not training

The future of learning is not training | Edumorfosis.it | Scoop.it

Instead of jumping off the January 1st starting line, we decided to wait and see what other people are predicting for corporate training and learning in 2017. Here’s a partial list from our 2017 Crystal Ball Scorecard:

  • The New Year will bring a wider adoption of mLearning
  • All companies will be dong more microlearning
  • There will be much wider use of xAPI and Learning Records Stores (LRS)
  • Learning apps will become ubiquitous
  • Gamification will be for everything and everywhere!
  • Video learning will be on a smart device near you
  • Social learning the idea whose time has come
  • Things are looking up for cloud-based delivery
  • Responsive Web Design (RWD) will be the buzzword for 2017
  • 2017 is the year of adaptive more personalized learning
  • Content curation for learning will lead to better learning
  • Look out Virtual Reality (VR) and Augmented Reality (AR) coming up fast
  • Finally training will focus on performance and not on smiles
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[Infographic] Mobility is driving the Internet of Things Smart School

[Infographic] Mobility is driving the Internet of Things Smart School | Edumorfosis.it | Scoop.it
The word smart implies an intelligence and awareness, as well as an ability to learn and transform. Smart schools have an infrastructure that enables them to grow, adapt and progress as important environments for learning. Today’s smart school utilizes Internet of Things devices that communicate their status via Wi-Fi. While this can include interactive smart boards, the scope of smart schools reaches far beyond these boards to include iBeacons, wearables, sensors throughout the school, eBooks and tablets, collaborative classrooms, smart lighting and HVAC, and video/motion trackers. Our survey found growing use of robots, augmented reality, facial recognition, parking sensors, attendance tracking, and 3-D printers. These devices provide extensive data for both real-time and subsequent analysis.
Edumorfosis's insight:

La Universidad no debería mantenerse estática en el tiempo en una era de pleno movimiento tecno-social. Los aprendices del siglo 21 se moverán por lugares donde la minería de datos fluirá en cantidades exponenciales. La universidad convencional no tendrá cabida en ambientes en los que  los aprendices estárán en constante movmiento...

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Are grades diverting focus from real learning?

Are grades diverting focus from real learning? | Edumorfosis.it | Scoop.it
Grades sometimes feel like a necessary evil. They are a shorthand measure of how a student is performing in school, but too often the pressure to earn good grades becomes the sole focus for students and parents. Grades are supposed to be a recognition of the learning process a student went through, not the product a student strives for exclusively. But disentangling those things is a challenge, made more difficult by the real consequences of good grades for kids’ futures.

Educator Ashley Lamb-Sinclair experimented with not giving grades for the first six weeks of the school year at the high-achieving high school where she works. She was amazed at the intrinsic motivation students had to persist on a task until they improved when the pressure of a grade wasn’t present. She writes that she had incredible communications with parents about their children’s learning during those six weeks and that the gradeless period went smoothly. That is, until she had to start grading again. As soon as a 100-point scale was present parents and students forgot all the value they had seen in the learning process and focused only on points.
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How Big Data is disrupting education

How Big Data is disrupting education | Edumorfosis.it | Scoop.it
From healthcare to hospitality, and retail to real estate, big data is having an impact in all industries – and education is no exception. Educators are using big data to identify weak points in the education system, improve teaching methods, and gain a better understanding of student life.
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Data analytics has such a widespread effect on the education system, it can be hard to narrow down the changes it causes. So, to better understand those changes, let’s examine a few of the ways that big data is disrupting the education industry, and how it will continue to do so in the future.
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Building a Culture of Continuous Learning for Teachers

Building a Culture of Continuous Learning for Teachers | Edumorfosis.it | Scoop.it
We’re all familiar with the traditional model of professional development: an outside consultant comes in during the summer or at the beginning of the school year, spends a few hours or a couple of days introducing the new program or initiative, and leaves teachers with a stack of implementation materials.

And then teachers go back to the classroom, put the materials on the shelf beside the materials from last year’s new initiative, and go back to teaching the same way they always have.

It’s no mystery why this model for PD doesn’t spark lasting change in classroom practice. The mystery is why we ever expected it to in the first place.

The truth is, teachers, much like their students, need more than a one-shot lecture to master and apply new material. Effective professional development takes place within a continuous “Cycle of Learning” that includes targeted instruction, planning, application, and assessment.
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Ivon Prefontaine, PhD's curator insight, July 23, 7:37 PM
There are good points made in the article. For example, the current model of teacher education is based on delivery of theory, often as a one time venture and teachers figuring out the practical on their own.

There is no mention of teacher voice and choice in the article. When I have a choice and express that choice in my voice, I want to learn what is being offered. Too often, it is voice and choice that is missing. We do not build cultures. They form.
Nevermore Sithole's curator insight, July 26, 7:34 AM
Building a Culture of Continuous Learning for Teachers
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Coming to your child’s school, very, very soon: A Christensen-Style Disruption!

Coming to your child’s school, very, very soon: A Christensen-Style Disruption! | Edumorfosis.it | Scoop.it
Teachers, materials, students — the big 3 of K–12. Materials (1-to-1, OER-based textbooks) are changing dramatically, but teachers and teaching is about to be disrupted in the Christensen-sense. Machine learning will drive personalized learning into America’s schools. On that you can rely!
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Paradigm shift in Higher Education

Paradigm shift in Higher Education | Edumorfosis.it | Scoop.it
Thomas Kuhn (1962) introduced the concept of a paradigm shift as a way to describe how a prevailing understanding in science is replaced with a new understanding in light of overwhelming evidence that the explanations currently being used to understand the world are no longer adequate. Although originally limited to science, the idea of a paradigm shift has been applied to other areas of understanding (e.g. the impact of the internet on economics).

A disruptive innovation, as espoused by Clayton M. Christensen, is an innovation that changes the way something is done and has specific reference to economics. A disruptive innovation introduces a change that allows new markets and ideas to emerge that are almost universally resisted by existing institutions, but which can, when properly exploited by a new player, undermine and eventually destroy existing institutions. Kodak is a recent example of a massive institution that expended too much energy defending old technologies and failing to properly embrace the disruptive innovation represented by digital imaging. Kodak is a hollow shell of what it once was and a Google search of the word doesn't even bring up the company on the first page but as been replaced by a rapper.
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Social Learning: A retail case study

Social Learning: A retail case study | Edumorfosis.it | Scoop.it

Social learning is nothing new. In fact Albert Bandura developed one of the most relevant theories. This model talks about the ‘reciprocal determinism’, meaning the world and people’s behaviour affect each other. 

 

It’s interesting in learning and development as we have seen a move to ‘talent developers’ and are also incorporating ‘culture and environment’ into our roles. This makes sense really, assuming you agree with Bandura’s Theory. Your world, culture and environment influences your behaviours and therefore learning.

 

Bandura’s Social Learning model is the reciprocal link between cognitive, behavioural and environmental influences. Often this comes through human modelling of others; this might be generally in the workplace, or could be online.

 

There are several factors that are needed for Bandura’s Theory to work. These are:

  • Attention - Ability to notice what is happening in a social learning forum. This may include sensory abilities for example.
  • Retention - This relates to remembering what you have learnt.
  • Reproduction - Self observation techniques and reproducing these.
  • Motivation - This is your reasoning to imitate, for example, this could be personal development objectives.

Via juandoming
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Nevermore Sithole's curator insight, July 26, 7:35 AM
Social Learning: A retail case study
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Knowledge: fusión de pedagogía y tecnología

Knowledge: fusión de pedagogía y tecnología | Edumorfosis.it | Scoop.it
Si en la actualidad la pedagogía, basada en la continua investigación, indica que es adaptable y modificable a los valores formales e informale surgiendo nuevos maneras educativas que se adaptan a las exigencias de la situación y ofrece una alternativa educativa en la contemporaneidad, es probable que tenga resultados donde lograr niveles totales de alfabetización de gran alcance. (seguir leyendo En educación: ¿es suficiente un cambio pedagógico? ¿tecnológico? de Juan Domingo Farnós Miró

Estamos en este proceso, donde elementos como la Inteligencia Artificial, la Gamification con los videojuegos etc…son las nuevas variantes de este nuevo juego, que antes llamabamos educacion, ¿y ahora?….
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Who are our students? Now and into the future

Who are our students? Now and into the future | Edumorfosis.it | Scoop.it
Graduate school professors lament what they perceive to be the absence of quality, well prepared students and they blame inadequacies in undergraduate education for this situation. In turn, college faculty insist that the ability of students to write and think has been in steep decline, and they blame the high schools. The high schools blame the middle schools for student shortcomings; the middle schools blame the elementary schools; the elementary schools blame the preschools and the parents. In short, we have a litany of blame running up and down the educational landscape.[1]

Another frequent lament that gets at the same issues, although through a different lens, sounds something like this: “It was not like this when I was a student.” Or “I always did my homework when asked.” Or “In my generation, things were different; students listened.” Or, finally, “These millennials; they don’t get it. What’s with these students?” These comments are heard across the educational arena and are often uttered with accompanying distain and most often spoken as if the assertions were proven statements of fact.
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[PDF] Profesores y estudiantes en el centro de la Universidad

[PDF] Profesores y estudiantes en el centro de la Universidad | Edumorfosis.it | Scoop.it
La relación entre profesores y estudiantes constituye el núcleo de la actividad universitaria. Más allá de los grados, modos y fórmulas en las que se concreta la reciprocidad, lo que hace de nuestras Universidades instituciones vivas es el hecho de que individuos concretos se comunican en un marco de convivencia, que genera un entramado de relaciones interpersonales.
 
Víctor Pérez-Díaz, Francisco Michavila y María Antonia García-Benau proponen en los diferentes capítulos que constituyen el 4 Documento de Trabajo de Studia XXI, “Profesores y estudiantes en el centro de la Universidad”, algunas reflexiones basadas en la necesidad de detenernos en la red de relaciones que se articulan en la comunidad de profesores y estudiantes, aprendiendo de nuevas experiencias y aprovechando los éxitos obtenidos en la larga andadura de las instituciones universitarias.
 
Una vez más, estas reflexiones constituyen un reto y una oportunidad. El reto tiene que ver con la idea de fijar las coordenadas que guíen el rumbo de las reformas pendientes, partiendo de una perspectiva crítica, realista y constructiva: un proceso de reflexión interna en el que las Universidades habrán de discernir qué principios orientan una transmisión del saber que se verifica siempre de persona a persona. Es oportuno detenernos en esta dimensión de la tarea universitaria porque disponemos de perspectiva histórica y porque soplan aires renovados de cambio en el seno de las instituciones europeas de Educación Superior. Y no resulta extraño compartir y aprender de las nuevas experiencias y de las propuestas innovadoras que muchas Universidades se plantean, como consecuencia de estudiar nuevos modos de interpretar esta relación viva entre los alumnos y sus profesores.
 
En el primero de los capítulos Víctor Pérez-Díaz resume qué idea de la Universidad podría servir de guía para las reformas y sugiere los incentivos internos y exter nos que pueden facilitarlas. Después, ya pensando en el caso español, da cuenta de algunos mecanismos institucionales y algunos rasgos culturales que habría que rectificar, para concluir con algunas propuestas sobre el camino a seguir.
 
Hablar de una educación universitaria diferente supone en la práctica, según explica el profesor Francisco Michavila en el segundo capítulo del Documento, un esfuerzo por traducir la propia misión institucional, los valores y las señas de identidad. El modelo educativo aspira a reflejar la intencionalidad y el propio ethos del proyecto de formación universitaria. Esa suma de estrategias y actuaciones, ordenadas e integradas en un plan global, debe dar origen al modelo educativo de la Universidad. Su diseño intenta articular de forma flexible la vida de la comunidad universitaria, fortalecer sus hábitos tanto individuales como colectivos y articular las normas institucionales que guían el quehacer universitario en su dimensión académica, educativo-docente, investigadora, cultural y social, de innovación e internacionalización. Un modelo que no es estándar ni único para todas las instituciones, sino que viene condicionado por las fortalezas y debilidades de cada uno. El establecimiento de un modelo educativo propio permitirá que la Universidad se posicione en su entorno más próximo y con una dimensión internacional.
 
Por último, María Antonia García-Benau, autora del último de los capítulos de este número de la serie STUDIA XXI, plantea la necesidad de fomentar la participación estudiantil, promoviendo la instauración de mentores universitarios y resaltando el relevante papel que pueden desarrollar con los estudiantes, tanto desde un punto de vista académico como profesional. Acaba sus reflexiones señalando medidas concretas para llevar a cabo una mayor implicación de los estudiantes en las labores fundamentales de las Universidades: docencia, investigación y gestión.
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Research-Influenced Learning Spaces

Research-Influenced Learning Spaces | Edumorfosis.it | Scoop.it

One area where we found a growing body of research was learning space design. In studying various pieces of literature on the effect of design, Barrett and Zhang began with the understanding that a “bright, warm, quiet, safe, clean, comfortable, and healthy environment is an important component of successful teaching and learning” (p. 2). Their research suggested direct connections between the learning space and sensory stimuli among students. The evidence of such connections came from the medical understanding of how human sensory perception affects cognitive calculations. As such, Barrett and Zang (2009) identify three key design principles:

Naturalness: Hardwired into our brains, humans have the basic need for light, air, and safety. In this area, the impact of lighting, sound, temperature, and air quality are prevalent.
Individualization: As individuals, each of our brains is uniquely organized and, we perceive the world in different ways. Because of this, different people respond to environmental stimuli in various ways. Therefore, the opportunity for some level of choice affects success.

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AI is not the future, it is the present. 3 ways how AI is influencing education industry

AI is not the future, it is the present. 3 ways how AI is influencing education industry | Edumorfosis.it | Scoop.it

Artificial Intelligence – the word conjures up the Hollywood sanctioned image of terminators taking over our world. Most people think of AI as something a bit scary that might occur in the future.

But the truth is that we are surrounded by Artificial Intelligence even now!

Every time you see an advertisement pop up selling exactly what you want – that’s AI! From movie recommendations and Facebook feeds to Virtual PAs like Siri and Alexa – AI is already here and is set to become more and more enmeshed in our daily lives.

There is no doubt about the benefits Artificial Intelligence can bring to our lives – it makes things smarter, faster and cheaper – and in areas like healthcare, it can even save lives.

Naturally, the education sector, especially the eLearning industry, has also experimented with AI based technologies to offer enhanced learning experiences.

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Misión de la Universidad - Universidad, sí

Misión de la Universidad - Universidad, sí | Edumorfosis.it | Scoop.it

La única misión de la Universidad es la mejora permanente de la sociedad a través del conocimiento.

A partir de aquí podemos explicar cada palabra y su alcance, detallar los fines y hablar de los medios, acotar o ampliar “la misión” y, al hacerlo, hablar de universidades con perfiles distintos –universidades adjetivadas como investigadoras, emprendedoras, innovadoras…- y de otros organismos no universitarios que atienden parcialmente la misión universitaria, como los organismos públicos de investigación. La misión de la Universidad, bien es cierto, descansa fundamentalmente en dos responsabilidades medulares: docencia e investigación. Una universidad, si usamos con rigor el término, tiene que casar ambas como responsabilidades inseparables e indisolubles. De no ser así estaríamos hablando de otro tipo de organizaciones, aunque se dediquen a la Educación Superior.

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The urgency of doing: Knowing is NOT enough

The urgency of doing: Knowing is NOT enough | Edumorfosis.it | Scoop.it
Conventional training (here’s a book, go read it – or lectures) is based on knowledge transfer which arrogantly assumes what the individual needs to learn and how the student learns best. The focus is on the needs of the educational system, i.e. – passing high-stakes tests, school rankings, etc. – and not the individual’s interest or learning style. This is the “sage on the stage” model where information is taught externally but rarely applied internally.
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Does the word 'teacher' still describe what educators do in the classroom?

Does the word 'teacher' still describe what educators do in the classroom? | Edumorfosis.it | Scoop.it

In 2008, Heidi Williams, author of the book “No Fear Coding,” began asking herself some retrospective questions about her role as a teacher at an International Baccalaureate School in Racine, Wisc. These questions led her to the conclusion that the career she thought she entered was not the one she was experiencing, and it was time for her to refine her role and mission.

I don’t call myself a teacher anymore.

“I don’t call myself a teacher anymore,” says Williams. The title she prefers is “stretch instructor.” Williams adds: “Even as an administrator, I am a stretch instructor. I strive to reach every child.”

According to the Merriam-Webster Dictionary the word “teach” comes from the Middle English word techen, meaning “to show or instruct.” To Williams, that definition had built up too many negative connotations over time, including the implication that she was simply standing in front of a classroom dictating to children—something she felt was an inaccurate depiction.

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Ivon Prefontaine, PhD's curator insight, July 23, 7:32 PM
Actually, our school system was designed in the 19th Century to socialize young people into a factory system. Teaching is teaching despite what the article suggests. We can use new words and phrases, but teaching is responding to children's needs which means multiple roles are performed.
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Technology can be a tool, a teacher, a trickster

Technology can be a tool, a teacher, a trickster | Edumorfosis.it | Scoop.it

The development of speech recognition illustrates one facet of the relationship between people and technology. Sometimes, we have to change ourselves to meet the technology where it is. But the goal is often the other way around: to improve the technology to fit us as we are.

That's why it's interesting to reflect on some exceptions to the rule — cases where technology isn't just a tool, but also a teacher. Good teachers meet their students where they are, and they adapt their methods accordingly. But the ultimate goal isn't to accommodate the student as he is, it's to change the student by changing the way he thinks and acts. When technology is a teacher, it isn't enough for the technology to adapt; we need to change ourselves, too. This turns out to have some interesting implications.

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