The promise of technology in the pursuit of learning is vast -- and so are the profits. The Software & Information Industry Association valued the U.S. ed-tech market at$7.5 billion in 2010. With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.
Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.
"Critical and creative thinking should be prioritized over remembering content"
"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.
Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."
This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.
And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"
There are three competing visions of educational computing. Each bestows agency on an actor in the educational enterprise. We can use classroom computers to benefit the system, the teacher, or the student.
Commission Européenne - Communiqué de presse - Europeia Comunicado de imprensa Bruxelas, 25 de janeiro de 2013 Comissão A Europa encontra-se numa situação em que há até cerca de 700 000 empregos por preencher no setor das TIC e em que se verifica...