Monthly Archives: November 2010
How about this ss a continuation of the last video on the last post, the one saying that education hasn’t changed in any fundamental way for a century or more?
Ok, there are some aspects of traditional classrooms here but it certainly is different. I like the emphasis on the small collective spaces, the indoor / outdoor continuation, the experiment space and some other features.
I can’t help wondering how realistic it all is. This is far more resource consuming than the traditional set-up. Given the emphasis on cost-cutting that we hear everywhere these days, it’s the type of idea that tends to be placed on the back shelf. Far too many ideas are placed on the long finger. Reality bites!
It’s Saturday afternoon and I’m messing around on youtube. Here are some gems I’ve stumbled cross.
First up, what might an honest and upfront conversation with a particular type of student look like? Oh dear, oh dear! Go on, admit it, you smiled, just a little bit…..
Second up: there are a number of these type of videos blowing about on youtube and to say they annoy me is putting it mildly. No, I don’t have a problem with the message. There is a lot of truth in the message. I have a problem with how it’s put across. Isn’t it ironic that the kids are using hand-written cards to get across the message that they want to use more technology? And why are they so glum? Cheer up, for crying out loud, and go read a book.
Actually the video reminded me of a comment I read recently (apologies, I cannot remember the site) from a first year undergraduate complaining that they don’t do anything interesting in IT class Instead they spend the time doing the ECDL syllabus. While I commiserated with the student’s position, the student needs to know that syllabi are not always decided by the teachers who deliver it, quality control procedures typically mean that a syllabus cannot be deviated from much, what one student considers boring is highly stimulating to another, and finally, ECDL is a good foundation in IT. A problem is that ECDL might not been studied by all students in their prior learning while others proudly show off their certificates. This causes particular problems for a teacher – what do you do when the majority of a class have already done all the material while it’s brand new for a sizable minority – without causing feelings of inferiority / superiority, without operating double standards, etc?
Third on the list: I quite like the ideas in this one, even if the whole thing is meant to be a parody. The iPaper is an interesting idea in and of itself.
Fourth is another futuristic one. This one takes a pot shot at the nonotechnology movement. How small can things really get? Have we reached the practical limits on size? Or, the more likely scenario, are there applications out there for tinytech that we are still exploring – those applications are just not the ones we already have?
And, finally, a century of educational technology chronicled in one youtube video. The early part of the 20th century had the radio, gramaphone, and the silent / talkies movies but not all educators used them. Then along came WW2 and things really sped up technologically but to what extent did the tools make it into the classroom? By the time the 1970s calculators were the cool learning toy of the day. Yet, as I recall, it was to be many years later before students were allowed use them in exams. Scroll on further and you have youtube and Facebook and a whole lot more social media, and many educators don’t use those either.
The lesson: new media, its applications and levels of usage are relative to the time. Technology has never really had a fundamental effect on or caused a radical overhaul of how school/college based learning and teaching takes place. It’s still predominantly desks and chairs and a teacher delivering. New technology comes along and supplements or complements what’s already there. As tools (Sony walkman, anyone?) go out fashion they are replaced by others (Apple ipod, anyone?).
The words educational reform have been heard for years and years. Technology has been changing and evolving for decades. Yet there hasn’t been any fundamental change in how teaching and learning takes place. Is this a good thing or a bad thing?