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EDC&I 585 4/6/11

EDC&I 585 4/6/11. What’d We Talk About Last Week? Organizing O ur Discussions for T his Week Setting the Stage for Next Week. How We Described Culture. Beliefs, values, practices, worldviews; tools Norms, behaviors People can have, belong to, multiple cultures Customs, moral standards

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EDC&I 585 4/6/11

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  1. EDC&I 5854/6/11 What’d We Talk About Last Week? Organizing Our Discussions for This Week Setting the Stage for Next Week

  2. How We Described Culture • Beliefs, values, practices, worldviews; tools • Norms, behaviors • People can have, belong to, multiple cultures • Customs, moral standards • Knowledge shared by a community

  3. How We Described Culture of Education • School/teacher • Order and hierarchy; learner/teacher roles • Informal learning, apprenticeships, asssessment • Assessment, authority/hierarchy • Knowledge transfer, budget • Socialization, adoption into society • Knowledge that’s deemed culturally important

  4. How Technology Interacts with Educational Culture • More computer use could enhance hierarchy • via monitoring and assessment, but could also liberate teacher (variety of info available) • Technology = transformative • Info on demand, but maybe co-opted to support status quo • Technology = effective if adopted • How to create a culture that supports creative adoption?

  5. What Interesting Questions Did We Suggest? • Match systems and methods, approaches • Low-tech solutions for teaching writing • What doies technology afford” • Is “transformative” relative or ultimate? • How does technology interact with the power structure in the classroom? • Does it enable students to have more power?

  6. Preparatory Perspectivesfor our Discussions this Week(thoughts on re-reading J.S. Brown) • Much education is a mass enterprise • Probably K-12, maybe undergrad HE as well • Many non-ed functions in schools: socialization, health, day care, labor market control, etc. • Ed institutions not brittle • They do adapt and change, but amoeba-like • Learning = work (and fairly hard work, at that) • Do all want to engage?

  7. Questions for Brown (2000) • Predictions from 2000: hold up after 11 years? • “Distinctive new” forms of communication? • “Entrepreneurial spirit” creating new learning environments – do we have it? • Multitasking/info navigation/ ”bricolage” /action bias • Doesn’t much match current models of curriculum, education – tragedy if this changes? • Narrative and Learning in Community • Can this happen for all, on a wide basis? What would be needed?

  8. Questions for Brown & Adler (2008) • Open Ed Resources • What’s gained, lost with this approach? • Social interaction, participation and learning • Virtual Cmty of Practice = face-to-face? • Learning environments and the “long tail” • Can curriculum really operate like a back-list? • Teaching & Learning Commons (p. 28) • Why do tools like this never seem to gain traction? • “Demand/Pull Learning” and the “Passion-Based Learning Community” • Can good technology create the passion, or does it have to be there first?

  9. Connecting “Culture” and Brown • Do you see the themes we discussed last week (culture as norms, beliefs, customs, practices) reflected in Brown’s approach? • What one aspect of Brown’s analysis would you select to insert into current ed practice, and why? • Last week, we suggested some possibly negative consequences of technology use in ed. Would Brown admit those?

  10. Getting Ready for Cuban (next week) • Think about: • Your own experiences with technology in classrooms • Did it actually change how teaching was done? • Ever help make policy around tech in ed? • What arguments, assumptions were used? • How do you think locale, setting, molds tech use? • What role does, should, tech play in schools with very young children (Kindergarten, etc.) • Where you have seen tech used in classrooms, does it stand alone or is it integrated? If integrated, how?

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