Judy O’Connel writes well on issues of Libraries and learning. I like these recent excerpts:
… I am hearing or reading rubbish!!
Doug Johnson in Continuum’s End said
It seems to me that that the continuum between reactionary educators who still find overhead projectors a cutting edge tool and progressive educators who seem to master each tool and philosophy du jour is stretching ever longer every year. As a classroom teacher in the 70s and 80s, we all taught pretty much the same way, with the same sets of tools.
The question of importance to me is not the mastery of tools, but the underlying processes that are important. This is the rub – there are those who, rightly or wrongly, are amongst the elite in terms of commentary or influence on directions in education, who it seems to me have become what my own family constantly remind me not to be…..
Unfortunately there are some amongst us that are so poorly read themselves that they can’t see how silly it is to tout 20th century ‘industrial age schooling’ as the reason for educational change. Oh but they are probably the same people who run your education system, or institution and are good at verbose cliques to justify their actions.
Yes, there’s a lot that needs to change about schooling. Let’s focus on the facts to get there. Cliches are born of ignorance – that’s all. Focus on the revolution not the rhetoric!
I am reminded of the rubbish written about digital immigrants and digital natives – a cliche that doesn’t hold water. I have written about this a lot in the past and it frustrates me to still see people lapping it up at conference and in blog writings.
Some kids love technology, some love singing – sounds like my kids! Sure kids starting school now have only ever known the technologies as part of their lives. But give me a break, this doesn’t mean they are actively engaged with it and know it well. Any more than living in NZ means you love rugby and understand netball!
I do like Judys point about the widening gap between the teachers who actively understand and engage with technologies and those who don’t. Some would argue that we all have to keep up, but many don’t. There are lots of teachers and classrooms out there where a computer is simply and expensive typewriter and an even more expensive way to keep the room warm. ICT PD has extended to nearly 70% of primary schools now but how many schools who have ‘been in the programme’ now have few/no staff who were there when it was happening?
Good points to ponder on I reckon, thanks Judy.