domingo, 30 de diciembre de 2012
An Idea Promised the Sky, but India Is Still Waiting
miércoles, 14 de noviembre de 2012
10 iPhone Apps for Kids that Support Montessori Based Learning | GoNannies.com Blog
"The Montessori approach to education was developed by Maria Montessori, an educator and physician in Italy. Estimated to be practiced in upwards of 20,000 schools around the world, this approach emphasizes freedom with reasonable limits, independence, and a Constructivist model that allows kids to learn basic concepts through a hands-on approach, rather than through lectures and direct instruction. These 10 iPhone apps can help you teach your child the educational basics in accordance with the methods prescribed by the Montessori approach, supporting his education with the assistance of your mobile device."
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10 iPhone Apps for Kids that Support Montessori Based Learning | GoNannies.com Blog
sábado, 27 de octubre de 2012
Educating Players: Are Games the Future of Education? | Observations, Scientific American Blog Network
"CAMBRIDGE, Mass.—Smart phones, tablets and video game systems are often seen as distractions to school children in developed countries, which tend to adhere to a strict teacher-student educational model. At Technology Review‘s Emerging Technologies (EmTech) conference here on October 25, a panel of technologists and educators posited that it’s time to embrace students’ use of such technologies and rethink learning in both developed and developing countries."
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Educating Players: Are Games the Future of Education? | Observations, Scientific American Blog Network
miércoles, 10 de octubre de 2012
Long Live Paper - NYTimes.com
By JUSTIN B. HOLLANDER
LAST week, Education Secretary Arne Duncan declared a war on paper textbooks. “Over the next few years,” he said in a speech at the National Press Club, “textbooks should be obsolete.” In their place would come a variety of digital-learning technologies, like e-readers and multimedia Web sites.
Such technologies certainly have their place. But Secretary Duncan is threatening to light a bonfire to a tried-and-true technology — good old paper — that has been the foundation for one of the great educational systems on the planet. And while e-readers and multimedia may seem appealing, the idea of replacing an effective learning platform with a widely hyped but still unproven one is extremely dangerous.
A renowned expert on reading, Maryanne Wolf, has recently begun studying the effects of digital reading on learning, and so far the results are mixed. She worries that Internet reading, in particular, could be such a source of distractions for the student that they may cancel out most other potential benefits of a Web-linked, e-learning environment. And while it’s true that the high-tech industry has sponsored substantial amounts of research on the potential benefits of Web-based learning, not enough time has passed for longitudinal studies to demonstrate the full effects.
In addition, digital-reading advocates claim that lightweight e-books benefit students’ backs and save schools money. But the rolling backpack seems to have solved the weight problem, and the astounding costs to outfit every student with an e-reader, provide technical support and pay for regular software updates promise to make the e-textbook a very pricey option.
As both a teacher who uses paper textbooks and a student of urban history, I can’t help but wonder what parallels exist between my own field and this sudden, wholesale abandonment of the technology of paper.
For example, when cars began to fill America’s driveways, and new highways were laid across the land, the first thing cities did was encourage the dismantling of our train systems. Streetcar lines were torn up. A result, for many cities, was to rip apart the urban core and run highways through it, which only accelerated the flow of residents, commerce and investment to the suburbs.
But in recent years, new streetcar lines have been built or old systems extended in places like Pittsburgh, Jersey City and Phoenix. They are casting aside a newer technology in favor of an older one.
This lesson of technology-inspired extinction can be retold in many other domains of life: the way phonographs nearly disappeared when the music CD was invented; the rejection of bicycles in the middle of the 20th century; the shuttering of Polaroid factories with the advent of digital cameras.
My point is not that these are all pernicious or reversible developments. On the contrary, we have all benefited from new advances in medicine, communications and computing, even those that displaced familiar technologies.
The Polaroid is a wonderful device for what it is, but it will and should remain a technological novelty. On the other hand, few higher-tech formats deliver the lush sound quality of the vinyl record, and younger generations have recently returned to the format.
In other words, we shouldn’t jump at a new technology simply because it has advantages; only time and study will reveal its disadvantages and show the value of what we’ve left behind.
Which brings us back to paper. With strength and durability that could last thousands of years, paper can preserve information without the troubles we find when our most cherished knowledge is stuck on an unreadable floppy disk or lost deep in the “cloud.”
Paper textbooks can be stored and easily referenced on a shelf. Data are as easy to retrieve from paper as reaching across your desk for a textbook. They are easy to read and don’t require a battery or plug. Though the iPad and e-readers have increasingly better screen clarity, the idea that every time a person reads a book, newspaper or magazine in the near future they will require an energy source is frightening.
The digitization of information offers important benefits, including instant transmission, easy searchability and broad distribution. But before we shred the last of the paper textbooks, let us pause and remember those old streetcars, and how great it would be if we still had them around.
Justin B. Hollander is an assistant professor of urban and environmental policy and planning at Tufts University and the author of “Sunburnt Cities: The Great Recession, Depopulation and Urban Planning in the American Sunbelt.”
A version of this op-ed appeared in print on October 10, 2012, on page A23 of the New York edition with the headline: Long Live Paper.
NYTLong Live Paper - NYTimes.com
viernes, 28 de septiembre de 2012
ALEC and corporate fingerprints are all over national push for online learning
A proposed law would require all Minnesota high school students to take at least one online class before graduating.
Last week, this space carried a post recapping the strange brew of education-related measures that had survived their respective legislative committees and were headed to the floors of the state Senate and House. There is much more to be said about one of the more curious measures, House File 2127, sponsored by Burnsville Republican Pam Myhra.
A short refresher: The bill would require all Minnesota students, starting four years from now, to have taken at least one online-only course in order to graduate from high school. As first introduced, it would have allowed those courses to take place in virtual classrooms to be located anywhere and be operated by employees of for-profit companies who might or might not be licensed teachers.
As it moved through various committees, HF 2127 was amended to require all courses be taught by licensed Minnesota educators, offered by approved operators and include digital coursework done in schools. It was massaged into something Minnesota’s larger districts, most of which already offer digital courses, are now OK with, although it will pose myriad challenges in Greater Minnesota.
If it passes, Minnesota will become one of a handful of states to mandate student participation in online learning, which is, to put it mildly, a booming industry in search of customers.
Consider, for example, Tennessee’s adoption last year of the Virtual Public Schools Act, model legislation created by the American Legislative Exchange Council (ALEC), the super-secretive, super-conservative group which has birthed much of the nearly identical anti-labor legislation that has swept through statehouses nation-wide over the last two years.
Yes, ALEC has made appearances in this space, too, but we think the best primer is the one produced by the education advocacy group Parents United. Corporations, foundations and think tanks pay thousands of dollars to join ALEC, which charges lawmakers — most of them Republicans — $50 a year to join.
Lawmakers are treated to expenses-paid policy confabs at ritzy resort destinations where they are given model bills drafted by private-sector participants.
The model law adopted in Tennessee was created by two ALEC committees chaired by executives from two large, for-profit corporate providers of virtual education, Connections Academy and K-12, according to Phi Delta Kappan, via Education Week.
Shortly after passage, K-12 won a no-bid contract from Union County School District to open a school that is in operation this year. Tennessee lawmakers also decided to shutter the state’s successful online education program.
Some 2,000 students applied for admission to the Tennessee Virtual Academy last fall, many of them homeschoolers. Others were recruited at meetings held in Chattanooga’s poorest neighborhoods. The school receives about $5,300 per pupil; K-12’s CEO was paid more than $2.6 million last year and its CFO $1.7 million.
There’s more. According to The New York Times, K-12 was founded by a former banker from Goldman Sachs and pundit William Bennett, Ronald Reagan’s secretary of education and the author of "The Book of Virtues: A Treasury of Great Moral Stories" and bankrolled by disgraced junk bond king Mike Milken.
How, you are wondering, does K-12 do, for about $5,000 a head in Tennessee what Minnesota’s urban districts struggle to do with more than twice that tuition? One of its Arizona programs outsourced the correcting of student essays to India, a practice that apparently didn’t work well and was abandoned.
ALEC is at work on those cost-cutting measures, drafting model bills aimed at collective bargaining, teacher compensation, licensure, local school boards, vouchers, tax credits and a host of other “reforms” that incorporate privatization.
Last fall, Rep. Myhra confirmed to the late, lamented Minnesota Independent that she is an ALEC member. Indeed, she sits on its tax and fiscal policy task force.
K-12, meanwhile, operates four virtual public schools in Minnesota. Connections Academy operates one here.
Beth Hawkins writes Learning Curve, a blog about education, for MinnPost and also covers a variety of other public policy topics.
Taken From MinnPostALEC and corporate fingerprints are all over national push for online learning