The book systematically reveals a compelling picture of the “seeds of a new system of education” that are being sown all around us. The explosive growth of home schooling, workplace learning, distance education, learning centers, educational TV, videos and software, and Internet cafes are testimony not only to technology’s expanding role in learning, but also the new ways, venues, paradigm, and ages for and of learning. The authors argue that these, coupled with the mechanics of a global information economy, are ushering in the third era of education after the apprenticeship and universal schooling eras. Distinct shifts are the defining elements of the critical transformations in all three of these eras. Responsibility shifts from parents to the state to individuals and parents once more, thus seemingly completing a virtuous cycle of evolution; expectations shift from social reproduction to success for all to individual choice; content shifts from practical skills to disciplinary knowledge to learning how to learn; pedagogy shifts from apprenticeship to didacticism to interaction; location shifts from home to school to anywhere.Such a fascinating time for schools. I'll add this to my (huge) "to read" list.
Showing posts with label columbia teachers college. Show all posts
Showing posts with label columbia teachers college. Show all posts
Wednesday, December 29, 2010
Rethinking Education in the Age of Technology.
In a year-end wrap-up of education stories from Columbia Teachers College, I read a review of a late 2009 book titled, Rethinking Education in the Age of Technology. The most notable paragraph gave me food for thought:
Tuesday, November 3, 2009
New York Times Op-Ed on Teaching Teachers
At last night's Board of Ed meeting, Board President Joseph Vallerini commented on yesterday’s New York Times op-ed piece on America's teacher training programs. As I'm swamped with work today, I'm re-printing a post from the blog of Rachel Norton, of the San Francisco Board of Education, since her views are aligned with mine. Rachel wrote, "If you were a teacher, how would reading this make you feel?"
Our best universities have, paradoxically, typically looked down their noses at education, as if it were intellectually inferior. The result is that the strongest students are often in colleges that have no interest in education, while the most inspiring professors aren’t working with students who want to teach. This means that comparatively weaker students in less intellectually rigorous programs are the ones preparing to become teachers.
Rachel continues on her blog:
I am not sure that bashing the rigor of teacher training programs does anything to advance the author’s suggestion that the profession should attract students with better academic records. Instead, we should create policies, programs and compensation schemes that will convince the best and the brightest that we will give them respect and a decent standard of living if they choose teaching as a career. The piece does, however, go on to make some great suggestions, such as:
* Spend “less time studying specific instructional programs and learning how to handle mechanics like making lesson plans,” and instead encourage prospective teachers to continue studying the disciplines they want to teach – “It makes no sense at all to stop studying the thing you want to teach at the very moment you begin to learn how.”
* Take a page from programs that train therapists, which encourage students to videotape their sessions and go over their work with mentors and peers. Similarly, “young teachers need to record their daily encounters with their classrooms and then, with mentors and peers, have serious, open-minded conversations about what’s working and what isn’t.”
* Help prospective teachers learn “how to watch children, using research and theory to understand what they are seeing,” because disregarding “the developmental needs of our students it’s unlikely we’ll succeed in teaching them.”
* Finally, hire new teachers in groups of seven or more. “This way, talented eager young teachers won’t languish or leave teaching because they felt bored, inept, isolated or marginalized. Instead, they will feel part of a robust community of promising professionals. They will struggle and learn together.”
(Thanks for the assist, Rachel!)
Our best universities have, paradoxically, typically looked down their noses at education, as if it were intellectually inferior. The result is that the strongest students are often in colleges that have no interest in education, while the most inspiring professors aren’t working with students who want to teach. This means that comparatively weaker students in less intellectually rigorous programs are the ones preparing to become teachers.
Rachel continues on her blog:
I am not sure that bashing the rigor of teacher training programs does anything to advance the author’s suggestion that the profession should attract students with better academic records. Instead, we should create policies, programs and compensation schemes that will convince the best and the brightest that we will give them respect and a decent standard of living if they choose teaching as a career. The piece does, however, go on to make some great suggestions, such as:
* Spend “less time studying specific instructional programs and learning how to handle mechanics like making lesson plans,” and instead encourage prospective teachers to continue studying the disciplines they want to teach – “It makes no sense at all to stop studying the thing you want to teach at the very moment you begin to learn how.”
* Take a page from programs that train therapists, which encourage students to videotape their sessions and go over their work with mentors and peers. Similarly, “young teachers need to record their daily encounters with their classrooms and then, with mentors and peers, have serious, open-minded conversations about what’s working and what isn’t.”
* Help prospective teachers learn “how to watch children, using research and theory to understand what they are seeing,” because disregarding “the developmental needs of our students it’s unlikely we’ll succeed in teaching them.”
* Finally, hire new teachers in groups of seven or more. “This way, talented eager young teachers won’t languish or leave teaching because they felt bored, inept, isolated or marginalized. Instead, they will feel part of a robust community of promising professionals. They will struggle and learn together.”
(Thanks for the assist, Rachel!)
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