Comments on: The Future of Teaching http://weblogg-ed.com/2007/the-future-of-teaching/ Learning with the Read/Write Web Tue, 19 Jul 2011 20:36:16 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Mark Cruthers http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-35644 Mark Cruthers Sat, 13 Oct 2007 15:12:07 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-35644 The furture of teaching should include a market model. Let students and teachers find each other online or live. With Web 2.0 technology like www.wiziq.com the power starts to transfer to the hands of those who actually do the teaching and actually do the leaarning and the institutions over time will have less and less power. The furture of teaching should include a market model. Let students and teachers find each other online or live. With Web 2.0 technology like http://www.wiziq.com the power starts to transfer to the hands of those who actually do the teaching and actually do the leaarning and the institutions over time will have less and less power.

]]> By: Kevin’s Meandering Mind » Blog Archive » Alice interviews James http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-30656 Kevin’s Meandering Mind » Blog Archive » Alice interviews James Wed, 22 Aug 2007 10:04:24 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-30656 [...] It’s great to see people making connections everywhere. Their discussion centers on the future of teaching and conversations that have been sparked over at Will Richardson’s blog. [...] [...] It’s great to see people making connections everywhere. Their discussion centers on the future of teaching and conversations that have been sparked over at Will Richardson’s blog. [...]

]]> By: Jeremy Fox http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-30448 Jeremy Fox Mon, 20 Aug 2007 21:13:49 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-30448 This sounds like a fascinating workshop. I believe that we as educators have not only a right but a responsibility to attempt to predict the future; however, I also believe we need to remain cognizant of the difficult, if not futile, nature of this endeavor. We simply do not know, in the context of such a highly complex system as that of the educational landscape, where we are heading, at least not in any definitive sense. I agree with Steve that the notion "There are 1,300 teacher preparation programs that are preparing teachers for schools that none of us think should exist" seems to unfairly negate all that is currently right in the world of education. Yes, we must constantly strive to move forward and look towards an improved future. Yet, we must heed the lessons of the past and build upon that which we have worked so hard to accomplish. This sounds like a fascinating workshop. I believe that we as educators have not only a right but a responsibility to attempt to predict the future; however, I also believe we need to remain cognizant of the difficult, if not futile, nature of this endeavor. We simply do not know, in the context of such a highly complex system as that of the educational landscape, where we are heading, at least not in any definitive sense. I agree with Steve that the notion “There are 1,300 teacher preparation programs that are preparing teachers for schools that none of us think should exist” seems to unfairly negate all that is currently right in the world of education. Yes, we must constantly strive to move forward and look towards an improved future. Yet, we must heed the lessons of the past and build upon that which we have worked so hard to accomplish.

]]> By: Borderland » Blog Archive » Redrawing the Shape of Learning http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-30312 Borderland » Blog Archive » Redrawing the Shape of Learning Sun, 19 Aug 2007 21:28:15 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-30312 [...] Will Richardson’s recent posts about the future of schools and teachers leaves me an opening for a new “big idea” that I’ve been working on lately. I finished reading Complexity and Education, by Davis and Sumara, which has me thinking about complex systems and the classroom. Complexity theory is relatively new to me, although it’s been around for several years. I’ve read about it, but never anything that was connected directly to the classroom. It’s hard to write about something that I know so little about, but in the spirit of trying to make sense, I plunge into the muddle. [...] [...] Will Richardson’s recent posts about the future of schools and teachers leaves me an opening for a new “big idea” that I’ve been working on lately. I finished reading Complexity and Education, by Davis and Sumara, which has me thinking about complex systems and the classroom. Complexity theory is relatively new to me, although it’s been around for several years. I’ve read about it, but never anything that was connected directly to the classroom. It’s hard to write about something that I know so little about, but in the spirit of trying to make sense, I plunge into the muddle. [...]

]]> By: Teaching and Developing Online. http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-30051 Teaching and Developing Online. Fri, 17 Aug 2007 22:09:01 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-30051 <strong>The Future of Teaching...</strong> “There are 1,300 teacher preparation programs that are preparing teachers for schools that none of us think should exist.” It was pretty edgy. Weblogg-ed ? The Future of Teaching...... The Future of Teaching…

“There are 1,300 teacher preparation programs that are preparing teachers for schools that none of us think should exist.” It was pretty edgy. Weblogg-ed ? The Future of Teaching……

]]> By: Technology in Science Education » Blog Archive » New beginings http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-30045 Technology in Science Education » Blog Archive » New beginings Fri, 17 Aug 2007 19:58:46 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-30045 [...] Will Richardson’s blog today talked about a workshop that he attended.  One of the pieces that he took away from it is that we are training teachers for classrooms that won’t (or shouldn’t) exist in 10 years. [...] [...] Will Richardson’s blog today talked about a workshop that he attended.  One of the pieces that he took away from it is that we are training teachers for classrooms that won’t (or shouldn’t) exist in 10 years. [...]

]]> By: A. Mercer http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-30015 A. Mercer Fri, 17 Aug 2007 16:16:17 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-30015 I've started a meme on some of the themes this post evoked: http://mizmercer.edublogs.org/2007/08/17/schools-20-meme/ I’ve started a meme on some of the themes this post evoked: http://mizmercer.edublogs.org/2007/08/17/schools-20-meme/

]]> By: Weblogg-ed » “Trapped Between Stories” http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29990 Weblogg-ed » “Trapped Between Stories” Fri, 17 Aug 2007 12:49:42 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29990 [...] That sentiment connected to something we talked about at the Institute for the Future workshop I wrote about earlier that, not surprisingly, raised some hackles in some parts. The discussion centered on the “Map of Future Forces Affecting Education” that they created with the KnowledgeWorks Foundation. One part of that map talks about how we will be “rescripting life,” how “the standard narratives of adolescence, early adulthood, and post-retirement get rewritten.” And I think we’re seeing the early stages of that right now in a lot of different, complex ways, most clearly perhaps in the post-retirement story. (What is “retirement” anyway?) [...] [...] That sentiment connected to something we talked about at the Institute for the Future workshop I wrote about earlier that, not surprisingly, raised some hackles in some parts. The discussion centered on the “Map of Future Forces Affecting Education” that they created with the KnowledgeWorks Foundation. One part of that map talks about how we will be “rescripting life,” how “the standard narratives of adolescence, early adulthood, and post-retirement get rewritten.” And I think we’re seeing the early stages of that right now in a lot of different, complex ways, most clearly perhaps in the post-retirement story. (What is “retirement” anyway?) [...]

]]> By: Tracy Rosen http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29940 Tracy Rosen Fri, 17 Aug 2007 04:10:34 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29940 For some reason that embedded link doesn't want to work. I must've mis-typed the code, it's getting late! Here is the actual link: http://leadingfromtheheart.edublogs.org/2007/08/16/the-future-of-teaching-lets-continue-the-conversation/ For some reason that embedded link doesn’t want to work. I must’ve mis-typed the code, it’s getting late! Here is the actual link:

http://leadingfromtheheart.edublogs.org/2007/08/16/the-future-of-teaching-lets-continue-the-conversation/

]]> By: Tracy Rosen http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29939 Tracy Rosen Fri, 17 Aug 2007 04:08:58 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29939 For Steve...and anyone else following this thread ;) I am getting the idea that we, at least those of us involved in this conversation, are ready to act on new ideas. People have asked for priorities, have asked about where we go from here. I think that something like this can help us get there. I know that <a href="http://www.gervasebushe.ca/appinq.htm" rel="nofollow">Gervase Bushe</a> has been using Appreciative Inquiry with the Vancouver Public School System. This was published in the <a href="http://www.sfubusiness.ca/newsletter/2007summer/" rel="nofollow">Summer 2007 edition of the SFU Business Newsletter, the Executive Edge</a>: <blockquote>In the last Executive Edge newsletter we told you about a $150,000 three-year research project to study a change management trend called appreciative inquiry. It's a new process that works to change the way people think – to get them thinking collectively about how they want their organization to operate. Gervase Bushe, SFU Business associate professor of management and organizational change, who is consulting and studying the process and its outcomes at the Vancouver School Board, reported on the results of the first year of study. "Preliminary indications are that the change process has been so successful that the BC Schools Superintendents' Association is offering appreciative inquiry training and is also planning an appreciative inquiry summit for Kelowna in August," says Bushe. What's more, he says, numerous BC School Districts are planning to use appreciative inquiry in their schools next year.</blockquote> It's a powerful change process, based in the very foundations that have been brought up in this thread. If we were to design an appreciative change process for our school systems I think we could find out way to get there...together. This is the type of stuff that excites me, that I want to see more of. I'm continuing this post here --> <a> The Future of Teaching: Let's continue the conversation</a>. Cheers, Tracy For Steve…and anyone else following this thread ;)

I am getting the idea that we, at least those of us involved in this conversation, are ready to act on new ideas. People have asked for priorities, have asked about where we go from here.

I think that something like this can help us get there. I know that Gervase Bushe has been using Appreciative Inquiry with the Vancouver Public School System. This was published in the Summer 2007 edition of the SFU Business Newsletter, the Executive Edge:

In the last Executive Edge newsletter we told you about a $150,000 three-year research project to study a change management trend called appreciative inquiry. It’s a new process that works to change the way people think – to get them thinking collectively about how they want their organization to operate.

Gervase Bushe, SFU Business associate professor of management and organizational change, who is consulting and studying the process and its outcomes at the Vancouver School Board, reported on the results of the first year of study. “Preliminary indications are that the change process has been so successful that the BC Schools Superintendents’ Association is offering appreciative inquiry training and is also planning an appreciative inquiry summit for Kelowna in August,” says Bushe. What’s more, he says, numerous BC School Districts are planning to use appreciative inquiry in their schools next year.

It’s a powerful change process, based in the very foundations that have been brought up in this thread.

If we were to design an appreciative change process for our school systems I think we could find out way to get there…together.

This is the type of stuff that excites me, that I want to see more of. I’m continuing this post here –> The Future of Teaching: Let’s continue the conversation.

Cheers,
Tracy

]]> By: Steve http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29929 Steve Fri, 17 Aug 2007 02:24:26 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29929 @Tracy - I think we are finally finding a common ground in our negotiations. What you write is really at the root of what I was trying (maybe not all that well, though) to get at. Educational leaders, innovators and teachers have been having the same conversations for decades, yet we still struggle with the "how do we get there" part. The targets are the same, I think... only the tools and frameworks, or as you put it, "playing fields" change. Serious and passionate conversations and dreams are essential in this process - no doubt. Theory always needs to be grounded, negotiated and fleshed out in practical ways. I guess I am continually amazed at speed (slow!) at which we are able to "get there". It's my hope that increased options and opportunities for communication and collaboration by all, such as that which Will participated in, will speed up the rate at which we "get there". Great discussion! Cheers from a McGill Education Alumnus! See... the ripples are expanding :-) @Tracy – I think we are finally finding a common ground in our negotiations. What you write is really at the root of what I was trying (maybe not all that well, though) to get at. Educational leaders, innovators and teachers have been having the same conversations for decades, yet we still struggle with the “how do we get there” part. The targets are the same, I think… only the tools and frameworks, or as you put it, “playing fields” change. Serious and passionate conversations and dreams are essential in this process – no doubt. Theory always needs to be grounded, negotiated and fleshed out in practical ways. I guess I am continually amazed at speed (slow!) at which we are able to “get there”. It’s my hope that increased options and opportunities for communication and collaboration by all, such as that which Will participated in, will speed up the rate at which we “get there”. Great discussion!

Cheers from a McGill Education Alumnus! See… the ripples are expanding :-)

]]> By: Joan Vinall-Cox http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29923 Joan Vinall-Cox Fri, 17 Aug 2007 01:32:46 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29923 I am fascinated by web 2.0 as it impacts education. In 2004 I got my Ph.D. with a thesis on how I moved from being a technophobe to being a technophile. I've used the web in my teaching for over 10 years, but I can't interest any local education institutions in a course on using web 2.0 in teaching. I think all the undergrad teachers should be getting as much training in this as possible, but it doesn't seem to be on their radar at all. I am fascinated by web 2.0 as it impacts education. In 2004 I got my Ph.D. with a thesis on how I moved from being a technophobe to being a technophile. I’ve used the web in my teaching for over 10 years, but I can’t interest any local education institutions in a course on using web 2.0 in teaching. I think all the undergrad teachers should be getting as much training in this as possible, but it doesn’t seem to be on their radar at all.

]]> By: Tracy Rosen http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29917 Tracy Rosen Fri, 17 Aug 2007 01:06:08 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29917 Steve, definitely, honouring where we come from is important. I do feel that focusing on a positive future and seeing how to get there is ultimately a better use of my time than attributing the roots of the ideas to points and people in history. I agree that we are championing the same thing in theory as any socio-constructivist from the past. Yet our 'socio' is so different, our tools and technologies are so different, and our students are different as well. The playing field is rapidly changing. Someone could give me a theory, written by someone else I have never met or had a conversation with, and say - here. This is the answer. Let's do this and education will be perfect. I could even go on and study that theory and agree, wow. This is beautiful. But until I have serious conversations with people who care as deeply as I do about education and until I can dream with them about our own future and flesh out the theoretical structure with our own relevant meat, the theories will not have all that much real meaning for me. What Will and the others at that conference did was live those theories. They were learning in social interaction. I can't think of better recognition. I am enjoying this conversation. I sit on the edge of my seat as I type - thanks! Steve, definitely, honouring where we come from is important.

I do feel that focusing on a positive future and seeing how to get there is ultimately a better use of my time than attributing the roots of the ideas to points and people in history.

I agree that we are championing the same thing in theory as any socio-constructivist from the past. Yet our ‘socio’ is so different, our tools and technologies are so different, and our students are different as well. The playing field is rapidly changing.

Someone could give me a theory, written by someone else I have never met or had a conversation with, and say – here. This is the answer. Let’s do this and education will be perfect. I could even go on and study that theory and agree, wow. This is beautiful. But until I have serious conversations with people who care as deeply as I do about education and until I can dream with them about our own future and flesh out the theoretical structure with our own relevant meat, the theories will not have all that much real meaning for me.

What Will and the others at that conference did was live those theories. They were learning in social interaction.

I can’t think of better recognition.

I am enjoying this conversation. I sit on the edge of my seat as I type – thanks!

]]> By: Lee Wilson http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29913 Lee Wilson Fri, 17 Aug 2007 00:41:44 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29913 Phew - didn't mean to make the priorities comment a criticism of Will's post - just that it is a next step to moving forward with something like this. Put this in the hands of most people and the logical question is "where do I start? What do I do differently tomorrow morning?" As noted my personal take is that folks should start with whole arena of navigation/filtering skills which those of us past a certain age don't come by naturally because we grew up in an age of - relative - information scarcity. I'll bet that others have other ideas and that is what I'd like to see. For more see - http://www.educationbusinessblog.com/2007/08/learning_in_a_world_of_infinit_1.html Cheers Phew – didn’t mean to make the priorities comment a criticism of Will’s post – just that it is a next step to moving forward with something like this. Put this in the hands of most people and the logical question is “where do I start? What do I do differently tomorrow morning?” As noted my personal take is that folks should start with whole arena of navigation/filtering skills which those of us past a certain age don’t come by naturally because we grew up in an age of – relative – information scarcity. I’ll bet that others have other ideas and that is what I’d like to see.

For more see – http://www.educationbusinessblog.com/2007/08/learning_in_a_world_of_infinit_1.html

Cheers

]]> By: Steve http://weblogg-ed.com/2007/the-future-of-teaching/comment-page-1/#comment-29874 Steve Thu, 16 Aug 2007 16:19:55 +0000 http://weblogg-ed.com/2007/the-future-of-teaching/#comment-29874 @ Tracy - Dream away! It certainly is important. All I am saying is that we are still struggling to realize ("how to get there") the dreams of the "giants" and we should recognize this more in such discussions, as we are still talking about the very same visions for schooling and learning. They championed wholeheartedly that teachers need to be more like learning agents, and I bet that they would be really excited about some of the new technologies available today :-) @ Tracy – Dream away! It certainly is important. All I am saying is that we are still struggling to realize (“how to get there”) the dreams of the “giants” and we should recognize this more in such discussions, as we are still talking about the very same visions for schooling and learning. They championed wholeheartedly that teachers need to be more like learning agents, and I bet that they would be really excited about some of the new technologies available today :-)

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