Comments on: The Future of the Internet and How to Stop It http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/ Learning with the Read/Write Web Tue, 19 Jul 2011 20:36:16 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Setting Examples « Doug - Off the Record http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49414 Setting Examples « Doug - Off the Record Sun, 30 Mar 2008 11:31:08 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49414 [...] that I follow.  While waiting for the coffee to finish dripping, I noted the following from a Richardson post “The Future of the Internet and How to Stop [...] [...] that I follow.  While waiting for the coffee to finish dripping, I noted the following from a Richardson post “The Future of the Internet and How to Stop [...]

]]> By: garyb http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49089 garyb Wed, 26 Mar 2008 08:05:40 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49089 constructivists always despair at the instructionist control which is regularly exerted after a successful widespread innovation adoption. that's why these people are known as reactionaries...it's politics! and as such will constantly oscillate across the mean... as educators we 'know' this... we have always known this! hence the nonsense of standardised testing...50% will always be below average just maintain the energy for as long as you can, ask the hard question, challenge the status quo..the next generation is watching and learning only 30% of the population are constructivist (- can't recall the source-just google it!) it seems the same proportion are early adopters 26~28% in many surveys curiously the same ratio are mac users.... no correlation at all in these numbers however, back at the classroom level....the same 30% of teachers try new things..innovate...are restless the other 60%plus are part of the status quo( the problem) though be careful about describing crisis, as conservatives are worried about declining values and the lack of respect for tradition eg..do as you were told! funny...not many i know ever did as they were 'told'.. only responded to requests to think and act acordingly extend this precise argument to any other area of human activity and there are corollaries...climate change for one just remember...there are reasons why there are no longer any dinosaurs around.... though that extinction took several million years..so slow they probably didn't notice our decline is a little quicker, though is generational as well see what changes in another 2G..or the more things change..the more they are the same talking with my grandparents, they 'complained bitterly' of the control over their activities, by the adults of the time (early 1900s) they were the first to use pencils instead of charcoal and slates.... you have to laugh..the arguments are exactly the same transported to the new(er) technologies unless something gives with the politics..then we are destined to repeat the actions(mistakes!) of the past. our brains are still wired the same, we still need the same support and stimulus our forbears did, just the means has been adjusted a bit... constructivists always despair at the instructionist control which is regularly exerted after a successful widespread innovation adoption.

that’s why these people are known as reactionaries…it’s politics! and as such will constantly oscillate across the mean…

as educators we ‘know’ this… we have always known this!

hence the nonsense of standardised testing…50% will always be below average

just maintain the energy for as long as you can, ask the hard question, challenge the status quo..the next generation is watching and learning

only 30% of the population are constructivist (- can’t recall the source-just google it!)

it seems the same proportion are early adopters 26~28% in many surveys

curiously the same ratio are mac users….

no correlation at all in these numbers

however, back at the classroom level….the same 30% of teachers try new things..innovate…are restless

the other 60%plus are part of the status quo( the problem)

though be careful about describing crisis, as conservatives are worried about declining values and the lack of respect for tradition

eg..do as you were told!

funny…not many i know ever did as they were ‘told’.. only responded to requests to think and act acordingly

extend this precise argument to any other area of human activity and there are corollaries…climate change for one

just remember…there are reasons why there are no longer any dinosaurs around….

though that extinction took several million years..so slow they probably didn’t notice
our decline is a little quicker, though is generational as well

see what changes in another 2G..or the more things change..the more they are the same
talking with my grandparents, they ‘complained bitterly’ of the control over their activities, by the adults of the time (early 1900s) they were the first to use pencils instead of charcoal and slates….

you have to laugh..the arguments are exactly the same transported to the new(er) technologies

unless something gives with the politics..then we are destined to repeat the actions(mistakes!) of the past.

our brains are still wired the same, we still need the same support and stimulus our forbears did, just the means has been adjusted a bit…

]]> By: JOSEPH SAVIRIMUTHU http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49088 JOSEPH SAVIRIMUTHU Wed, 26 Mar 2008 07:54:03 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49088 Will - why don't you set up a FB group for the book. Maybe a theme: 'What is surprising about the pace of technological innovation is not so much its 'deterministic' character but the extent to which users shape its use' Will – why don’t you set up a FB group for the book. Maybe a theme:
‘What is surprising about the pace of technological innovation is not so much its ‘deterministic’ character but the extent to which users shape its use’

]]> By: David Kinard http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49066 David Kinard Tue, 25 Mar 2008 22:51:05 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49066 Though the topic of technology in education continues to rise to the top of the conversation, sadly it is usually in terms of hardware integration into the classroom or instructor use of technology. Rarely does the conversation focus on the creation, delivery, and assessment of compelling learning experiences that are aided by technolgoy and facilitated by teachers who are specially trained to meet the needs of a 21st century classroom. Today's youth do not need more technology in their learning environments (e.g. sterile gadgets). They need to develop the 21st century skills (e.g. critical thinking, problem solving, teamwork, communication, leadership, technology literacy, etc) so they can integrate these tools into their own learning experiences. And the resources to accomplish this transitition may not come from within education but from outside groups like the <a href="http://http://www.21stcenturyskills.org/" rel="nofollow"> Partnership for 21st Century Skills</a> or companies like <a href="http://www.giantcampus.com" rel="nofollow"> Giant Campus</a>. Though the topic of technology in education continues to rise to the top of the conversation, sadly it is usually in terms of hardware integration into the classroom or instructor use of technology. Rarely does the conversation focus on the creation, delivery, and assessment of compelling learning experiences that are aided by technolgoy and facilitated by teachers who are specially trained to meet the needs of a 21st century classroom.

Today’s youth do not need more technology in their learning environments (e.g. sterile gadgets). They need to develop the 21st century skills (e.g. critical thinking, problem solving, teamwork, communication, leadership, technology literacy, etc) so they can integrate these tools into their own learning experiences.

And the resources to accomplish this transitition may not come from within education but from outside groups like the
Partnership for 21st Century Skills or companies like Giant Campus.

]]> By: Chris L http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49056 Chris L Tue, 25 Mar 2008 18:29:07 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49056 I'm not a doom-sayer, but the status quo has a lot of inertia. There is a big difference between something happening and things staying essentially the same-- and waiting for the current crop of young students to become teachers and somehow transform the system seems a bit optimistic. Look at all the potential with better pedagogy and technology that has already been passed by on the part of *this* generation. I don't think that bodes well for the idea of waiting and letting it happen. Further, though, what makes you think it always works out in the end. Do you think that our educational system is currently in a state of things having "worked out." I'd say we are in an educational crisis. I’m not a doom-sayer, but the status quo has a lot of inertia. There is a big difference between something happening and things staying essentially the same– and waiting for the current crop of young students to become teachers and somehow transform the system seems a bit optimistic. Look at all the potential with better pedagogy and technology that has already been passed by on the part of *this* generation. I don’t think that bodes well for the idea of waiting and letting it happen.

Further, though, what makes you think it always works out in the end. Do you think that our educational system is currently in a state of things having “worked out.” I’d say we are in an educational crisis.

]]> By: Ken Leebow http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49053 Ken Leebow Tue, 25 Mar 2008 17:38:33 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49053 In spite of all the doom-sayers, everything always works out in the end. Even though students aren't getting incredible technology lessons in the school system, they're learning outside the classroom. And, when these digital natives become the teachers, all will be well. Sit back, relax, and take a deep breathe. Everything is gonna be alright! In spite of all the doom-sayers, everything always works out in the end. Even though students aren’t getting incredible technology lessons in the school system, they’re learning outside the classroom.

And, when these digital natives become the teachers, all will be well. Sit back, relax, and take a deep breathe. Everything is gonna be alright!

]]> By: Chris L http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49047 Chris L Tue, 25 Mar 2008 14:01:54 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49047 Will-- over the past months I've become more and more distressed at how many people seem to just assume that all kinds of great future innovation is going to transform society and schools without (or despite) their input and as if they have no control at all. It's the worst kind of technological determinism. It would be sad, but not at all unrealistic, to look back at these exciting years as a time where amazing change was possible-- even probable-- but eventually never really happened. Will– over the past months I’ve become more and more distressed at how many people seem to just assume that all kinds of great future innovation is going to transform society and schools without (or despite) their input and as if they have no control at all. It’s the worst kind of technological determinism. It would be sad, but not at all unrealistic, to look back at these exciting years as a time where amazing change was possible– even probable– but eventually never really happened.

]]> By: Dave Waltman http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49040 Dave Waltman Tue, 25 Mar 2008 11:50:28 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49040 I thought the ACU iphone project had some interesting protocols in place in regard to "control." I watched the student comments version of the "Connected" video and the they were talking about the iphone's txt and phone capabilities being turned off once the professor took attendance for the class (using the iphone). The professor basically had control of the student's iphones for the time they were in class...he could send/receive files, take polls, give quizzes, etc. They were working on a way to allow emergency messages through if a student was in class. There were also some interesting ideas regarding "creation." For example, instead of the professor giving students papers/websites, the student's built essentially their own wiki of resources that could then be evaluated. I thought the ACU iphone project had some interesting protocols in place in regard to “control.” I watched the student comments version of the “Connected” video and the they were talking about the iphone’s txt and phone capabilities being turned off once the professor took attendance for the class (using the iphone). The professor basically had control of the student’s iphones for the time they were in class…he could send/receive files, take polls, give quizzes, etc. They were working on a way to allow emergency messages through if a student was in class. There were also some interesting ideas regarding “creation.” For example, instead of the professor giving students papers/websites, the student’s built essentially their own wiki of resources that could then be evaluated.

]]> By: Rodd Lucier http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/comment-page-1/#comment-49039 Rodd Lucier Tue, 25 Mar 2008 11:12:26 +0000 http://weblogg-ed.com/2008/the-future-of-the-internet-and-how-to-stop-it/#comment-49039 Significant developments in recent years have yet to significantly effect 'traditional' education... largely because school districts attempt to exercise control via 'rules'. A few unharnessed developments that come to mind: 1] the fact that appliances are 'untethered' yet instantly connected; 2] the fact that handheld devices are 'ubiquitous'... Significant developments in recent years have yet to significantly effect ‘traditional’ education… largely because school districts attempt to exercise control via ‘rules’.

A few unharnessed developments that come to mind:

1] the fact that appliances are ‘untethered’ yet instantly connected;

2] the fact that handheld devices are ‘ubiquitous’…

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