admin It was our great honor to serve on the 2010 K-12 Horizon Project Advisory Board this year, and our report was released a couple of days ago. If you want another piece to add to your “compelling case for change” argument, it’s worthy of your consideration.
Reflecting on the National Educational Technology Plan’s call for “connected teaching,” this post explores how technology can transform teaching into a team activity, reshape professional learning, and reposition teachers as learners within connected online communities.
A 5:30 am reflection on TEDxNYED: powerful ideas, passionate speakers, and the lingering question of what actually changes in education after all the inspiring talk.
We argue that what matters most today is not teachers as master knowers of content, but as master learners who model and apprentice students into the processes of learning—especially within social and technological networks that extend far beyond classroom walls.
As of today, 220 of you were kind enough to vote on what you thought were the 10 most important questions from the list that we generated at Educon. Here are the “winners” at the moment, along with a plan to collaboratively tackle each question and turn the results into something more actionable for schools.
We reflect on a conversation from Educon about the “big” questions schools should be asking in light of tectonic shifts in social learning online, and invite readers to help narrow a substantial list of essential questions down to a top ten for deeper exploration.
{ "title": "No Choice", "content_html": "<p>(Cross posted to the PLP Network blog)</p>\n\n<p>One of our favorite things that Sheryl says when she talks about the challenges that schools face right now is that this generation of kids in our schools is the first not to have a choice about technology. Most of us grew up in … Read more
Ten years from now, the next decade will be drawing to a close. Our daughter will be 22, our son 20. We’ll be…older. It’s setting up to be a pretty important 10 years on a lot of fronts, especially for how we live and learn.
We always get in this reflective mood at the end of the year, trying to put some form to what’s changed, both in our own practice and in the larger conversation about schools. Despite more traveling, more PLP work, and deeper on-the-ground conversations, it still feels as if traditional practice remains deeply ingrained and truly transformative change is rare.
We’ve been thinking a lot about how phones are disrupting schools and what it means when every student carries an Internet-connected device. The real issue isn’t just networks or hardware; it’s how curriculum must transform for anytime, anywhere learning with anyone in the world.