What we permit, we promote [SLIDE]

What we permit, we promote.

A great reminder for school leaders: What we permit, we promote.

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See also my other slides, my Pinterest collection, and the Great Quotes About Learning and Change Flickr pool.

Inspired by: A post from Spike Cook (@drspikecook)


So long as profits are being made, the inadequacies of ed reform ‘solutions’ can be masked

Anthony Cody said:

Here is the deeper problem with [Bill] Gates’ model for education reform. It is built on a vision for social change that asserts that in order for the needs of the poor to be met effectively, the drive for profit must be unleashed. Gates views this as the driving force for innovation.

All of [Gates’] ‘reforms’ undermine the democratic control of our public education system, and wherever possible, shift control into testing companies, private ventures, or individuals subject to corporate influence.

Market-based solutions have a major flaw. When profit is used as the motivator, the most needy students are not served well. The measurement systems that the Gates Foundation has promoted, such as VAM-based teacher evaluations, actually punish teachers who work with the neediest students. Charter schools have been found to consistently under enroll the neediest special ed students, leaving that burden to the public schools. Charter schools are increasing the level of segregation in many cities. Solutions based on technological innovations, so beloved by Gates, have yet to reduce inequities – and may even increase them, as this research suggests. The cities Gates lauded for imposing mayoral control of schools, and high pressure focused on test score accountability, actually performed worse than cities not under such regimes.

However, so long as profits are being made, the inadequacies of these ‘solutions’ can be masked, because the corporations making money can provide active financial support to lawmakers willing to give them support, and few in the media are willing to run the risk of incurring the epithets of the billionaires they might offend by uncovering the unsavory side of reform.

via http://blogs.edweek.org/teachers/living-in-dialogue/2014/07/questioning_education_reformer.html


Filtering social media in schools because it’s a ‘distraction’

Annie Murphy Paul

Annie Murphy Paul said:

according to the [American Association of School Librarians], schools’ top three filtered content areas are social networking sites, instant messaging and online chatting, and games. Such activities aren’t (necessarily) inappropriate or illegal, but they are big honking distractions, and if we want our young people to learn anything during the school day, they must be kept away from these sites.

A growing body of evidence from cognitive science and psychology shows that the divided attention typical of people engaging in “media multitasking” – the attempt to pay attention to two or more streams of information at once – produces shallower, less permanent learning. And let’s not kid ourselves: when students are free to roam the Internet in class or in study periods, divided attention is the result.

Is it possible to use Facebook and Twitter in educationally appropriate ways? Sure – but as technology and education specialist Michael Trucano points out, tech enthusiasts often focus on what’s possible to the exclusion of what’s predictable and what’s practical. What is predictable is that young people, given the chance, will use the web for social and entertainment purposes; what’s practical is to remove that temptation during the school day.

via http://hechingerreport.org/content/schools-efforts-block-internet-laughably-lame_16588

This article misses the point. It’s fearmongering and control-driven and feeds the misbegotten ‘kids these days are bad’ narratives that are so prevalent in older generations. It’s yet another example of ‘we’re not knowledgeable enough to think of any useful ways to utilize these tools so let’s just block them.’

The myth of ‘digital natives’ has been busted time and time again. Research is very clear that while our students are increasingly savvy at using technology for gaming and social purposes, they’re much less proficient at using technology for academic and other productive work purposes. Of course they will not get good at using technology in these ways if we simply block the technologies instead of using them more productively.

Unlike what is stated elsewhere in this article, the ‘real world’ is digital. The real world is technology-suffused. People everywhere use social media and other online tools all the time to accomplish their work. How are educators supposed to prepare students for our new technology-infused information, economic, and learning landscapes in analog school environments?

As my supervising principal said every day of my administrative internship, ‘Classroom management stems from good instruction.’ The issue here is not the technology but rather our unwillingness as educators and citizens (and pundits) to rethink learning, teaching, and schooling.

UPDATE

Here are some tweets that Annie Murphy Paul and I exchanged today. As I read these (and her article), she believes that students simply can’t be trusted or empowered to use social media in class without being distracted. Although she nominally concedes that schools might be able to use social media in productive ways with students, she quickly reiterates that is only ‘possible’ and that it is much more ‘practical’ to simply block these powerful tools for connecting and learning. I disagree with both (and, of course, many of us can point to countless examples all around the world where these are low-level or nonexistent concerns, thus disproving her broad generalizations about students and classrooms). However, when I stated her ideas back to her, she denied them. I don’t know how to otherwise interpret what she said and she won’t clarify. I did invite her to please continue the dialogue in the comment area of either her post or mine. Your thoughts?

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Pushing ourselves into the rotting institutions we want to reinvent

David Brooks said:

Some monads withdraw back into the purity of their own subcultures. But others push themselves into the rotting institutions they want to reinvent. If you are looking for people who are going to be creative in the current climate, I’d look for people who are disillusioned with politics even as they go into it; who are disenchanted with contemporary worship, even as they join the church; who are disgusted by finance even as they work in finance. These people believe in the goals of their systems but detest how they function. They contain the anxious contradictions between disillusionment and hope.

in every dialectic, there is a search for creative synthesis. Or, as Albert Einstein put it, “You can never solve a problem on the level on which it was created.”

via http://www.nytimes.com/2014/07/08/opinion/david-brooks-the-creative-climate.html


The takeover of Camden

Julia Sass Rubin said:

Many parents – and Camden public school administrators – also believe that a complete charter takeover of the district is inevitable and beyond their control. There is even a publicly-available blueprint that details the Christie Administration’s intentions to convert Camden into a New Orleans style all-charter district that includes a few remaining public schools to educate the children too challenging for the charter chains to take on – children with significant special needs; children who are not English proficient; and children whose families are too economically or emotionally distressed to meet the charter networks’ parental-involvement requirements.

via http://blogs.edweek.org/teachers/living-in-dialogue/2014/07/charters_school_networks_and_s.html


Why meaningful math problems are defined out of online assessments

Dan Meyer said:

at this moment in history, computers are not a natural working medium for mathematics.

For instance: think of a fraction in your head.

Say it out loud. That’s simple.

Write it on paper. Still simple.

Now communicate that fraction so a computer can understand and grade it. Click open the tools palette. Click the fraction button. Click in the numerator. Press the “4″ key. Click in the denominator. Press the “9″ key.

That’s bad, but if you aren’t convinced the difference is important, try to communicate the square root of that fraction. If it were this hard to post a tweet or update your status, Twitter and Facebook would be empty office space on Folsom Street and Page Mill Road.

It gets worse when you ask students to do anything meaningful with fractions. Like: “Explain whether 4/3 or 3/4 is closer to 1, and how you know.”

It’s simple enough to write down an explanation. It’s also simple to speak that explanation out loud so that somebody can assess its meaning. In 2012, it is impossible for a computer to assess that argument at anywhere near the same level of meaning. Those meaningful problems are then defined out of “mathematics.”

via http://blog.mrmeyer.com/2012/what-silicon-valley-gets-wrong-about-math-education-again-and-again


So much for separate is unequal

“We conclude that, in the field of public education, the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.” – Brown v. Board of Education of Topeka, 347 U.S. 483 (1954)

Well, so much for that…

kindergarten poverty

via http://www.epi.org/publication/black-hispanic-kindergartners-disproportionately

See also the resegregation research from the Civil Rights Project at UCLA.


When it comes to technology, schools like to buy stuff

Gary Stager said:

They say change in schools is geologically slow, but not when it comes to buying stuff.  Look at the exhibit hall here [at ISTE].

via http://blogs.edweek.org/edweek/DigitalEducation/2014/06/popular_maker_movement_incompa.html


The REAL international story of American education

Linda Darling-Hammond said:

Federal policy under No Child Left Behind (NCLB) and the Department of Education’s ‘flexibility’ waivers has sought to address [the problem of international competitiveness] by beefing up testing policies — requiring more tests and upping the consequences for poor results: including denying diplomas to students, firing teachers, and closing schools. Unfortunately, this strategy hasn’t worked. In fact, U.S. performance on the Program for International Student Assessment (PISA) declined in every subject area between 2000 and 2012 — the years in which these policies have been in effect.

Now we have international evidence about something that has a greater effect on learning than testing: Teaching. The results of the Teaching and Learning International Survey (TALIS), released last week by the Organization for Economic Cooperation and Development (OECD), offer a stunning picture of the challenges experienced by American teachers, while providing provocative insights into what we might do to foster better teaching — and learning — in the United States.

In short, the survey shows that American teachers today work harder under much more challenging conditions than teachers elsewhere in the industrialized world. They also receive less useful feedback, less helpful professional development, and have less time to collaborate to improve their work. Not surprisingly, two-thirds feel their profession is not valued by society — an indicator that OECD finds is ultimately related to student achievement.

Nearly two-thirds of U.S. middle-school teachers work in schools where more than 30 percent of students are economically disadvantaged. This is by far the highest rate in the world, and more than triple the average TALIS rate. The next countries in line after the United States are Malaysia and Chile.

Along with these challenges, U.S. teachers must cope with larger class sizes (27 versus the TALIS average of 24). They also spend many more hours than teachers in any other country directly instructing children each week (27 versus the TALIS average of 19). And they work more hours in total each week than their global counterparts (45 versus the TALIS average of 38), with much less time in their schedules for planning, collaboration, and professional development.

via http://www.huffingtonpost.com/linda-darlinghammond/to-close-the-achievement_b_5542614.html


Countdown to ISTE 16: Special education blogs (THE PUSH 2014)

The Push 2014If you were asked to nominate a very short list of blogs for special educators to read / subscribe to, what would you share? Please submit to the list! (there’s a form at the end of this post)

What are some excellent special education blogs that P-12 educators should be reading? We need both elementary and secondary examples. Please contribute, see the responses, AND share this post with others so that we can get the best list possible.

What special ed blogs would you recommend? http://bit.ly/1sIrUBq Please share with others so we get a great list! #sped #spedchat #edtech

Thanks in advance for helping with this initiative. If we all contribute, we should have a bevy of excellent subject-specific blogs to which we all can point. Please spread the word about THE PUSH!

[Next up: School librarians / media specialists]

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What is THE PUSH?

Every day between now and the ISTE conference, we work together to identify excellent subject-specific blogs that are useful to P-12 teachers. Why? Several reasons…

  • To identify blogs that P-12 teachers can use to initially seed (or expand) their RSS readers (e.g., Feedly, FlipboardReeder, Pulse)
  • To facilitate the creation of online, global (not just local) communities of practice by connecting role-alike peers
  • To create a single location where P-12 educators can go to see excellent subject-oriented educational blogging
  • To highlight excellent disciplinary blogging that deserves larger audiences
  • To learn from disciplines other than our own and get ideas about our own teaching and/or blogging

We are looking for blogs with RSS feeds – particularly from P-12 educators – not sites to which we can’t subscribe. This is an effort to update the awesome but now heavily-spammed list we made 5 years ago!


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