I enjoyed watching this video from Apple about Burlington (MA) High School’s 1:1 initiative. It’s very well done. If I remember correctly, Patrick Larkin, then principal of BHS, came to one of our first Iowa 1:1 Institutes before he and his colleagues launched their program. Now they’re rockin’ out!
I especially loved all the shots of the students (and Patrick’s desk!) in the hallways. Hey, wherever they can find a place to stretch out, intermix, and work together!
I don’t get to attend the meetings between educators and policymakers when they talk about teacher ‘accountability,’ but this is how I envision the conversation often plays out…
Happy viewing! (with captions!)
Does your school organization have a vision for technology-enriched learning and teaching? If so, is that vision one that is shared by the larger community? Many school systems are turning to video to help facilitate a shared vision across various constituent groups. Below is one example, A New Design for Education, created by the Farmington and Spring Lake Park school systems in Minnesota.
Has your school or district made a video like this? If so, please share it in the comments area by Tuesday, April 2. If there are enough submissions, I’ll compile them and make a second post. Happy viewing!
I love to visit schools that are trying to live on the cutting edges of deeper learning, student empowerment, and digital technologies. But, like most of you, I don’t get to do that nearly as often as I’d like. So I’m jealous of folks like Barbara Levin and Lynne Schrum who get to do case studies of innovative school organizations around the country. And of whomever at Edutopia gets to work on the Schools That Work series.
Now I’ve got a new target of envy. Here’s a video of Grant Lichtman describing what he learned from his 3-month, 21-state, 64-school tour of innovative educational systems. Except for the time away from my family, that sure sounds fun to me. Happy viewing!
David Warlick says:
The fallacy of competitive education is its obsession with remembered right answers. The fallacy of right answers is that today success depends less on right answers and more on finding good answers and using them to accomplish meaningful goals. What does the game of school do to children who are more inclined to find and invent good answers than memorize correct answers?
As long as we race [to the top], scoring points by teaching the same answers for the same tests to every child, then we’re perfectly preparing a generation for its own history.