What Would Be a Radically Different Vision of School? | MindShift

“The predominant narrative is that schools are broken,” said veteran educator and author Will Richardson recently at a gathering of teachers at Educon. “Our test scores aren’t great and kids aren’t learning what they need to be successful.”  This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”The other dominant narrative holds that schools aren’t broken — they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said. But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.

via What Would Be a Radically Different Vision of School? | MindShift.

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About Dr. Bob- Blog Curator

Bob’s has focused his expertise in technology integration in the K-12 community and teacher education. This expertise touches many different aspects of technology and learning. Areas of particular interest include: Learning, Computational Thinking and STEM, Mobile Learning, 1:1 technology initiatives, problem and project- based learning. Bob's experiences have been enhanced through collaborations with Bonnie Bracey-Sutton who formerly worked as President Clinton’s 21 Century Educator and Raymond Rose who formerly was part of the Concord Consortium, a non profit research and development corporation and the lead institution in developing one of the first virtual high schools in the nation. Other important influences include work at Learning Sciences Research Institute as Senior Research Associate at the University of Illinois Chicago where he was involved with studies of best practices of teacher education and technology. Additional experiences include, working with John Bransford at Vanderbilt University’s Learning Technology Center as Project Coordinator for the school’s Preparing Tomorrow’s Teachers to Use Technology Grant (PT3). The grant, national in scope, was responsible for disseminating and helping to implement research on learning and technology into grant activities and the activities of grant partners. Bob now heads up the IRIS Connect project at the University of Mississippi and is part of the Mobile Learning Portal Project at the University of Texas - Austin. The Portal project involves Dr. Paul Resta, who holds the Ruth Knight Millikan Centennial Professorship in Instructional Technology and serves as Director of the Learning Technology Center at the University of Texas at Austin.

Posted on February 22, 2014, in Uncategorized. Bookmark the permalink. Comments Off.

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