In a recent Guardian article (See Here) John Naughton gives us some ideas about how to approach the problem of educating our kids in the technology saturated world that is only going to get more-so in the future. A great deal of what Naughton says I agree with but he then resorts to some good old-fashioned rallying cry stuff like ”The biggest justification for change is not economic but moral. It is that if we don’t act now we will be short-changing our children. They live in a world that is shaped by physics, chemistry, biology and history, and so we, quite rightly, want them to understand these things. But their world will be also shaped and configured by networked computing and if they don’t have a deeper understanding of this stuff then they will effectively be intellectually crippled. They will grow up as passive consumers of closed devices and services, leading lives that are increasingly circumscribed by technologies created by elites working for huge corporations such as Google, Facebook and the like. We will, in effect, be breeding generations of hamsters for the glittering wheels of cages built by Mark Zuckerberg and his kind.” Read More
For part of my Masters course at QUT I am doing a reflective unit. While doing this I wrote the following. It may be of some interest.
“Many educators, for many reasons, often develop coping mechanisms when faced with innovation and/or change in the educational environment. These teachers repackage, resist or sometimes ignore the change, rather than engaging with the thoughts and actions that need to occur. Some have even been known to ignore the changes that are required with the rationale that if they wait long enough the innovation will either be cancelled or the frequent changes that occur in education will mean that eventually the system will revert to the ‘old way’. Unfortunately, sometimes these educators are right. Read More