I am in the middle of cleaning out old files. I discovered a assignment for my doctoral studies in which I commented on my observations of school principals and their collective ignorance of technology. I am unsure of it is still true. I hope my observations are les true than they were, but I expect Read More
Media theorists tend to understand information technology as a non-neutral aspect of culture. These scholars recognize characteristics of cognition and interaction that are attributed to the effects of information technologies. Walter Ong used the term primary orality to describe cultures that are free of writing, so the only way to recall was to “think memorable Read More
Cognitive and learning scientist are finding evidence that brains process the information that is stored in memories. The processing allows the learner to find connections and organize the memories. As a result, what one “knows” is not a collection of discrete facts, but it is integrated and one’s knowledge can be used to create new Read More
I am in the middle of rereading Carl Bereiter’s 2002 book Education and Mind in the Knowledge Age. Among the intriguing ideas is the book is his confrontation of the “mind as a container” metaphor. Recent generations of educators have operated under the assumption that one’s brain is a container and that what we know Read More
I assume that those of you who want to be—or already are—teachers have a broad and deep experience as learners. You likely succeeded in school, an achievement that may actually have remarkably little to do with formal teaching and learning. You have also likely been a successful learner outside of school. After all, one does Read More
I found this piece I wrote several years ago and it continues to be relevant for middle school treachers. One obvious feature of fully implemented middle level schools is engaging and relevant curriculum. Students in fully implemented middle schools are likely to score well on standardized tests. However, many educators also recognize that to view Read More
When listening to students and teachers, as well as administrators and staff who comprise the users of information technology systems in schools, I hear complaints about the technology (they tell me it is unreliably and insufficient) and I hear complaints about the people charged with managing IT (they tell me technologists are unresponsive to and Read More
When we gather data and create evidence, we are making several assumptions about the activity. We assume we are measuring what we claim (that our instruments are accurate). We assume that our tools are sufficiently precise to give us the level of detail that we claim or that we need (that our tools are precise). Read More
“In cultures that lack writing, all individuals participate in the communication life of the group without need for special training or skill. Once writing is introduced, a hierarchy of political power becomes possible with the more skilled readers and writers holding a greater share of the power. Abstract concepts such as property, law based on Read More
School and technology leaders generally concur that the IT systems in schools should be of high quality (for now, we can define “high quality” as being functioning and used for relevant purposes). Quality is also understood to be a measure that has no ceiling; one can always makes changes that will improve the degree to Read More