As learners become more skilled at observation, they become more capable of perceiving and interpreting important aspects of situations. When presented with a new situation, strong perceptual learners are able to understand it by attending to important and relevant elements. Those who have more deeply developed perceptual learning will be able to identify relevant patterns Read More
This comes from Technology in Schools: Its Not Like this in Business, the book I recently released under a Creative Commons license. 212; Layers of Educational Technology When looking at information technology in schools, we can break it into five levels (see table 1). As one proceeds from “IT Systems” to “Students and Teachers Using Read More
The concept of the paradigm shift was introduced in the 1960’s and revised in 1970 by Thomas S. Kuhn in his influential book The Structure of Scientific Revolutions (Kuhn, 1970). Kuhn was the first to publish this account of how knowledge in science advances: Scientists conduct experiments and carry out their observations to study unanswered Read More
All measurements are subject to error; this is well-known to carpenters who “measure twice and cut once,” and it is known to observers of elections in which recounts result in much different returns than the original count. Measurements in schools are subject to error as well. If a student is handed back a quiz with Read More
One of the challenges for designing information technology for school populations is the broad range of skills that users bring to the device. When we build IT for business users, we can usually assume their skills fall within a narrow range. Consider the range of literacy and numeracy skills as well as the physical characteristics Read More
Stop reading this sentence and picture a school; in your mind enter a classroom where class in underway and look around. See the teachers in the room, see the students, imagine what they are doing. If you didn’t play along with the preceding sentence, recall a movie or television program you watched in which a Read More
I had a discussion with some colleagues recently about active and social learning. We seem to have come to agreement on this elevator pitch: We know human brains are adapted to social learning. Just what we mean by social learning is open to interpretation and not every lesson is amenable to it. In situations where: Read More
218: Bridging the Gap Between IT and Education Systems When framing a problem, we define what we believe its cause to be along with the conditions that will indicate the problem has been solved. When attempting to solve problems, we take actions to reduce its effects and to prevent it from returning. When working with Read More
Technology is a force that exerts strong influences on society and culture. For those living within a culture its effects are so familiar they are barely perceived and thought to be a natural part of every culture or society. What we expect of people (our peers, our leaders, our children, etc.) and out institutions (schools Read More
This is part of the introduction to my book Technology in Schools: It’s Not Like This in Business which was recently released under CC-BG-NC-SA. “The technology systems installed in schools support all many educational and operational functions.. These are seriously complex systems. In the vocabulary of IT professionals, they are enterprise systems (or perhaps business Read More