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Why Reform Produces No Changes

Educational reform tends to follow a cycle that is familiar to many: First, an initiative (supported with little or dubious evidence from the learning sciences) is introduced and implemented (with little or dubious support and rationale). Second, problems with the initiative appear. These can originate from poor or incomplete implementation or support, discrepancies between the Read More

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IT Tradeoffs in Schools

School users are also well-known for trading reliability for functionality and ease. IT professionals know that systems can be configured to perform many more functions than are typically used. Further, many users will use only a fraction of the tools and features available in the applications they use. Of course, using these tools and features Read More

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On Learning

Fink (2003) suggests learning how to learn comprises three types of activities. First, learning how to be a learner by becoming more competent at the activities such as reading, listening, questioning, and writing that are necessary for success in classrooms. Second, learning how to construct knowledge. This work is facilitated in the conceptual and thematic Read More

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Education Cannot Be Engineered

The most flawed educational proposals proceed from the position that education is an engineering problem, and thus we can build educational systems can be built to create systems that produce measurable achievement reliably. For many reasons, those systems that approach all teaching and learning as a recipe that produces learning that can be measured with Read More

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An Elevator Pitch on Learning

Humans are learners. Humans are also the products of their environments, and once something from the environment is learned it is very difficult to unlearn it. What you know becomes your ideology which determines, in large part, your cognitive biases, what you “know,” and what you will learn in the future.