“Those who can do. Those who can’t teach.” We have all seen this quote and observed (accurately) that it doesn’t show the great wit that many who toss it around think. Poems have been written about it; keynote speeches have been given about it. Books and articles have been written about it. We all despise Read More
Category: Schools
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
Assumptions That Are Likely False
• curriculum comprises well-defined information and skills that represent necessary human knowledge • the purpose of schools is to ensure students get the information and skills into their brains, thus become educated • educators know how to deliver instruction so the curriculum is transferred into students’ brains • the most efficient instruction occurs from simple Read More
Education is Not Business
In recent decades, educators have adopted the language and models of business processes (some of us prefer to say this way of understanding our work was foisted on the profession). Business is deconstructed into inputs, business processes and outputs. Success is measured in quality and quality of outputs (in business outputs can be reduced in Read More
On Changing Information Technologies
The role of microcomputers in curriculum and instruction has been debated since the first arrived in schools; some advocate for quick adoption of every new tool while others advocate for avoiding digital technology altogether. Disparate perception of emerging information technologies among educators is not a new phenomenon. In his 2011 book The Information: A History, Read More
On Rationales
Educational leaders are recognizing that some populations have been dissuaded from perusing higher education because of attitudes, practices, and structures that prevented them from enrolling and studying. I hesitate to make a list of these populations as it will exclude some who have experiences of exclusion. For many educational leaders, the effort to increase the Read More
Leaderspeak: “Tell Me What I Can Do to Help”
“Tell me what I can do to help”
Formal Education and School Aren’t the Same (Anymore)
On the future of education. The rhetoric of “education is changing” has been white noise since I started in the field. (This year marks 40 years since I started my undergraduate studies. I started in the same year A Nation at Risk was published.) My career has also coincided with the arrival of desktop computers, Read More
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
Types of Tests
There are two types of tests that are typically administered to students: standardized and standards based. For IT professionals who are designing systems to administer the tests, there is no difference; devices must be able to establish reliable and secure connections to the servers where the test is housed, user accounts must be created, and Read More