On the Future of our Educational Institutions [Annotated]

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But I think of these as 2 separate roles. Complementary and needing to be informed by each others practice, yes. But distinct fields requiring different skills and attributes, and I often feel that the profession that we call Learning Technologist or Educational Technologist is undervalued in our institutions and tends to get tacked on to an equally important, but separate role, of Instructional Designer.

I have called myself an Educational Technologist for years now. I know learning theories, I understand what it means to correctly sequence learning materials. I can write learning objectives and lesson plans, but it is not what I do on a regular basis. What I do spend my time on is trying to understand technology through an educators lens.

I admit, I have a techno-first bias, but that is what a technologist is supposed to have. And it is what we need to do if we are to truly — and critically — understand the role that technology has in shaping, not only the learning experience, but also the wider sociotechnical landscape that our educational institutions operate in. In a world where education technology is growing increasingly more complex have you seen the number of technologies in use at institutions these days? Or Learning Engineer.

I actually think it is time for a decoupling of the roles, and an elevation for the role of Educational Technologist within our institutions. And certainly the two have to work together and have their work informed by the other. But as the technology issues we grapple with in education become more complex and deeply interwoven into the fabric of our institutions, I think we need to elevate what a technologist brings to the table.

Yeah, I think the crisis of titles is a crisis of shifting focus, so much of edtech is marginally interested in the technology. But if real education, conceived on a German basis, did not occur then and had never been implemented before or since, then it has never yet existed. It would appear that for the philosopher only the Greeks so far really had education, and nobody since has quite unlocked the secrets of its nature This allows him to lay about with a broad stick — by definition nothing in contemporary life measures up — yet it also leaves a wistful deposit of nostalgia and longing.

The philosopher and his student often sigh and lament that the current schools are deficient. A deeper void may underwrite their despair. And with that future, education will have a meaning drawn from a radically new order of society. The Tragic Age has yet to be reborn. So Nietzsche waits, sad but hopeful, aware that a lacuna dwells at the heart of his lecture series, but sure that this absence will eventually be compensated with Dionysian plenitude.

This may explain the melancholy which pervades the dialogue. It also indicates why we should probably not expect too much enlightenment from the much-awaited fifth party. On the contrary, at the time he was delivering them, he believed them a great success, and between the fourth and fifth lectures with a third of the series still unwritten he made arrangements to have the whole published.

He also passed along the manuscript of the extant talks to various friends and received gratifying applause. A coterie in Florence read them with interest; a friend made a copy. Failing that, why did he not write them at all? It bears saying that late March and all of April were painful months for Nietzsche.

Wilamowitz had not yet issued his public challenge, but it became impossible to overlook the judgment conveyed by the academic silence surrounding The Birth of Tragedy. Since he had thought that some philologists would welcome his text, he was disappointed and probably humiliated. Worse, Richard Wagner and then his wife Cosima and the children vacated their nearby home that April, depriving him of nearly indispensable personal and intellectual companionship.

This was the very month in which the final installment was to appear. He was likely too depressed to write. Nonetheless, Nietzsche did not give up easily, and he certainly did not abandon plans to complete his lectures. Having failed in April, he tried to finish them again in August, then October, November, and December, each time recognizing a little more clearly that they were fundamentally flawed and beyond correction. In November he acknowledged that the project was unsuited to his audience in Basel. Nonetheless, his quixotic attempt to diagnose and to resolve the basic problems of the German education system at the age of twenty-seven had failed.

In the following April he would find some of his views revisited in an essay by Paul Lagarde. He was right at the time to presuppose such knowledge because most of his audience were raised in that system and knew its structures intimately. However, the world of nineteenth-century German pedagogy has been subject to change, even in Germany, and is utterly beyond the ken of most Anglophones today. Whole theories of education and practical applications would have to be explained if the reader is to understand the arguments in the lectures.

The study also concluded that the favorable changes in daily environment and teacher behavior were linked to positive changes and accelerated growth of at-risk preschoolers' early literacy skills. Livingstone, S. McPherson Ed. This chapter is about a case study of three children and their Internet usage over time, along with a literature review on both the digital divide and literacy. Internet skills are conceptualized as a form of literacy.

The article challenges myths about the "cyberkid" or the "digital generation" in order to point out that Internet usage and literacy vary among children.


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Society must first recognize this variance in order to support children's Internet literacy through design, education, and regulation. Marsh, J. Four studies provide evidence that illuminates data-driven decision making DDDM practices in a variety of contexts across the country. They included three statewide samples in one case, large districts in a second, small districts in a third, and a large educational management organization in the fourth.

Finally, like most of the literature to date on DDDM, these studies are primarily descriptive and do not address the effects of DDDM on student outcomes. Together they create a foundation for ongoing and future research on the topic by helping to understand how data are being used, the conditions affecting use, and issues that arise in the process -- information that will be crucial for effective implementation of DDDM and evaluations of its effects. Martin, T. Cognitive Science, K. Five studies examine how interacting with the physical environment can support the development of fraction concepts.

McKagan, S. American Journal of Physics.

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The research looked at 18 simulations on quantum mechanics designed to improve learning from the Physics Education Technology PhET Project. Several key features help students build mental models: visual representations that cannot be directly observed, interactive environments, connections to everyday life, and efficient calculations so students focus on concepts. This paper provides an overview of the PhET simulations, research on their effectiveness, and insights about student thinking. McLeod, S.

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Means, B. A total of 36 schools provided the case-study data for this report from The report describes features of data systems and data usage that are essential to yielding value for students and educators. These features are described as follows: data, regular meetings, training, support, and leadership and alignment. Data: Timely, credible, interim assessments that generate actionable data were among the most powerful strategies districts used and key to engaging teachers in using data.

State test results are often not useful to teachers because they arrive too late to inform instructional decisions, and in many cases, teachers cannot access student performance by content standard. States and test vendors should improve their efforts to ensure that schools have access to actionable student assessment results in time to inform their planning activities.

District data systems should also support routine evaluation of instructional programs, practices, and decisions by linking student participation in specific endeavors with standards-based assessments. Training: The report emphasizes "the use of data in decision making cannot have a positive impact on instruction without a linkage to effective instructional practices. Many teachers in the case studies responded to student data by grouping students according to their performance level and readdressing content that a majority of students understood poorly.

Case studies also showed that data discussions have become an accepted method in teacher professional development, planning, and collaboration time. Support: School-based "data coaches" help teachers to interpret data and link data to instructional decisions. In a number of the case study schools, data coaches brought valuable insight to teachers, especially in the area of early literacy. Fifty percent of districts say they have provided data coaches for at least some of their schools, and 32 percent say that they have done so for all of their schools.

Teachers also benefit from opportunities to examine student data with their colleagues, but they "only want to do so if they feel confident that they will not be opening themselves up to harsh judgments. School leaders play an important role in modeling the use of data and in developing school practices where teachers are expected to use data to guide their instruction.

School leaders should participate in ongoing training in using data to inform school improvement and instructional decision making and in motivating their staff to engage in these practices. District leadership is also critical to ensuring that districts have interim assessment tools and practices that foster data use. District policies that require interim assessments should not have contradictory pacing requirements that prohibit teachers from going back to reteach content that the students have not yet mastered.

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District policies should reflect an achievable plan for teachers to cover district curriculum. Surveys from district staff indicate a need for exemplary models of how to analyze student data to determine which practices work best for which students, adapt instructional practices to meet students' individual needs, and develop curriculum-embedded formative assessments.

Finally, "many states have assembled collections of digitized resources for planning and implementing instruction around their state standards. The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 3 , This meta-analysis examines 45 studies of online, blended learning, and face-to-face programs and found that purely online learning is equivalent to face-to-face instruction in effectiveness, while blended approaches are more effective than both online and face-to-face instruction.

A systematic search of the research literature from through July identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that contrasted an online to a face-to-face condition, measured student learning outcomes, used a rigorous research design, and provided adequate information to calculate an effect size.