The Educator's Notebook

A weekly collection of education-related news from around the web.

Educator’s Notebook #108 (December 6, 2015)

    • Medium
    • 12/05/15

    It seems that schools are expected to position themselves as either traditional — “chalk and talk,” uniforms, a belief in canonical knowledge, a culture of discipline and compliance, or progressive — liberal, with more of a constructivist approach to teaching and learning, and a focus on the development of the individual building off his or her strengths rather than trying to mold children into a certain ideal mix of intellectual and personal capacities. More and more, I find this binary both idiotic and not very helpful.”

    • EdTechResearcher
    • 12/04/15

    In most of the research on this topic, affluent students use technology for more creative purposes with more adult supervision, while less affluent students use technology for repetitive drill and practice without the same level of guidance… It doesn’t have to be this way.”

    • Guardian
    • 12/03/15

    Last year, Britain became the first G7 country to introduce compulsory computer science on the school curriculum for all children aged five to 16. By the age of seven, all children will now be expected to be capable of writing and debugging a simple program… Coding lessons in school will not turn every child into a programmer. But the idea behind the new government initiatives is that new generations of children will not have to struggle through bootcamps in midlife, because those with an aptitude for coding will have discovered it at an early stage. And those who are less talented, it is thought, will at least gain an understanding of the digital world in which they now live.”

ASSESSMENT

CREATIVITY

DIVERSITY/INCLUSION

LANGUAGE

LEADERSHIP

PD

PEDAGOGY

STEM

SUSTAINABILITY

TECH

WORKPLACE

Z-OTHER

Issues

Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.

Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.

Peter Nilsson

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