The Educator's Notebook

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

Educator’s Notebook #252 (September 9, 2018)

    • EdTechie
    • 09/05/18

    “Cycles of interest – there are some ideas that keep recurring in ed tech: the intelligent tutor, personalised learning, the end of universities. Audrey Watters refers to zombie ideas, which just won’t die. Partly this is a result of the aforementioned historical amnesia, and partly it is a result of techno-optimism (“This time it really will work”).”

    • Harvard Business Review
    • 09/01/18

    “By making small changes to the design of their organizations and the ways they manage their employees, leaders can encourage curiosity—and improve their companies. This is true in every industry and for creative and routine work alike.”




    • KQED
    • 09/04/18

    D&D gives us a powerful tool to explore new realities and how those realities are built: through action, choices, community, negotiation, resilience and responsibility… It’s not a novelty that stories change the world, but by exercising all those characteristics in a game, it becomes an obvious lesson: If you want to make any change, change the narrative first. Changing your own narrative as a character affects not only you, but your group. Group narratives affect community narratives and it all becomes an empowering cycle.”








    • The Paris Review
    • 08/27/18

    “John Milton could still pride himself without exaggeration on having read every book then available, the entire history of written thought accessible to a single mind. When I was in college, a friend and I worked on a short film, never finished, in which Milton somehow found himself brought forward in time to lower Manhattan’s Strand bookstore, where the sheer volume of titles (“18 Miles of Books” is the store’s slogan) provoked a kind of mental overload, causing him to run screaming from the store out into Broadway, only to be struck down by a New York City bus.”





    • Medium
    • 09/01/18
    • EdWeek
    • 08/31/18

    “Schools with strict dress codes often claim that such regulations prevent in-class distractions, create a workplace-like environment, reduce pressures based on socioeconomic status, and deter gang activity. However, in an age of #MeToo and easy internet access, controversy is increasingly cropping up over whether excluding students from the classroom for violating dress codes is worthwhile, and whether such rules are disproportionately enforced against girls, and especially those of color.”

    • 1843 Magazine
    • 04/01/16

    “The problem is not that overworked professionals are all miserable. The problem is that they are not.”


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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