“For the past ten years, I have written a lengthy year-end series, documenting some of the dominant narratives and trends in education technology. I think it is worthwhile, as the decade draws to a close, to review those stories and to see how much (or how little) things have changed.”
“Computers are great at storing, delivering and rewinding explanations, but that isn’t what math education needs. Math education needs visualizations that provoke students wonder mathematically. It needs a creative palette that enables students to express their mathematical ideas more fully. It needs to connect ideas and people together so that students and teachers can learn from each other’s mathematical creativity. Here’s happy news for math edtech entrepreneurs in the next decade. Computers are great at the right tasks too: visualization, creation, and connection. Let’s put them to work.”
“The abolition of slavery, women’s suffrage, labor rights, the New Deal, civil rights for black Americans, Reagan’s laissez-faire revolution and same-sex marriage all started outside the boundaries of what either party favored. “The most consequential history,” Harris wrote, “is usually not driven by the center.””
“The most nominated word or phrase for 2020 was quid pro quo.”
“In the first year of the program… the English exams included a variety of writing tasks, each designed to train students to engage with information in different ways. The hope was to simultaneously strengthen and diversify students’ skill sets as readers, writers and independent thinkers.”
“In a study we conducted with Yale University, we found that students are able to maintain writing tasks for longer and their writing and speaking fluency dramatically improve when they learn how to tell stories from their own lived experience.”
“The company doesn’t need to build exhaustive data profiles of its users as, say, Facebook does. It just watches what you watch, and how you watch it, and then feeds you whatever video has the highest calculated probability of tickling your fancy. You feel the frisson of discovery, but behind the scenes it’s just a machine pumping out widgets. “TikTok deals in the illusion, at least, of revelation,” New York Times critic Amanda Hess writes. Not to mention the illusion, at least, of egalitarianism, of communalism, of joy. “When I tap the heart on some high school kid’s weird video, I feel a flicker of pride, as if I am supporting him in some way. But all I am really doing is demanding more.””
“Already, educators and students are asking good, hard questions. Why do you need those particular data? Who else will see them? What are you going to do with the analysis? How will we know that the analysis is reliable and useful? And how well can you demonstrate that the expense of the product, and the risks and compromises taken with student data privacy, will yield benefits for the students?”
“Each piece of information in this file represents the precise location of a single smartphone over a period of several months in 2016 and 2017. The data was provided to Times Opinion by sources who asked to remain anonymous because they were not authorized to share it and could face severe penalties for doing so. The sources of the information said they had grown alarmed about how it might be abused and urgently wanted to inform the public and lawmakers.”
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