[Year 12 IPM] Computer Lab usage
Keith Richardson
keithcr at fastmail.fm
Thu Sep 7 16:46:16 EST 2006
Whenever I get mixed up in discussions like this one (often speaking to
myself late into the evening, trying to work out how to get through to a
particularly challenging group of students) I find it essential to
remember the difference between MEANS and ENDS.
Whatever I do with kids in class (i.e. MEANS) I am doing it to achieve
specific desired (by me) ENDS. What is stuffing me up with the kids is
usually means, not ends.
So any change in my methods are experiments to discover the most
effective means with this group of kids for this time of day with this
bit of subject matter in this part of the learning sequence. However it
can be VERY easy to lose track of the ENDS I am hopefully working
towards.
All of the above can be summarized as "No matter what means you use,
never lose sight of the ends you desire."
My 25cents worth!
Cheers, Keith
On Thu, 7 Sep 2006 11:08:28 +1000, "Stephen Digby"
<digby.stephen.p at edumail.vic.gov.au> said:
> I was trying to show that your response of "Shift happens. You can't deny
> it
> or legislate against it. Live with it. Embrace it." implies an acceptance
> of
> whatever happens without considering whether it is a good idea.
> I know I often feel powerless in a world gone mad, but I remind myself of
> my
> responsibility to maintain and communicate to students that faith (not
> fact)
> that individuals can influence change.
>
> All that is necessary for the triumph of evil is that good men do
> nothing.
> Edmund Burke (1729-1797)
>
> ============================================================================
> ==========
> Stephen Digby, Learning Technology Manager
> mailto:admin at cheltsec.vic.edu.au
> Cheltenham Secondary College www.cheltsec.vic.edu.au
> <http://www.cheltsec.vic.edu.au/> Ph: 613 955 55 955 Fx: 9555 8617
> ============================================================================
> ==========
>
>
> If you saw a heat wave, would you wave back?- Steven Wright
>
> _____
>
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] On
> Behalf Of Mark Scott
> Sent: 07 September 2006 09:02 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
>
>
> Just read this three times and still don't understand
>
>
>
> Do you agree with me or am I a complete idiot?
>
>
>
> Mark Scott
>
>
>
> _____
>
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] On
> Behalf Of Stephen Digby
> Sent: Thursday, 7 September 2006 8:14 AM
> To: 'Year 12 Information Technology Processing and
> ManagementTeachers'Mailing List'
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
>
>
> - the community is voting with its feet for privatized (user pays)
> education
> - Shift happens. You can't deny it or legislate against it. Live with it.
> Embrace it.
>
> - the community and the national government want student progress reports
> expressed as a single index (A-F) in relation to objective benchmarks -
> Shift happens. You can't deny it or legislate against it. Live with it.
> Embrace it.
>
> - most school communities want their schools to exclude students who
> damage
> the opportunity or safety of other students. Schools who don't do this
> (esp. government schools) are not attractive to parents with choices -
> Shift
> happens. You can't deny it or legislate against it. Live with it. Embrace
> it.
>
>
>
> - I could go on......
>
>
>
> Most educators are very selective about embracing "change".
> The changes that they embrace are usually those that fit their personal
> values and their career aspirations.
>
> The current line management of educational structures has created an
> atmosphere where to "talk the talk" is essential to getting promotion.
>
> Thus, the hegemony of ideas from the "authorities' has come to mean the
> employer.
>
>
>
> What I am trying to say is that there is more money, and therefore more
> "snake oil", in IT than most areas of the curriculum. To retain some
> intellectual credibility and autonomy, it is wise to ensure that the
> benefits of "change" are evaluated in an objective sense rather than
> accepted as articles of faith in the vision of the current politician.
>
>
>
> ============================================================================
> ==========
> Stephen Digby, Learning Technology Manager
> mailto:admin at cheltsec.vic.edu.au
> Cheltenham Secondary College www.cheltsec.vic.edu.au
> <http://www.cheltsec.vic.edu.au/> Ph: 613 955 55 955 Fx: 9555 8617
> ============================================================================
> ==========
>
>
>
> My friend Winnie is a procrastinator. He didn't get his birthmark until
> he
> was eight years old.- Steven Wright
>
>
>
> _____
>
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] On
> Behalf Of Mark Scott
> Sent: 06 September 2006 08:47 PM
> To: Year 12 Information Technology Processing and Management
> Teachers'Mailing List
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> Shift happens
>
>
>
> You can't deny it or legislate against it.
>
>
>
> Live with it.
>
>
>
> Embrace it.
>
>
>
> Mark Scott
>
>
>
> _____
>
> From: ipm-bounces at edulists.com.au on behalf of Stephen Digby
> Sent: Wed 6/09/2006 8:03 PM
> To: 'Year 12 Information Technology Processing and
> ManagementTeachers'Mailing List'
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> Hate to always be the voice of reason, but I am firmly against "change".
> I
> am only in favor of "improvement". The problem with many changes that
> are
> proposed is that the case for them as improvements is not made.
> Recalcitrant is a good word as it refers to the refusal to accept
> authority.
> It is in the "unreason"able exercise of authority that recalcitrant
> behavior
> can be a virtue - think of many issues not doubt dear to many hearts -
> corporal punishment, enforced numerical grading, enforced letter grades,
> enforced ranking reports, etc etc... Would YOU be recalcitrant ?
>
> Please let's focus on rational debate about what are improvement options
> and
> why they ARE improvements, rather than on an "authority" that tells us
> that
> some changed classroom technology or layout is an improvement.
>
> ============================================================================
> ==========
> Stephen Digby, Learning Technology Manager
> mailto:admin at cheltsec.vic.edu.au
> Cheltenham Secondary College www.cheltsec.vic.edu.au Ph: 613 955 55 955
> Fx:
> 9555 8617
> ============================================================================
> ==========
>
>
> All that glisters is not gold.
> Shakespeare: From The Merchant of Venice (II, vii) Portia is a beautiful,
> virtuous, wealthy woman who is being wooed by numerous suitors. She is
> not
> free to decide on her own whom she will marry because her late father ...
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] On
> Behalf Of Bell, Cameron P
> Sent: 06 September 2006 12:44 PM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> Depends on the culture of the school too.
> I think wholesale systematic change is hardest for schools to deal with.
> I am sure we have all had dealings with some teachers that have the "this
> is
> the way we have always done it" attitude and fight change. They often
> have
> the loudest voice in meetings and have the "fear-factor" in their favour.
> Other schools have leadership that encourages change and - dare I say it
> -
> "taking risks". A culture like this can help reduce the effect of the
> nay-sayers and will provide the resources to facilitate change.
>
> I have also had a few teachers close to retirement refusing point blank
> to
> learn any new systems or procedures. I have been told "I am retiring next
> year, I am not going to worry about learning something new now." On the
> opposite side, you have those who just want to keep learning - regardless
> of
> their age or circumstances. I really admire that, as that is exactly the
> attitude I would want to instill in the students - life-long, ongoing
> learning.
>
> So that change can happen, how do you encourage "recalcitrant" (for want
> of
> a better word) teachers to accept that we must constantly change and
> adapt
> to new circumstances so that it is not seen as a burden, but an
> opportunity?
> Would love any additional strategies people can suggest.
>
> Cameron
>
>
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Murray O.
> Sent: Wednesday, September 06, 2006 11:17 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> Mark
> I disagree with you.
> Based on my experience, I think teachers are highly adaptable to change
> be
> planned or unplanned. That being said I too get frustrated at trying to
> facilitate change in schools.
>
> Can you tell of other professions or groups of adults that change
> quickly?
>
> Regards,
> Oliver Murray
> Web Developer
> Westbourne Grammar School
> www.westbournegrammar.com
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Mark Scott
> Sent: Wednesday, 6 September 2006 10:30 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> We are talking teachers.
>
> This is a species renown for not changing quickly.
>
> Mark
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of jturner
> Sent: Wednesday, 6 September 2006 10:11 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'Mailing List
> Subject: Re: [Year 12 IPM] Computer Lab usage
>
> The big mistake people continue to make is seeing technology as the
> catalyst
> for sustainable change in education when it should be people.
> Technology is invaluable whatever its peculiarities but learner centered
> means people at the center.
> John
>
> On 05/09/2006, at 3:41 PM, Mark Scott wrote:
>
> > I have said it before and no doubt I will say it again.
> >
> > The biggest advantage in introducing student owned laptops into a
> > school is that it can be used as a catalyst for change.
> >
> > You can start to talk about learner centred classrooms instead of
> > teacher centred ones.
> >
> > ... and of course this is not the only strategy you try, just one of
> > several.
> >
> > Mark Scott
> > Luther College
> >
> > -----Original Message-----
> > From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> > On Behalf Of Michael Walker
> > Sent: Tuesday, 5 September 2006 3:06 PM
> > To: Year 12 Information Technology Processing and Management
> > Teachers'Mailing List
> > Subject: Re: [Year 12 IPM] Computer Lab usage
> >
> >>>> Laurie Savage<sav at pvgc.vic.edu.au> 09/05/06 12:07pm >>>
> >>> And now we have a generation of people who cannot do the simplest
> > calculation in their head.
> >
> > Laurie
> >
> >>>> Mark Scott wrote:
> >> They said the same thing about calculators back in the early
> > seventies.
> >
> > Ah generalisations, you've got to love them... 8^)
> >
> > I would argue that with the use of calculators, you don't need to do
> > the simplest calculation in your head. However, it requires a
> > different skill set to check that your calculator is giving you an
> > accurate answer rather than no skill set at all, hence the higher
> > emphasis on estimation that occurs in teaching maths now than when I
> > was at school. Tempora mutantur, nos et mutamur in illis...
> >
> > I would also argue that those kids I know of who have trouble
> > performing the simplest calculation aren't all that flash on using the
> > calculator either. I would suggest that a greater cause is lack of
> > interest for whatever reason from boring teaching methods in previous
> > years showing the kids how irrelevant maths is to lack of support at
> > home for doing homework and school in general. Now there's a can of
> > worms or three...
> >
> > Although I don't think laptops are a cure for all ills, I suspect that
> > under some circumstances they can be a useful tool in the hands of the
> > right practitioner, and in others are a complete waste of time when
> the
> > circumstances of the school and students are taken into account. To
> > give some examples, I am sure that in some laptop schools, the laptops
> > are an expensive pseudo notebook / electronic textbook whose primary
> advantage
> > is larger capacity, neater handwriting (typing vs scribble) and better
> > searchability. Obviously Mark's school is not one of them based on his
> > response. That's not to say schools with poor use of laptops don't
> > exist, and anecdotal evidence would suggest that they do. On the other
> > hand, the same applies to schools who have changed their teaching to
> > make good use of new teaching methods available from every student
> > having the tool and having been taught a proficiency with it.
> >
> > On the other hand, I would suspect that there would be scenarios where
>
> > a
> > $2000 laptop would be a poor use of family or school resources for the
> > perceived benefits compared to alternatives. Would a struggling
> western
> > suburbs secondary school be able to justify making every student buy a
> > laptop, even on finance? Would alternative approaches such as good use
> > of Moodle with external access be more appropriate in terms of bang
> for
> > buck?
> >
> > I would suggest that neither black nor white are correct and that
> > although there is a place for laptops in schools, it would be silly to
> > try and suggest that it would be desirable for every school in the
> > state and every student in the state to have a laptop and be in a
> > laptop program. Or to suggest that every maths student in the state
> > can't do simple calculations in their head...
> >
> >
> > _______________________________________________
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> >
> >
> Dr J Turner
> Head of Information Technology / VCE Coordinator Presbyterian Ladies'
> College BURWOOD Victoria 3125
>
>
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