Tuesday, November 30, 2010

Isomorphism and the article, "25 Years of Computers in Education: What Has Changed?"

25 Years of Computers in Education: What Has Changed? By Patrick Ledesma: "And that's too bad..... Twenty-five years later, the computers changed, the way students use computers changed, the world has changed.But many educators are still forced to teach like we still have the Commodore 64."

On Monday, I wrote (in part) about the concept of isomorphism; here, Patrick Lesdesma does a great job of exposing us to the isomorphism of our use of computers in the classroom. For all the banners, all the hype, vision changes, and major national and statewide technology-based initiatives, we are still not utilizing computers much differently than we were 25 years ago. Why? I think it's because administrators have been left on the fringe of technology development; we've been left behind, and now we have a hard time conceptualizing what the potentials of technology (such as the cloud, collaborative documents, digital learning communities, etc.) mean and how to lead our districts in such a way that realizes any of the potentials.

What are QR Codes?

The video above explains a new phenomena called QR codes, which are somewhat taking education by storm, especially with document cameras. Jeff Utecht's blog today is about QR Codes, and also points interested people toward Intel, which has an upcoming webinar on QR Codes in the classroom.

Monday, November 29, 2010

Whiteboard Explanation of Pink's "Drive"

Networked Knowledge and DLC

A friend of mine told me a new word the other day: isomorphic, meaning a change in form and shape that is not entirely different than the way it looked before. Her argument was that most educational reform was largely isomorphic in nature and none of the "innovation" really prompted true restructuring, especially transformation aligned to a different vision and purpose (one that is not based on special interests, I am sure). With social bookmarking sites, such as Diigo, I do, however, see a change that can be considered valid transformation, which is the revolution (I think that's the antonym of isomorphic) of PLCs to DLCs (digital learning communities) and PLNs (personal learning networks). What these communities and networks represent is knowledge that has the power of organization and method running behind it. I also just read David Weinberg's blog (via Scott McLeod), who said, "Networked knowledge is abundant, unsettled, never done, public, imperfect, and contains disagreements within itself." What this idea reads beyond the quoted line is that a digital learning network (composed of engaged, self-motivated professionals) is processing through action research, testing hypotheses, applying research and working through ambiguity, finding idea derivatives and expanding the very base and foundation of knowledge of our field of study, education. Indeed, we are now immersed in a moment in time of both isomorphism and revolution, and we will need and need to contribute to our DLNs and PLNs to meaningfully subsist (instead of turning dangerously irrelevant).

This is the report published by the Wisconsin School Administrators' Alliance in the summer of 2010 (I think). Check out the part on A Visionary Tale on page 9. Hat-tip to Mary Bowen-Eggebraaten for forwarding this piece on to me. http://www.wasda.org/associations/10005/files/SAA_doc2-3.pdf

Teaching for America - NYTimes.com

Here, Friedman analyzes Duncan's new approaches to federally initiated school reform. His last point, however, is very thought provoking: Teaching for America - NYTimes.com

My Google Chrome extensions (August 2010) | Dangerously Irrelevant

For those of you who would like to get more technical with blogging, website management, and cross posting to optimize readership, McLeod has assembled a great group of chrome extensions: My Google Chrome extensions (August 2010) | Dangerously Irrelevant