­
If Computing leaders were politicians — ICT & Computing in Education
  • Front Page
  • Search
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy
Menu

ICT & Computing in Education

Articles on education technology and related topics
  • Front Page
  • Search
  • Newsletters
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
  • Info
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy
Exasperated, by Terry Freedman

Exasperated, by Terry Freedman

If Computing leaders were politicians

September 14, 2021

This is an updated version of an article published in 2009.

I was watching a debate in the House of Lords the other day, and I was very struck (I hesitate to use the word 'impressed') by how easily a particular government representative managed to fend off a whole variety of questions without saying anything of any value whatsoever.

After a few of these answers, I was able to boil them down to a formula which could be used in virtually any context.

In essence, his answers consisted of the following parts, in the following order:

1. Agree that X is an issue that should concern all of us. This is a clever tactic because by agreeing with your interlocutors right away, you disarm them.

2. State that only last week you did something or met someone in connection with X. This shows that this is an issue that is uppermost in your mind.

3. State how long you've been addressing X. This indicates that you've been aware of the issue for quite a while. This and the answer to the previous question indicate that you're completely on the ball as far as X is concerned.

4. State that you have been working with other agencies to resolve the problem. This serves to tell or remind the person asking the question that this is not a simple issue, and that what other parties do will affect the success or otherwise of your own actions. If it proves necessary, this will also have prepared the ground for blaming someone else should the matter not be resolved.

5. Express confidence that the right approach is being taken. This is a good way of ending the answer because the unspoken message is: "If you disagree, why don't you suggest something instead of criticising from the sidelines?"

OK, let's see how this might sound in practice:

Headteacher: I've been looking at the examination results, and it seems that not as many girls are signing up to Computer Science courses as boys. How are you addressing that?

Computing leader: I agree that this is an issue that needs to be resolved. Only last week I was discussing gender bias with a colleague from the University of London. Since taking on this role I've been keeping records of how many girls are doing Computing, compared to boys, and looking at a variety of ways in which the issue could be addressed. I've also been discussing it with the local computing teachers’ network. I feel confident that my approach is on the right lines.

Not bad, I think you'll agree. However, just in case you don't know me, I should just say that this has been written tongue-in-cheek!


If you found this article interesting or useful (or even both!), why not subscribe to my free newsletter, Digital Education? It’s been going since the year 2000, and has slow news, informed views and honest reviews for Computing and ed tech teachers — and useful experience-based tips.

In From the Archives, On the lighter side Tags political answer, politicians, politics
← Introducing kids to programming via a spreadsheet sweet shopWhat's the point of your product? →
Recent book reviews
Review: Social Media for Academics
Review: Social Media for Academics

This book is very readable, and if I sound surprised that is because it’s not always true of academics!

Read More →
Quick looks: VIBE Coding by Example
Quick looks: VIBE Coding by Example

For the time being, this book is free in Kindle format.

Read More →
Review: The Game Changers: How Playing Games Changed the World and Can Change You Too
Review: The Game Changers: How Playing Games Changed the World and Can Change You Too

Despite the relative paucity of immediately obvious National Curriculum links, teachers will find several of sections of this book to be highly engaging.

Read More →
Review: The Dictators: 64 Dictators, 64 Authors, 64 Warnings from History
Review: The Dictators: 64 Dictators, 64 Authors, 64 Warnings from History

In some respects one could view this book as a single warning repeated 64 times.

Read More →
Review: The Bookshop, The Draper, The Candlestick Maker: A History of the High Street 
Review: The Bookshop, The Draper, The Candlestick Maker: A History of the High Street 

Taking readers from the Middle Ages to (more or less) the present day, Gray charts how the places where we do our shopping and what we buy have changed over the centuries.

Read More →
Review: Extraordinary Learning For All
Review: Extraordinary Learning For All

As a source of potential ideas and inspiration, the book could be very useful indeed.

Read More →
Review: Bad Education: Why Our Universities Are Broken and How We Can Fix Them
Review: Bad Education: Why Our Universities Are Broken and How We Can Fix Them

One has the impression that the main role of the university these days is to maximise profit, while that of the majority of teaching staff is to ensure the ‘correct’ views are passed on to students. All the while, students’ main concern seems to be to seek protection from anything that might make them feel unsafe.

Read More →
Review: Next Practices - An Executive Guide for Education Decision Makers
Review: Next Practices - An Executive Guide for Education Decision Makers

Is a 2014 book on managing the computing provision in a school still worth buying?

Read More →
Still relevant (sadly): How to lie with statistics, by Darrell Huff
Still relevant (sadly): How to lie with statistics, by Darrell Huff

Although this book is over 60 years old, it is remarkably apposite for our times -- and especially in the fields of educational research and assessing pupils' understanding and progress.

Read More →
Quick looks: Bad Education: Why Our Universities Are Broken and How We Can Fix Them
Quick looks: Bad Education: Why Our Universities Are Broken and How We Can Fix Them

It was a great source of pride to me, getting hundreds of students through their A levels and encouraging them to go to university. But for some time I have asked myself a question: would I recommend this route now?

Read More →
Dig+Ed+Banner.jpg

Contact us

Privacy

Cookies

Terms and conditions

This website is powered by Squarespace

(c) Terry Freedman All Rights Reserved