"... when we look at education technology, we find that almost nothing has changed at all."
There are other articles too, plus a chance to win a Labquest datalogger, and a chance to win a break in Germany, an iPad and other goodies, free entry to an event called Digital Summer Trip, access to a growing list of very useful resources, including the collated articles about the recently-announced Department for Education assessment innovations.
The full list of contents is given below.
I am always suspicious of things that everyone agrees about – mainly because I usually find myself disagreeing. I would not be so arrogant as to believe that everyone else is wrong and I’m right, but I do often think that it would be good to evaluate what is taken as read in light of our personal experience and pedagogical expertise.
Here are just three examples of what I’m talking about.
A school that says they are implementing a tablet programme is doomed to failure.
You can substitute “ipad”, “Bring your own device” or some other similar kind of term for “tablet”, the result is the same.
Do you have anything you’d like to add to the discussion, Terry?
The scene was a meeting at the Edusummit conference at UNESCO in Paris in 2011. The question came from the Chair.
Thank you, but no: everything I was going to say has already been said.
That was my response, because I didn’t see any purpose in repeating points that had not only been made, but also generally agreed upon. In fact, my contributions to many meetings are based on Salvator Rosa’s, dictum:
Be silent, unless what you have to say is better than silence.
The question is: does that make me a good collaborator, or not so good? How do we measure such things? And does any of it matter anyway?