Light Offerings

What says you?

Posted by jturner56 on March 28, 2012

Having just finished a learning technologies plan with my school, I stop to ponder it’s worth.

The issue of it’s value relates to it’s focus: seeking balance between school system limits and the potential of digital technologies to support, extend and enhance learning now and into the future.

The vision – that digital technologies enable opportunities for Greater Active Student Learning that is valued, visible, connected and progressive – reflects a belief that students have much more to offer and gain as learners, and that schools can use digital technologies to achieve this.

Fundamental questions that will affect the extent that such a vision can be realised include:

  • what learning is valued, and in what ways?
  • what educational philosophies will take precedence?
  • to what extent school limitations will intrude?
  • whether constant changing technologies will be assimilated, accommodated or lead to rethinking?
  • can school change fast enough and in right ways to embrace new dynamics?
  • how do the technology limits of school impact on new dynamics such as cloud connections?
  • what leadership can schools provide as issues of knowledge, truth and trust undergo upheavals?

Options and Scenarios abound. Will be see

  • schools continue to muddle along in reactive, sometimes defensive ways
  • calls for reform from countless different philosophies and agendas either muddying the education milieu or damaging any realistic progress
  • change at the centre of school learning – to the core of teacher knowledge and management, standardised over-crowded curriculums, disconnected assessments, and egg-create structures
  • new balances where the social value of school as a community is upheld, while increased value is attributed to what individual learners bring to the environment and can achieve as they create their and our future together?

My vision favours the third.

As we proceed I look forward to sharing practical examples of this.

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