Comments for The Digital Frontline

Comment on Don’t patronize me! by Stepan Pruchnicky (@stepanpruch)

Stepan Pruchnicky (@stepanpruch) — Fri, 14 Jun 2013 17:08:09 +0000

I think that participatory learning has a lot to do with a) knowing your audience and b) sending out an inspiring call to action/learning. Heidi did both of these. She knows that the people who read her blog are into the kind of learning that she does with her class. She phrased her invitation in such a real, honest, kind way that it made readers want to be a part of this learning.

When we want to engage people in participatory learning (when we want others to learn with us), hers is an example to follow.

Comment on So what am I good for? by wetzelm

wetzelm — Tue, 11 Jun 2013 14:11:38 +0000

Love the comments about knowledge construction as the central key to everything that happens in a class. We need to resist the curriculum trap that sees teachers close down on real passion learning experiences because they need to address the curriculum that is found in the text book. Great videos as well! Keep blogging Kerr!

Comment on So what am I good for? by Stepan Pruchnicky (@stepanpruch)

Stepan Pruchnicky (@stepanpruch) — Tue, 11 Jun 2013 01:15:02 +0000

I like guys like Will Richardson that talk a lot about teacher as learner. I really think that it’s important for teachers to play and have some fun. “The Sandlot” is one of my favourite movies. There’s a great quote where one of the kids is trying to tell the other how to catch a ball. He says “if you were having fun you would’ve caught that ball”. I think that’s a metaphor for us as teachers right now (I dislike the 21c label, but that’s a different conversation). If we could just loosen up and play a little, then our kids would do the same… in fact, they’d learn a lot!

Comment on How do you REALLY know? by mcmorrowmichael1

mcmorrowmichael1 — Fri, 07 Jun 2013 22:18:34 +0000

Kevin,
I think your suggestion about using the people skilled in 21C fluencies as SWST’s as opposed to presenters would be a good way to move toward creating the conditions for robust, evidence-based learning and teaching.
Mike

Comment on Planning the improbable by mcmorrowmichael1

mcmorrowmichael1 — Fri, 07 Jun 2013 22:13:32 +0000

Kevin,
I guess it comes down to whether we want to be governed by love or fear: the latter leaves us paralyzed in the status quo; embracing the former would create veritable flocks of black swans!
Mike

Comment on How do you REALLY know? by mcmorrowmichael1Michael McMorrow

mcmorrowmichael1Michael McMorrow — Fri, 07 Jun 2013 21:58:36 +0000

Kevin,
Your focus on evidence vs ideas is a refreshing one – actually field testing in school contexts would be such an easy thing to do really. It connects with your suggestion that people skilled in 21c fluencies should be working in the schools as SWST’s as opposed to doing presentations about them.
Mike

Comment on Bring on the boring… by Stepan Pruchnicky (@stepanpruch)

Stepan Pruchnicky (@stepanpruch) — Tue, 04 Jun 2013 01:43:43 +0000

I like this. I like this a lot.

I think there’s a real danger of teachers becoming app managers in their classes. When I hear about a great new app that boosts creativity (Aurasama is my new fav) I get excited. When I hear about a new flashcard app or a new reading app, I want to barf. Techie tools are such wonderful opportunities to boost connectivity and creativity. If they can be replaced by a piece of paper, then they’re not being used correctly.

Great post Kevin.

Comment on How do you REALLY know? by Fred Galang

Fred Galang — Sun, 26 May 2013 14:47:25 +0000

I agree with your sentiments on the eduBABBLE that’s out there. Practice (and data) is more important than untested ideas as far as 21C is concerned. The courses I teach and the site I use to administer my lessons (nomadcreatives.com) was borne out of a culture of innovation and constant change (and tested concepts). I actually attribute that to my years as a Mary Ward student (during Direction 2000) and teaching at the same school from 98 – 06. I’ve always believed in the methodologies of 21C but without my experience in a school like that, it probably would’ve taken longer for me to practice what I do now.

The point I’m making is that Mary Ward as a school was a bold initiative that made room for innovative practice (at least for me). I was actually sent to Frances Kelsey High School to see how they implement their SDL model and saw first-hand how innovative practices evolve. It is also not an accident that a handful of your AICT team were former colleagues of mine at Ward (Wetzel, Mustacato and Aguiar).

Implementing 21C initiatives in existing schools is possible but difficult. This is where I think my current board has missed an opportunity. They opened 2 brand new high schools in York Region and a whack load of Elementary schools. Personally, they should’ve opened several elementary schools with 21C models in mind and one of the two high schools with the same concept. Staffing would be controlled (to an extent) as the incoming staff would either have interest in the model or are currently in practice. I believe that without it, many boards such as the one I’m in will run the risk of putting the carriage before the horse.

Afrocentric and late-start school models are there for a reason. They themselves are ed “start-ups” and you’re right, we need to adopt the scientific methods before we dive in.

Comment on Managing Data Overload! by google

google — Fri, 24 May 2013 18:46:33 +0000

But electric golf cars have been used since at least 1952.

Comment on Planning the improbable by kerreteach

kerreteach — Wed, 22 May 2013 14:08:14 +0000

Much appreciated but without sounding like a brown-noser, I really feel that the work you, Lori and Peter have embarked upon is that kind of structural accelerator of innovation. The “neXt lesson” is not prescriptive; it informs but it empowers as well. Structural elements need to be in place to allow for multiple paths.