Daily Archives: April 8, 2017

Education Evolutions Newsletter #27


sas-ipad flickr photo by zandwacht shared under a Creative Commons ( BY-NC ) license

Here is a fresh batch of reading for all of you. It has a little bit of testing and assessment flair but ’tis the season. I know the last item might seem intimidating and may even take a little more effort to finish but it there is a whole lot there to have a think on and we really do need more minds thinking on these kinds of issues.

Education Evolutions:
Select Readings on Teaching and Learning in the Digital Age

Here are four curated articles about education, technology, and evolutions in teaching.

  • To Ease The Student Debt Crisis, Hold Colleges ResponsibleFiveThirtyEightDoug Webber  (8 minute watch)
    Considering how much pressure K12 teachers are under to prepare students for college, it is interesting to consider what that potentially means for so many students. For all the nonsense about failing schools, more students than ever in the history of mankind attend higher education. Yet, the graduation rate has not really changed all that much over the decades in which attendance has surged. More concerning than ever is the rising costs and debt associated with this imbalance. Here, a Temple University economics professor highlights how colleges and universities bear none of the associated risks, suggesting maybe they should. Something tells me that there might be more potential consequences than he mentions, but it is a problem that is not going away, and one that needs to be solved lest it beget something very much like the mortgage crisis seen in 2007-08.

  • Bribing children to take our testsDangerously Irrelevant – Scott McLeod  (5 minute read)
    This blogpost might be the most succinct undermining argument for standardized testing I have seen. As education departments and schools around the nation continue to double-down on standardized tests the consequences continue to grow too. Thus, schools are often encouraged to play games that are merely symptomatic of a much more malignant disease. I am not sure that most attempts to motivate students to do well on exams are all that awful, although any form of punishment related to test performance is indefensible for too many reasons to count. Yet, what McLeod hammers home better than most is that all of this testing foolishness essentially has nothing but negative value for the students. It is all about adults. One more education practice done to students and not for them. Meanwhile, how often do we hear the refrain, “We have to do what’s best for the children.”

  • Author Interview: ‘The Perfect Assessment System’EdWeek: Classroom Q&A – Larry Ferlazzo  (10 minute read)
    While promoting his book, Rick Siggins offers some interesting insights into assessment and how it can benefit and motivate learning. The simple Q&A format makes for a relatively quick read. There is a little bit of edspeak that has to be sifted but there is definitely some value in Stiggins’ responses. Among them is a criticism of standardized testing’s value, which is interesting since the Assessment Training Institute (ATI), founded by Stiggins, is owned by Pearson, purveyor of all manner of tests and assessments. Nevertheless, involving students in ongoing self-assessment, devaluation of ranking and sorting, promoting the belief that learning success is within reach, and the need for a newer, better vision of assessment for learning are all worthy ideas to read. Far and away the best line of the piece, “We have been stuck for decades in a 1950s vision of excellence in assessment that never was excellent.” The piece successfully made me keen on the book.

  • Maybe we’re not afraid: on Edtech’s inability to imagine the futureA Long View on Education blog – Benjamin Doxtdator  (25 minute read)
    Of this week’s selections, this is definitely the deep dive. Full of all kinds of wonderful wonky references and research, Doxtador interrogates the educational trope of the technophobe teacher. While I am not saying that those educators do not exist, it has always struck me as a far too simplistic assessment. Similarly, not all hard-charging, techno-evangelist teachers are models of innovation or even good teaching. The post has sweep and ambition, as it critically examines some of the dominant narratives of at the intersection of education, technology, and mercantilism. There are so many great references packed into this piece and the list of issues edtech should be addressing is excellent. It may not be for everybody but it is certainly one of the more thought-provoking things I have read in recent weeks. It cuts through a lot of propagandist noise.

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