GENERATION EDGE. Critical Thinking: When education Fails.

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Most of the post Millennial generation are still at school. It's not really working for them. Take a look at our exploration of their point of view.


Welcome back to The Generation Edge series, our monthly magazine exploring the identity, values, and lifestyle of the post-millennial generation. People born after about 1995, the eldest of which are about 19 now.

In this edition we explore Gen Edge's critical point of view on education and its impact on their future and the future of the world.

Because these days reading, writing and arithmetic don't add up to anything...
 (leer más...) Fuente: [ slideshare ]

Trends in Massive Open Online Courses [Infographic] #MOOC


The Year of the MOOC“. To find out what this means and where it may be headed, Enterasys conducted a survey on Massive Open Online Courses (MOOCs), including trends and adoption rates. The survey found that, while this style of teaching still has some drawbacks, it is here to stay. In fact,  according to a sizable minority, MOOCs may ultimately replace traditional residential college courses (leer más...)

 Fuente: [enterasys ]

Designing The Future classroom. iTEC

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Designing the future classroom - Mainstreaming the results of the iTEC project
iTEC, a flagship four-year EC-funded project involving 14 Ministries of Education, has doubled its original target by now involving over 2000 classes across Europe in its future classroom pilots. The project evaluation is also showing an extremely positive impact on students’ knowledge, skills and understanding, and a beneficial effect on teachers, especially on their technology-supported pedagogy, digital competence, and motivation.

Learning Activities for innovative classrooms

The iTEC pilots, now in their fifth and final cycle, have developed Future Classroom Scenarios and Learning Stories and Activities to inspire teachers to change their pedagogical practices with the support of ICT. Learning Activities and Learning Stories have been developed through a participatory design process with teachers. Moreover, European Schoolnet has also delivered an international programme of online and face-to-face training, including courses at the Future Classroom Lab in Brussels on teaching and learning activities for the future classroom.

Supporting students’ knowledge, skills and understanding

The newly published meta-analysis of the evaluation data over the first three cycles shows that the project has had a positive impact on students’ knowledge, skills and understanding – in particular on their 21st century skills, motivation, engagement, attitudes, and learning practices. iTEC has also had a beneficial effect on teachers, having a positive impact on their technology-supported pedagogy, digital competence, and their motivation and attitudes. Almost 90% of teachers agreed that the iTEC process enabled students to become more deeply engaged in their work, and allowed them to undertake more collaborative activities. Teachers observed also a higher student attainment, an increase in student autonomy and independent learning, as well as more opportunities to learn beyond the boundaries of the classroom.

Mainstreaming the iTEC results

"Every Classroom a Future Classroom" conference, taking place on 10-11 October 2013 in Brussels for 150 invited delegates, will look at the challenges involved in up-scaling and mainstreaming innovative teaching and learning practice in order to make every classroom a future classroom. The conference will discuss on scalable processes for the adoption of advanced competencies by teachers, 21st century skills for learners and change management for schools.
iTEC has also published a magazine "Designing the future classroom" that summarises the project developments and outputs up to date. Read the magazine online here.

Read more
Tambien os dejamos una de las entrevistas, como ejemplo,  de la serie : en este caso Kristen Weatherby, Senior Analyst on the OECD's TALIS project (Teaching and Learning International Survey), speaks on emerging trends in teaching and learning, such as Bring Your Own Device and the use of social media in education. Her keynote presentation is available here: Challenging visions of the future classroom.

(leer más...) Fuente: [FCL]

The 2014 School Leadership Summit (SchoolLeadershipSummit.com)

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The 2014 School Leadership Summit (SchoolLeadershipSummit.com)

The Technology Information Center for Administrative Leadership (TICAL) and Steve Hargadon are pleased to announce the second virtual and worldwide School Leadership Summit, Thursday, March 27th, 2014. This free conference will be held online and will be a unique chance to participate in a collaborative global conversation on school leadership with presentations by your peers. It is being co-chaired by Steve Hargadon, whose virtual educational conferences had over 100,000 attendee logins last year.

To be kept informed of the latest conference news and updates, please join the Admin 2.0 network and conference website at http://www.schoolleadershipsummit.com. Follow summit discussions on Twitter as well at #sls14. Conference strands (aligned to the internationally-recognized ISTE National Education Technology Standards for Administrators) will include the leadership topics:
  • Vision in a Changing World
  • Teaching and Learning in a Changing World
  • Professional Learning in a Changing World
  • Data-driven Reform in a Changing World
  • Ethical and Responsible Use in a Changing World

Attending:
There is no cost to attend. Instructions and the schedule of sessions will be here.
Presenting:
The conference seeks to present ideas, examples, and projects related to leadership in a changing world. Topics are likely to include: expert advice and/or successful practices relating to Common Core; digital textbooks; school reform; tablet devices for teaching, learning, and productivity; social networking; professional development; "flipped" classrooms; digital citizenship and literacies; global collaboration; stakeholder and digital communication; and much more!
The Call for Proposals for the conference opens on Monday, December 16th, 2013 HERE. Presenters can submit proposals for general sessions focused on one of the five strands above. While the final deadline for submissions is March 15th, 2014, presenters will be notified of acceptance on a rolling basis starting 
February 1st, 2014. There is a motivation for early submission and acceptance, as presenters schedule their own presentation times as a part of the process and the options become more limited as time goes on.
As a conference that is focused on being participatory, we encourage new presenters as well as more experienced ones to submit to present.

International Advisory Board:
Anyone can apply to be a member of the international advisory board. Advisory board members are recognized on the website and are asked to:
  • Promote both participation and attendance at the conference
  • Help us find partner organizations in their region(s)
  • Help support and potentially train presenters in their geographical region
  • If possible, help moderate sessions during the actual conference
To sign up for the advisory board, please make sure you have joined the Admin 2.0 online network, and then join the advisory board group HERE.

Conference Partner Organizations:
Our current list of sponsors and partners is here. Whether you are a small school or a multi-national non-profit organization, we want to encourage you to become a conference partner. You must be non-commercial and primarily or substantively focused on school leadership to be approved. Once approved, your organization will be listed with a link, logo, and a short description; and you will be provided with a "spotlight" speaker session in the conference.
Our goal for the conference is to have it be a milestone event, bringing together organizations and individuals from all over the world. We recognize that much (if not most!) of the outreach for this conference will come from schools and organizations who advertise the conference to their memberships, and we want to recognize and "reward" those who do this!
There are no financial obligations for being a partner organization--all we ask is that you actively promote the conference to your membership and network, and encourage participation as well as presentations and submissions. To apply to be a conference partner organization, please make sure you have joined the Admin 2.0 online network, and then join the partner group HERE.

Conference Sponsors:
There are opportunities for commercial sponsorship of the School Leadership Summit, and both recognition and authentic appreciation for financial support will be given to those who choose to sponsor. Sponsorship levels and benefits can be discussed with Steve Hargadon directly at steve@hargadon.com or 916-283-7901.

More Information:
The School Leadership Summit's founding sponsor is TICAL, a Statewide Educational Technology Services Project funded by the California Department of Education and Arkansas Department of Education under the auspices of the Santa Cruz County Office of Education. TICAL's mission is helping K-12 school leaders provide informed and effective leadership in the use of technology to improve education.
We are looking forward to this fun event, and to your participation! For further updates, please join the Admin 2.0 network and follow the conference hashtag #sls14.
Thank you for your interest!
Steve Hargadon
Founder and Co-Chair
http://www.SteveHargadon.com
http://www.Web20Labs.com
Jason Borgen
Co-Chair
Program Director
TICAL, Santa Cruz County Office of Education
Rowland Baker
Co-Chair
Executive Director
TICAL, Santa Cruz County Office of Education


(leer más...) Fuente: [SchoolLeadershipSummit.com]

Advancing Arts Education through an Expanded School Day. Lessons from five schools



"No hay arte sin transformación"

Robert Bresson.

«Desde los primeros pasos de su educación el niño debe experimentar el placer del descubrimiento».

Alfred North Whitehead.



Ahora que andamos en la Espatraña discutiendo para que sirve el arte si los niños lo que tienen es que aprenderse la lista de reyes godos ... borbones y otras cosillas con importancia ... traemos a este espacio el informe Advancing Arts Education through an Expanded School Day. Lessons from five schools .. de National center of time & Learning y the wallace Foundation.

Authors: David Farbman, Dennie Palmer Wolf and Diane Sherlock

Advancing Arts Education through an Expanded School Day: Lessons from Five Schools, presents case studies of five schools utilizing the longer student and teacher days to prioritize time for arts education as they work to improve overall academic instruction and focus on individual student achievement.

Contents
4 Th e Frame: A Study of Arts Education
5 Why Arts in Schools?
9 Arts Education Today
10 A National Study
12 Key Findings
14 Portraits of Five Schools
14 Berkshire Arts & Technology Charter
Public School (BART)
22 Clarence Edwards Middle School
32 Metropolitan Arts and Technology
Charter High School (Metro)
42 Cole Arts and Sciences Academy (CASA)
50 Roger Williams Middle School
58 Lasting Impress ions:

Por último , también os dejamos la nota de prensa de presentación del informe:

(leer más...) Fuente: [National center of time & Learning ]

La rebelíon de los objetos … D.C. students use photography to protest school security …Maiakovski


Una vez que un hombre o una mujer ha aceptado la necesidad de la escuela, es fácil presa de otras instituciones. Una vez que los jóvenes han permitido que sus imaginaciones sean formadas por la instrucción curricular, están condicionados para las planificaciones institucionales de toda especie. La "institución" les ahoga el horizonte imaginativo. No pueden ser traicionados, sino sólo engañados en el precio, porque se le ha enseñado a reemplazar la esperanza por las expectativas. Para bien o para mal, ya no serán cogidos de sorpresa por terceros, pues se les ha enseñado qué pueden esperar de toda otra persona que ha sido enseñada como ellos. Esto es válido para el caso de otra persona o de una máquina.

Esta transferencia de responsabilidad desde sí mismo a una institución garantiza la regresión social, especialmente desde el momento en que se ha aceptado como una obligación. Así los rebeldes contra el Alma Mater a menudo la "consiguen" e ingresan en su facultad en vez de desarrollar la valentía de infectar a otros con su enseñanza personal y de asumir la responsabilidad de las consecuencias de tal enseñanza. Esto sugiere la posibilidad de una nueva historia de Edipo -Edipo Profesor, que "consigue" a su madre a fin de engendrar hijos de ella. El hombre adicto a ser enseñado busca su seguridad en la enseñanza compulsiva. La mujer que experimenta su conocimiento como el resultado de un proceso quiere reproducirlo en otros.

La sociedad desescolarizada . Ivan Illich



Lean este artículo si quieren saber en que consiste, en que hemos convertido y para qué el sistema educativo ...recuerdan como en los 70 podíamos salir y entrar sin problemas en el colegio ... espacios creadores de inseguridad, de control, cárceles,.. paradojas que estan siendo metaforizadas y encarnadas encarnizada.MENTE en los procesos online  en todas sus variantes (e-learning, m-learning, b-learning, ...)
«En cuanto al poder disciplinario se ejerce haciéndose invisible; en cambio impone a aquellos a quienes somete un principio de visibilidad obligatorio».

«En realidad, hay dos especies de utopías: las utopías proletarias socialistas que gozan de la propiedad de no realizarse nunca, y las utopías capitalistas que, desgraciadamente, tienden a realizarse con mucha frecuencia». 

Michel Foucault 

D.C. students use photography to protest school security



The small band of guerrilla photographers spread out in schools across the District, snapping photos of metal detectors, police pat-downs, and scuffles between security guards and students.
The dozen or so teens, who hail from some of the area’s most troubled neighborhoods, are trying to document the kind of school security issues that have taken center stage in the wake of the Newtown, Conn., shootings.
Since the December tragedy, the question of whether schools are safe has gained new urgency, with the Senate weighing $40 million in funding for school security plans and the National Rifle Association — which has called for armed teachers, administrators or guards in every school — releasing recommendations from its experts Tuesday.

NRA-commissioned study supports having armed guards in schools

NRA-commissioned study supports having armed guards in schools
Examination of school safety issues includes several recommendations, including arming teachers, principals.

Debate about school security ramps up

Debate about school security ramps up A national civil rights group urges focus on counselors while the NRA advocates more armed police. (...)




.. y terminemos con:




En este mismo lado del espectro hallamos también oganismos sociales que se especializan en la
manipulación de sus clientes. Tal como la organización militar, tienden a crear efectos contrarios a
sus objetivos conforme crece el ámbito de sus operaciones. Estas instituciones sociales son
igualmente contraproducentes, pero lo son de manera menos evidente. Muchas adoptan una imagen simpática y terapéutica para encubrir este efecto paradojal. Por ejemplo, hasta hace un par de siglos, las cárceles servían como un medio para detener a las personas hasta que eran sentenciadas, mutiladas, muertas o exiliadas, y en ocasiones eran usadas deliberadamente como una forma de tortura. Sólo recientemente hemos comenzado a pretender que el encerrar a la gente en jaulas tendrá un efecto benéfico sobre su carácter y comportamiento. Ahora, más que unos pocos están empezando a entender que la cárcel incrementa tanto la calidad de los criminales como su cantidad, y que de hecho a menudo los crea a partir de unos simples incomformistas. No obstante, es mucho menor el número de los que al parecer entienden el que las clínicas psiquiátricas, hogares de reposo y orfanatos hacen algo muy parecido. Estas instituciones proporcionan a sus clientes la destructiva autoimagen del psicótico, del excedido en años, o del niño abandonado, y proveen la justificación lógica para la existencia de profesiones completas, tal como las cárceles proporcionan ingresos para guardianes. La afiliación a las instituciones que se encuentran en este extremo del espectro se consigue de dos maneras, ambar coercitivas: mediante compromiso obligado o mediante servicio selectivo.
En el extremo opuesto del espectro se sitúan unas instituciones que se distinguen por el uso
espontáneo -las instituciones "conviviales".

La sociedad desescolarizada. Ivan Illich
...
El 14 de abril de 1930, a las 10:15 de la mañana Vladimir Maiakovski se pegó un tiro en el callejón de Lubianski con el revólver que le había servido doce años antes para su papel en la película  No nací para el dinero.

Militante bolchevique, a los 13 años lo detienen por primera vez acusado de formar parte de la imprenta clandestina del Partido Comunista. Luego, será detenido otras dos veces, la última en 1909 por organizar una fuga de mujeres encarceladas, por lo que cumple un año de prisión: tenía 17 años....
 
Contínuamente perseguido por la burocracia revolucionaria, el 9 de marzo de 1930 el diario Pravda realiza una dura crítica titulada "Sobre los caprichos del izquierdismo" en contra de su obra teatral Los Baños. Decía: "la intelectualidad pequeño-burguesa revolucionaria, que se unió al proletariado cuando ya se había definido y establecido firmemente su victoria, comienza a sentirse la sal de la tierra. Desconectada del pasado proletario, de su tradición de lucha, la intelectualidad tiende a considerarse como más a la izquierda, más revolucionaria que el proletariado mismo. No cabe duda de que oímos una falsa nota izquierdista en Maiakovski". Antes de suicidarse escribió:

¡A todos!
No se culpe a nadie de mi muerte y, por favor,
nada de chismes. Lili ámame.
Camarada gobierno, mi familia es: Lili Brik, mi madre, mis hermanas y Verónica Vitaldovna Polonskaya.
Si se ocupan de asegurarles una existencia decente, gracias.
Por favor den los poemas inconclusos a los Brik,
ellos los entenderán.
Como quien dice
la historia ha terminado.
El barco del amor
se ha estrellado
contra la vida cotidiana
Y estamos a mano
tú y yo
Entonces ¿para qué
reprocharnos mutuamente
por dolores y daños y golpes recibidos?
 
 
 
[...] las prácticas sociales pueden llevar a engendrar dominios de saber que no solo hacen que aparezcan nuevos objetos, conceptos y técnicas, sino que hacen aparecer, además, formas totalmente nuevas de sujetos y sujetos de conocimiento. El mismo sujeto de conocimiento posee una historia».
 
La verdad y las formas jurídicas. Michel Foucault 
 
(leer más...) Fuente: [ washington post]

Game Based Learning : #EJEL Volume 10 Issue 2, Special #ECGBL Jul 2012



Hoy traemos a este espacio, articulitos para la lectura vacacional, de una revista que hacía tiempo no referenciábamos .. en este caso traemos su último número Volume 10 Issue 2, Special ECGBL Issue / Jul 2012 .. en el que se centran en Games Based Learning



(leer más...)

Fuente: [EJEL ]