Making It Right
Re-imagining Education in the Second Machine Age
1. What are the implications for how we should approach thinking about education from the statement "The prevalent literal-minded, ''What you see is what you get' approach for measuring the effectiveness of computers in learning? The achievements in present-day classrooms makes it certain that tomorrow will always be the prisoner of yesterday." by Seymour Papert in The Children's Machine. (Zhao, p.110)?
2. "Historically speaking, the failure of an innovative idea at a certain time does not mean it won't work in the future." (Zhao, p. 111) Do you know of any examples that prove the veracity of this statement?
3. Re-imagining Education is discussed in Chapter 6 from the standpoints of what to re-imagine and how to re-imagine, concluding with the implications for the teacher-machine relationship in the teaching profession. Consider the re-imagining of the curriculum from the standpoints of
4. Re-imagining education must consider how this re-imagining is to be done - which your text suggests is through Pedagogy.
5. Finally, in a re-imagined educational environment, what should be the relationship between the teacher and technology (the machines)?
NOTE: You may answer only 3 questions on your CMS (more if you like). HOWEVER, one of the three questions you answer must be question #5!
1. What are the implications for how we should approach thinking about education from the statement "The prevalent literal-minded, ''What you see is what you get' approach for measuring the effectiveness of computers in learning? The achievements in present-day classrooms makes it certain that tomorrow will always be the prisoner of yesterday." by Seymour Papert in The Children's Machine. (Zhao, p.110)?
2. "Historically speaking, the failure of an innovative idea at a certain time does not mean it won't work in the future." (Zhao, p. 111) Do you know of any examples that prove the veracity of this statement?
3. Re-imagining Education is discussed in Chapter 6 from the standpoints of what to re-imagine and how to re-imagine, concluding with the implications for the teacher-machine relationship in the teaching profession. Consider the re-imagining of the curriculum from the standpoints of
- the need,
- the possibilities, and
- the differentiation needed in the re-imagining process.
4. Re-imagining education must consider how this re-imagining is to be done - which your text suggests is through Pedagogy.
- What is pedagogy?
- What are
- the needs of pedagogy,
- the possibilities of pedagogy, and
- how does deploying a product-oriented learning practice of pedagogy accomplish a re-imagined education practice and process?
5. Finally, in a re-imagined educational environment, what should be the relationship between the teacher and technology (the machines)?
NOTE: You may answer only 3 questions on your CMS (more if you like). HOWEVER, one of the three questions you answer must be question #5!