Escolas · Literacia da informação · web

21 coisas que se tornarão obsoletas em 2020

Concordo com quase todas, e poderia acrescentar outras…

Amplify’d from mindshift.kqed.org

21 Things That Will Be Obsolete by 2020

1. DESKS
The 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21st century learning.

2. LANGUAGE LABS
Foreign language acquisition is only a smartphone away. Get rid of those clunky desktops and monitors and do something fun with that room.

3. COMPUTERS
Ok, so this is a trick answer. More precisely this one should read: ‘Our concept of what a computer is’. Because computing is going mobile and over the next decade we’re going to see the full fury of individualized computing via handhelds come to the fore. Can’t wait.

4. HOMEWORK
The 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don’t need kids to ‘go to school’ more; we need them to ‘learn’ more. And this will be done 24/7 and on the move (see #3).

5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS
The AP Exam is on its last legs. The SAT isn’t far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.

6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER
The 21st century is customizable. In ten years, the teacher who hasn’t yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won’t make you ‘distinguished’; it’ll just be a natural part of your work.

7. FEAR OF WIKIPEDIA
Wikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, it’s time you get over yourself.

8. PAPERBACKS
Books were nice. In ten years’ time, all reading will be via digital means. And yes, I know, you like the ‘feel’ of paper. Well, in ten years’ time you’ll hardly tell the difference as ‘paper’ itself becomes digitized.

9. ATTENDANCE OFFICES
Bio scans. ‘Nuff said.

10. LOCKERS
A coat-check, maybe.

11. I.T. DEPARTMENTS
Ok, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade’s worth of increased wifi and satellite access will make some of the traditional roles of IT — software, security, and connectivity — a thing of the past. What will IT professionals do with all their free time? Innovate. Look to tech departments to instigate real change in the function of schools over the next twenty years.

12. CENTRALIZED INSTITUTIONS
School buildings are going to become ‘homebases’ of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be going out into their communities to engage in experiential learning.

13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE
Education over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The structure of K-12 will be fundamentally altered.

14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY
This is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that 21st century tech integration be modeled by the very professors who are supposed to be preparing our teachers.

15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT
No one knows your school as well as you. With the power of a PLN (professional learing networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. This is already happening.

16. CURRENT CURRICULAR NORMS
There is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.

17. PARENT-TEACHER CONFERENCE NIGHT
Ongoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years, parents and teachers will become closer than ever as a result of virtual communication opportunities. And parents will drive schools to become ever more tech integrated.

18. TYPICAL CAFETERIA FOOD
Nutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.

19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN
You need a website/brochure/promo/etc.? Well, for goodness sake just let your kids do it. By the end of the decade — in the best of schools — they will be.

20. HIGH SCHOOL ALGEBRA 1
Within the decade, it will either become the norm to teach this course in middle school or we’ll have finally woken up to the fact that there’s no reason to give algebra weight over statistics and I.T. in high school for non-math majors (and they will have all taken it in middle school anyway).

21. PAPER
In ten years’ time, schools will decrease their paper consumption by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.

Read more at mindshift.kqed.org

web

Internet: números impressionantes

Amplify’d from www.good.is

The World of Data We’re Creating on the Internet

In the 21 century, we live a large part of our lives online. Almost everything we do is reduced to bits and sent through cables around the world at light speed. But just how much data are we generating? This is a look at just some of the massive amounts of information that human beings create every day.

Stay tuned tomorrow for a GOOD video, showing how some of this data comes into play in our daily lives.

SOURCES: Cisco; comscore; MapReduce, Radacti Group; Twitter; YouTube

A collaboration between GOOD and Oliver Munday, in collaboration with IBM.Read more at www.good.is
 

web

Desliga o Google e pode ser que aprendas alguma coisa

Um interessante artigo que debate o impacto que as novas TIC têm na forma como se ensina e aprende

Amplify’d from www.smh.com.au

Turn off Google and you might learn something

The federal government’s digital education revolution is designed to change the way children are taught to prepare them to “live and work in a digital world”; no doubt a laudable objective. Technology will not retreat and there’s little likelihood of 21st century Luddites ransacking the Googleplex any time soon.

Illustration: Simon Bosch

But, while seeking to take advantage of everything the online world can offer the students of today and tomorrow, education planners must also consider the costs associated with the view that technology should be implemented wherever possible. If, as writer Nicholas Carr in The Shallows and others argue, excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, “the brighter the software, the dimmer the user”, a counter-revolution may be required.

The plasticity of our brains is such that the wiring is never constant; new connections are formed, while old ones are strengthened, or wither through lack of use. Research shows that areas of the brain associated with decision-making are highly active during internet use; cognitive overload, however, impacts on our ability to think deeply. Not only are we often very distracted when online, but the sections of our brain associated with deep, meditative thinking can become less efficient through lack of use.

The tools humans develop always give in one sense, take away in another. “When a ditchdigger trades his shovel for a backhoe,” writes Carr, “his arm muscles weaken even as his efficiency increases.” As useful as a GPS can be, is it likely to improve a driver’s sense of direction? Hence, curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.

It is not a matter of sweeping away the reforms promised by the government’s revolution but, rather, developing curricula flexible enough to ensure technology is available where there is clear utility, to remove it when there is not. Within Australian Curriculum Assessment and Reporting Authority documents relating to the new national curriculum, there are numerous references to technology and the need to foster critical thinking skills, but nothing to suggest contradictions may arise by pursuing these goals simultaneously.

The Shape of the Australian Curriculum documents for history and maths both state: “An important consideration in the structuring of the curriculum is to embed digital technologies so that they are not seen as optional tools.” Precisely where and how broadly they are embedded will be the issue here.

A teacher asking their students to start researching a topic by sifting through shelves in the school library can expect quizzical expressions in response, their advice ignored. Students know they have significantly more information at their fingertips, surfing the internet.

As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking. These issues may well have existed in different forms 20 years ago. Today, the challenge is to teach research skills through the internet (the students’ medium) while encouraging them to digest and reflect on the data collected, before they begin to write.

Yet, the mere suggestion that excessive internet or mobile phone use has a negative impact on how humans think, learn and express themselves provokes a generational divide. Students correctly perceive that many of their teachers are out of touch with new technological developments. A colleague recently presented a review of Carr’s book to his class. As expected, a number of students were passionate in defending their connected culture. It’s similarly common to hear or read older folk spruiking modes of learning alien to the youth of today; spruiking the merits of their beloved codex, threatened by the e-book revolution. Others of us, raised in the non-digital world, but matured in the digital world, straddle this divide.

Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development. Such questions must be central to education planners, current and future.

We can certainly outsource our memory, for example, to the internet and a computer hard disk. “Biological memory is alive,” Carr reminds us. “Computer memory is not.” Hence, awake to the myriad benefits of new technologies, we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.

A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine, for example. In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.

Read more at www.smh.com.au