This is written by Larry Cuban, a former high school social research teacher (
14 years, including 7 high schools in Cardoso and Roosevelt district)
District Director (
Seven years in Arlington, Virginia
He is an honorary professor of education at Stanford University and has taught at Stanford University for more than 20 years.
His new book is "everything goes well: what does school reform bring to Austin".
This is on his blog.
Larry Cuban said: "There will be no schools in the future . . . . . . .
I think the computer will blow up the school.
That is to say, schools are defined as places where there are classes, teacher exams, people who are grouped by age who follow the course --all of that….
But this will only happen in children's communities with enough computers.
"We have the opportunity to overhaul the schools in our country.
We're not talking about repairing on the edge.
We're talking about a basic thing.
Think about how our school works and pay more attention to teaching than ever before.
A dime is said about the power of new electronic devices to "revolutionize" school education.
However, if they are almost worthless, why do smart people say them over and over again?
The answer is deeply rooted in American culture: the love of technology is a panacea for all the eternal progress of individuals and institutions.
Last quartercentury, quasi-
Communication, Information accessibility, business activities, combat operations, medical treatment and other activities have undergone miraculous changes.
Why not go to school?
But the school has changed.
There are far more electronic devices in the school than Papert wrote in 1984.
Students use mobile phones, personal computers and tablets at home and at school.
The same is true of teachers.
The classroom is equipped with interactive whiteboards.
So why is Aun Duncan calling for "a fundamental re-entry
How does our school work?
"The reason is that although there is a lot of hardware and software in the classroom, the teaching of teachers and the learning of students have remained very stable in the past few decades.
The school has not exploded yet.
Technical advocates like the minister of education want teachers to integrate these powerful devices into their day-to-day curriculum, allowing their students to learn more, faster and better;
They want the school to customize learning through online teaching so that students can study at home, in the neighborhood, and in the classroom if necessary.
They do not want to be more stable;
They want a dramatic change. High-
Technical Champions attack the stability of teaching because the school integrates the use of technology in three aspects.
One of them disappointed the promoters and the other two pointed to a more promising future.
The first way is in the classroom.
Most teachers with a wealth of electronic devices integrate desktops, laptops, interactive whiteboards, and clickers into their classes.
Students search on the Internet, research projects, display PowerPoint slides, use whiteboards and more.
But the form of integration of these technologies has hinderedtech advocates.
Teachers have integrated powerful equipment to do what they usually do in class: do homework, show illustrated lectures, guide the class to discuss, assign seats, and of course use textbooks and test students
Not much different from what parents and grandparents have experienced at school.
Although in other occupations there are new ways to maintain the old way, but high
Technology enthusiasts regret the limited use of powerful teaching equipment.
The second way to integrate technology is at school.
In the past few years, combining online teaching tailored to students' academic needs and interests with regular classroom teaching has become a "mixed learning ".
"A school" in New York City, Carpe Diem in Tucson (AZ)
Rocket boat rental company in San Jose (CA)
It is a model of this form of technology integration.
Such a "mixed" school was hit high
Technical advocates believe that customizing up to half-day courses in the "learning lab" is the possible future for all schools.
The third way isprofit and non-profit K-
12 online schools such as Agora (PA)
Florida Virtual School, where students receive online instruction at home or elsewhere, receive a diploma without entering the school building.
So there are three ways to integrate technology in classrooms and schools. Most high-
The technology promoters praised the "hybrid" school, and some believed that online learning, as we know, ended the future of the school;
Neither advocate liked the use of powerful equipment by teachers without imagination to maintain existing classroom classes.
However, what technology enthusiasts forget, what they ignore, what they stumble on --pick a verb —
What are the multiple purposes of taxation?
Support schools in democracy.
They are wrong with many futurists.
My choice of verbs
To equate access to information with education.
To make matters worse, these very smart people ignore the key and historical purpose of public schools serving democracy. Tax-
Supported public schools, both in the past and now, are social, political and moral institutions whose job is to help children and youth gain access to a wide range of literary knowledge, to be fully prepared to enter the labor market, to vote, to serve the jury, contribute to their community, think for themselves, and live a fulfilling and valuable life.
These purposes of public schools were evident a century ago;
Now they're still in the shadows.
Few policymakers, philanthropist, and technical futurists question (
Or willing to challenge)
The popularity of online teaching, including "mixed learning", promises to transform schools into information factories. -0-
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