Hi Charles,
I think those who believe in a culture of measurement think things are on course.
They will talk about accountability. They say, “how can schools be accountable without measurement?” I would say, “Go look at the students’ work that is all over the walls in in classrooms. See the joy in their presentations. Check out their portfolios and
their school performances.” But that does not have the scalable, readily quantifiable, and most of all, easily comparable ring or “rigorous assessment.”
So, in short, I’m am game for making change.
But we are voices crying in a wilderness. We live in a culture fixated on measurement.
George
From: Charles Schultz [mailto:sacrophyte AT gmail.com]
Sent: Tuesday, November 20, 2018 9:55 AM
To: Reese, George Clifford
Cc: Miriam Larson; ctrl-shift AT lists.mste.illinois.edu
Subject: Re: [Ctrl-Shift] What do teachers do? Article
But we have the power to change that - in fact, I believe we are obligated to make course corrections when the boat is off-course. And further, we should be equipping students to do this as well. Right?
Hi Miriam,
Thanks for this.
I’ve been pondering the changing role of teachers. Technology is a catalyst to this change. But there are many structural changes coming. I used to think that public education needed an overhaul. That our teachers needed professionalizing. But any more, I think
of schools as our single, most stable public institutions. I despair at the idea they are not being supported.
Do we not know what teachers do? Like the author of that piece, I’ve done it, so I can say I know. But it’s a different profession now. Different in Champaign for sure that it was for me in New Mexico. As a citizen, I don’t know what police do, but still, I
think I can both support them and demand accountability for their power. As a man, I absolutely don’t know what mothers do. But my responsibility as a father is requires that I try to understand.
I don’t know where I am going with this reply, except to say we live in interesting times, where what was thought to be stable is no longer looking stable. Be careful what you wish for, I guess. The overhaul that I had thought was needed is not happening in
anyway close to what I would have wanted. We're becoming more test-driven, less community-oriented.
I'm saddened by it.
George
From: Miriam Larson [mailto:ctrl-shift AT lists.mste.illinois.edu]
Sent: Saturday, November 17, 2018 10:46 AM
To: ctrl-shift AT lists.mste.illinois.edu
Subject: [Ctrl-Shift] What do teachers do? Article
Hi all,
I want to share this article with you all because it articulates a problem that I think is at the heart of the education technology revolution as well. People think they know teaching because they have been students, but they don't.
https://www.washingtonpost.com/news/answer-sheet/wp/2014/02/22/you-think-you-know-what-teachers-do-right-wrong/?fbclid=IwAR03_DDrjQjM4LBWxwL1OXE08WqdkmrtXy-ikaCWx_iO9wp2R9Od1tu9ng8&noredirect=on&utm_term=.151bda7b41b4
I increasingly recognize teaching as facilitation and this will only grow as educational technology creates short-cuts for information access. But how do we bring light to that facilitation? How does good educational technology take that into account? What
are ways you see educational technology trends sidelining teacher voice and expertise?
All the best,
Miriam
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Miriam Larson, M.L.S.
Kenwood Librarian
217-351-3815
larsonmi AT champaignschools.org
kenwoodelementarylibrary.weebly.com
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