Here is a version of my “learning to walk at 42” story that seems to capture an important lesson for educators. In my therapy, there were two kinds of activities: exercises and authentic activities. Exercises were just what one expects from the name, actions the therapists directed me to perform to strengthen the neural connections Read More
The first school computers were mainframe computers. As with all mainframe installations, the computer was physically located away from the end users, so teachers and students never saw or touched the case containing the processor. These machines were used for instruction in the simplest terms: Students were presented with information, and then they were presented Read More
When listening to students and teachers, as well as administrators and staff who comprise the users of ICT systems in schools, I hear complaints about the technology (they tell me it is unreliable and insufficient). I also hear from them complaints about the people charged with managing ICT (they tell me technologists are unresponsive to Read More
About 15 years ago, there was a book and article entitled Change or Die that was widely popular and that was discussed at every conference and meeting we attended for a season or two. The thesis of the book and article was simple: When faced with the choice of changing one’s behavior or dying, many humans Read More
While educators who work in technology-rich places and spaces are likely to become more independent and capable to using it, there are aspects of maintaining technology that are beyond the expertise of educators. This is particularly true of those parts of the technology that can be disastrous to other users if they are misconfigured. Also, Read More
Cleaning out some files, I found one that contained a post for a blog for which I used to write. This was in my “to post” folder when I stopped blogging for the organization that sponsored the blog. I earned my Master of Arts in Education in 2000 at the local state college, and I Read More
Since computers entered the educational market in the late 1970’s, there has been debate about their appropriate role in schools. While some advocate for quick adoption of every new emerging tool, others advocate for avoiding digital technology altogether. Between those extremes we find the more rationale observers who advocate for purposeful and thoughtful approaches to Read More
Managing school ICT must be a very collaborative effort. Many individuals are involved with steering management decisions and these individuals are charged with the greatest vision, yet the least authority. Other individuals are charged with making decisions related to legal issues and financial decision-making, and other still are involved with building and maintain the ICT Read More
In general, we can conclude that technology is being well managed when it allows users to be more productive than they would be otherwise. Because management includes financial planning, however, well-managed technology balances productivity and expectations with cost, so it does not exceed the capacity of the organizations to fund efforts. Good management requires effective Read More
Schooling (at whatever level it is experienced) is intended to help students become knowledgeable. Being knowledgeable is a construct we could spend many pages exploring, but let’s assume that whatever readers might have in mind is a sufficient proxy for this multi-dimensional aspect of human life. The nature of knowledge has changed over the course Read More