All of the news from the week in education, literacy, and technology that you should have read.
Howard C. Stevenson from Penn’s Graduate School of Education indicates three steps to address these harmful discourses as they enter your classroom.
- Start with you – Process your own feelings, and address your own vulnerabilities before entering the classroom. Develop a support system with your colleagues. Practice – Classroom reactions usually happen in a split second. Prepare yourself for these instances by role-playing with colleagues in your building, or online with your PLN.
- After an incident – Resist the urge to condemn the action or content. First try to understand the motivation if is disseminated through your classroom or building. Allow the school’s code of conduct to address instances where students actively spread this information. Strongly explain to students that these harmful discourses and the messages being spread about individuals and groups are not accepted. You will not accept the silencing of voices.
- Keep talking – After these events, the best course of action is to keep talking. Difficult discussions will often ensue, but children and adults alike need to be able to process their feelings and reactions. This is an opportunity to shut down and be silent, or engage and promote change.
In the past I have used the Modern Learners Canvas to break down the various parts of learning and classroom.
Technology has a part to play, but it is never in isolation.
Lately, my take on educational technology has taken another twist. My focus lately has been on policy and the implication this has for technology and ‘efficency’. Whether it be reporting, timetables or attendance, what I am coming to realise is how much of this is assumed when it comes to instruction.
Would love your thoughts? I wonder if in ten years we will have more agile systems, that combine the rigour with the flexibility called for in today’s day and age?
As digital culture becomes faster, higher bandwidth, and more image-based, it also becomes more costly and destructive – both literally and figuratively. It requires more input and energy, and affirms the supremacy of the image – the visual representation of data – as the representation of the world.
What I would like to see in this process is a way to connect the dots from the beginning to the end of the manuscript. Something open that allows the author to detail the path taken from the genesis of the piece to the end result. This would allow scholars to post grant funding statements, researcher notes, open data, revisions, and other materials and connect this to the overall result. Viewers of the final published version would be able to look back through the links and chain of documentation to see the work that was embedded in this resultant piece.