This is a topic touched upon by Ben Williamson and Anna Hogan in response to the pandemic.
As someone who has been through Google’s accreditation process, it is interesting to think about this. Personally speaking, my school was not a ‘Google School’, far from it. The problem I have is that I wonder what a world looks like without Google/Apple/Microsoft? I am more than happy to have a conversation.
What: TER Teachmeet: What we’ve learnt so far
What do I need to do: Record either a 2 or 7 minute reflection on something you’ve learnt as a result of the remote learening experiences of 2020, and send it in to be included in the episode.
When: Submissions due by 12 July, 2020. Episode online 19 July, 2020.
How: For now, please complete this Expression of Interest form. More information will be emailed to you shortly after.
00:00 Opening Credits
01:31 Intro – PISA results released
14:28 Kolber’s Corner
28:36 Feature Intro
30:40 Interview – Alan Reid
01:15:13 Acknowledgements and Sign-Off
Visit the post for more.
For more on democracy and education, there is going to be another summit on the topic:
— Stewart Riddle (@DrSRiddle) October 25, 2019
Dr Stewart Riddle discusses issues facing teachers engaging in social media, and questions the notion of who gets to speak on behalf of teachers.
Main Feature: Benjamin Law shares his experience of being a gay teenager in an Australian school.
Regular Features: Marco Cimino discusses his podcast Oh the Humanities! (and Social Sciences), Cameron discusses a UK study on managerialism and teacher professional identity and well-being.
In this episode, Dan Haesler talks with author and public education advocate Jane Caro, about her life and career that led her to become such an outspoken defender of public schools, and some of her opinions on the state of education today.
Elizabeth Saunders discusses the issue of students with challenging behaviours and how to respond to and engage with such students in order to overcome obstacles and maintain focus on learning in the classroom.
- 00:00 Opening Credits
- 01:31 Intro
- 01:44 Selective Schools
- 18:46 Feature Introduction
- 20:31 Interview – Bill Cohen
- 01:09:12 Sign Off
If there is one thing that I have learnt as a teacher is that nothing leaches out fun mor than dropping a layer of education over the top of it – Bill Cohen (50 mins)
Malcher also provides a reflection on the place and impact of select entry schools on equity and equality.
Amanda Heffernan, Scott Bulfin and David Bright of Monash university discuss their experiences of completing research degrees while teaching, and offer advice for anyone considering pursuing a research degree while still working in a school.
— Aaron Davis 🏘️ (@mrkrndvs) May 11, 2014
Still not sure I’m any closer though.
With the release of the “Gonski 2.0” report, there have been many conversations about just what is the ideal vision for the future of Australian education. But in considering the many recommendations included in the report, what would it even mean to implement them? And is there broad agreement that they do actually represent the best vision for the future of education in Australia?
For this special episode, we bring together 4 different perspectives on the report and its findings, including:
Links and notes coming soon! Timecodes: 00:00:00 Opening Credits 00:01:31 Intro 00:02:28 NAPLAN in the news 00:15:04 Feature Introduction 00:16:32 Off Campus – Dan Haesler 00:18:44 Dr Helen S…
Cameron Malcher speaks with Marten Koomen about his research into the process by which large-scale tests like PISA and NAPLAN affect school management and curriculum.
Marten Koomen frames the conversation around a discussion of collectivism, neoliberalism and skepticism. For collectivists, school is the responsibility of the state, whereas neoliberals consider it as another product to be consumed. While without effective governance, skepticism ends up in tragedy. Our current climate is very much in response to neoliberalism, however:
We are all part collectivist, individualists neoliberals and skeptics, so to identify in one corner is disingenuous.
The key question that Koomen tries to address is: How did Victoria go from a state that was a leader in content knowledge and democratic values to the launch of a content-free platform driven by the terror of performativity? As he explains,
They had this idea of the net, but no idea of the content … a complete infatuation with the technology.
Discussing PISA, Koomen provides some background to computer-based testing and the ‘Koomen Model’. The model involved providing schools with standardized devices for the consistency of data. It failed based on pressure.
In part, Koomen’s model tells us something about the data and what it tells us. There are groups out there that want the outcomes without the content or context. Koomen returns again and again to the difference between entity realism vs. constructivism:
Entity Realism = things are real
Constructivism = things agreed upon
Realists ignore context as it is not mapped back to a central curriculum. It also allows for the insult of the human spirit through comparison of outcomes, ratio and market results. For example, NAPLAN uses Item Response Theory, a format that does not allow any direct recall or reference to learning and development. This leads to the situation where a student can ‘improve’ yet remain on the same score. Margaret Wu explains this in her chapter in National Testing in Schools, while Sam Sellar, Greg Thompson and David Rutkowski elaborate on it in The Global Education Race.
For Koomen our decline in these scales comes back to a focus on the market:
Neoliberalism considers content as: self-evident, real, axiomatic, socially constructed and marketable. In a way that supports the status quo.
This leads to conversations with students in regards to points on a scale, rather than aspects of context and development. For example, it is easier in the media to talk about a change in ratios or job rates, rather than the collapse in the car industry and what impact that has for the state. This allows for the rise of education conferences based around data with little reference to the local context.
The answer Koomen closes with is to work together though associations to make systemic change.
Main Features: ACARA’s Acting Director, Curriculum, discusses the new literacy and numeracy progressions, their relationship to curriculum, and intended applications in teaching and assessment practices; Annabel Astbury outlines the ABC’s new education initiative.
Regular Features: Off Campus, …
00.000 Opening Credits
01:55.324 Off Campus – Dan Haesler
12:48.141 Education in the News
20:44.068 ABC Education – Annabel Astbury
28:50.180 Feature Introduction
30:52.440 Interview – Hilary Dixon
1:01:52.482 Quote & Sign Off
In this edition of the TER Podcast, Cameron Malcher interviews Hilary Dixon about the new Literacy and Numeracy Progressions released earlier this year from ACARA. Although the interview discusses what the progressions are, it also provides a critical context to their creation and where they might sit within the wider debate around NAPLAN and back-to-bacics curriculum.