Larry Cuban (2001) Oversold & Underused: Computers in the Classroom

---------Cuban--------Ch 1 The Setting--------------------------------------------------------------------------------------------

— anderscj (@anderscj) January 4, 2012

"What singles out this late twentieth-century gold rush from its predecessor in the nineteenth century is not the c... tl.gd/f4isuf

— anderscj (@anderscj) January 4, 2012

---------Cuban---------Ch 2 Cyberteaching in Preschools and Kindergartens--------------------------------------------------------

— anderscj (@anderscj) January 4, 2012

"Just because children can do something when they are young, should they do it?" Cuban

— anderscj (@anderscj) January 4, 2012

"[Piaget] complained that Americans often asked him the same question: 'How can children be accelerated through you... tl.gd/f4jv63

— anderscj (@anderscj) January 4, 2012

"[Piaget] complained that Americans often asked him the same question: 'How can children be accelerated through you... tl.gd/f4jv63

— anderscj (@anderscj) January 4, 2012

"Despite the claims of technology promoters that computers can transform teaching and learning, the teachers we stu... tl.gd/f4koum

— anderscj (@anderscj) January 4, 2012

Whomever owned this book b4 me highlighted all the wrong passages.

— anderscj (@anderscj) January 4, 2012

--------Cuban------Ch 3 High-Tech Schools, Low-Tech Learning------------------------------------------------------------------------

— anderscj (@anderscj) January 7, 2012

"when teachers do use computers for instruction, another unexpected outcome emerges, again derived from national da... tl.gd/f6i9on

— anderscj (@anderscj) January 7, 2012

"We found that home use by students and teachers was frequent and spanned many applications, exceeding both student... tl.gd/f6ilba

— anderscj (@anderscj) January 7, 2012

"Whether aided by family and friends or self-taught, all had gained their expertise outside of school, usually on home computers." Cuban

— anderscj (@anderscj) January 7, 2012

"most teachers had adopted an innovation to fit their customary practices, not to revolutionize them. Most teachers... tl.gd/f6j7tm

— anderscj (@anderscj) January 7, 2012

-------------Cuban--------Ch 4 New Technologies in Old Universities---------------------------------------------------------------

— anderscj (@anderscj) January 8, 2012

"The student responders were still there but had become a harmless anachronism that an occasional professor could c... tl.gd/f763q5

— anderscj (@anderscj) January 8, 2012

"Toward the end of the decade it was clear to most faculty and administrators that FAD and other incentive-based pr... tl.gd/f76km1

— anderscj (@anderscj) January 8, 2012

"surveys are essentially self-reports and so are prone to inflation and selective memory." Cuban

— anderscj (@anderscj) January 8, 2012

"a clear separation has to be made between faculty using computers to prepare for instruction and faculty actually ... tl.gd/f774n5

— anderscj (@anderscj) January 8, 2012

----------Cuban---------Ch 5 Making Sense of Unexpected Outcomes---------------------------------------------------------------------------

— anderscj (@anderscj) January 9, 2012

"The things we don't foresee are just as likely to be positive as negative."Cuban

— anderscj (@anderscj) January 9, 2012

"Few of the problemsolvers who design the solutions are still around by the time their unanticipated consequences must be addressed." Cuban

— anderscj (@anderscj) January 9, 2012

"public officials and school administrators rarely involved teachers in either the discussions to purchase and depl... tl.gd/f7ppgk

— anderscj (@anderscj) January 9, 2012

"the classic S curve in adopting new technologies: the enthusiasm of a few innovators is followed by early adopters... tl.gd/f7pqfm

— anderscj (@anderscj) January 9, 2012

"The 1980s and 1990s were only the initial stages of a long revolution that will eventually press teachers to incre... tl.gd/f7q1m6

— anderscj (@anderscj) January 9, 2012

"There is, [economist Paul David] argues, an inevitable lag between an invention and its commercial application." Cuban

— anderscj (@anderscj) January 9, 2012

"Decisions to purchase hardware and software or wire schools were as much symbolic political gestures as they were ... tl.gd/f7qcpf

— anderscj (@anderscj) January 9, 2012

"Even with little evidence that investments in information technologies raise test scores or promote better teachin... tl.gd/f7qed3

— anderscj (@anderscj) January 9, 2012

"most teachers continue to see the computer as an add-on rather than as a technology integral to their classroom co... tl.gd/f7qim4

— anderscj (@anderscj) January 9, 2012

"Because technology vendors sell to administrators, teachers often end up using machines that are far too complex f... tl.gd/f7qkv7

— anderscj (@anderscj) January 9, 2012

"Despite the constraints of context, teachers act independently within their classrooms." Cuban

— anderscj (@anderscj) January 9, 2012

"schools serve many and conflicting purposes in a democratic society." Cuban

— anderscj (@anderscj) January 9, 2012

"the web of traditional social beliefs held by taxpayers, parents, and public officials about teaching and learning... tl.gd/f7quah

— anderscj (@anderscj) January 9, 2012

----------Cuban---------Ch 6 Are Computers in Schools Worth the Investment?--------------------------------------------------------

— anderscj (@anderscj) January 10, 2012

"schools can hardly claim full credit for students' growing technological literacy, when so many also pick up compu... tl.gd/f8cnpd

— anderscj (@anderscj) January 10, 2012

"'e-learning' in public schools has turned out to be word processing and Internet searches. As important supplement... tl.gd/f8coq2

— anderscj (@anderscj) January 10, 2012

@anderscj you liking cuban's work?

— Jerrid Kruse (@jerridkruse) January 10, 2012

@jerridkruse I wouldn't say I like it so much as I agree with most of it.

— anderscj (@anderscj) January 10, 2012

@jerridkruse Cuban presents an inconvenient truth.

— anderscj (@anderscj) January 10, 2012

"Few national and state reformers have yet to champion the restructuring of age-graded schools and similar ventures." Cuban

— anderscj (@anderscj) January 10, 2012

@anderscj yes, IMO he & postman Make clear that tech simply doesn't matter, teaching/teachers do.

— Jerrid Kruse (@jerridkruse) January 10, 2012

@jerridkruse Cuban, for me, supports my building hypothesis that the tech-enhanced learning renaissance is leaving schools behind....

— anderscj (@anderscj) January 10, 2012

@jerridkruse technology may in some ways improve learning but mostly as personal tools...to improve unstructured learning, not schooling.

— anderscj (@anderscj) January 10, 2012

@anderscj can you explain that hypothesis?

— Jerrid Kruse (@jerridkruse) January 10, 2012

@jerridkruse tech helps us learn things better we normally wouldn't go to school to learn

— anderscj (@anderscj) January 10, 2012

@jerridkruse and for those who are able, tech helps those who want to learn on their own and in their own way

— anderscj (@anderscj) January 10, 2012

@anderscj able & have means.

— Jerrid Kruse (@jerridkruse) January 10, 2012

@jerridkruse yes. And those teachers who have managed to allow tech transform tchng & lrng do so by deschooling their classrooms....

— anderscj (@anderscj) January 10, 2012

@jerridkruse ....something those without means consistently say they don't want for their children.

— anderscj (@anderscj) January 10, 2012

"When teachers do engage in such deliberations and when they design programs for themselves, when their opinions ar... tl.gd/f8d2m5

— anderscj (@anderscj) January 10, 2012

"The thrill of retrieving hard-to-get information quickly is a long stretch from thoughtfully considering the infor... tl.gd/f8dee2

— anderscj (@anderscj) January 10, 2012

"Driven by economic motives, many technologically inclined reformers seldom have lookedbeyond linking standards-b... tl.gd/f8dhpn

— anderscj (@anderscj) January 10, 2012

"Contemporary reformers have forgotten the democratic mission at the heart of public schooling, ignored the critica... tl.gd/f8djbl

— anderscj (@anderscj) January 10, 2012

"Policymakers, in their unalloyed administration for the global success of American businesses, have regrettably sl... tl.gd/f8dmag

— anderscj (@anderscj) January 10, 2012

"historical legacies in school structures and parents' and taxpayers' social beliefs about what schools should be d... tl.gd/f8dokf

— anderscj (@anderscj) January 10, 2012

The Future of Education & The Future of School Are on Very Different Paths

A few weeks ago I posted this passing thought on Twitter that I was not quite ready to come back to at the time but seemed to get a little traction:

@anderscj
anderscjDoes anyone else get the feeling that the future of education & the future of school are on very different paths. 20 days ago via Mobile Web · powered by @socialditto

Then, last night as I was about to finish reading Larry Cuban's (2001) Oversold and Underused: Computers in the Classroom Jerrid Kruse asked me this question on Twitter:

@jerridkruse
Jerrid Kruse@anderscj you liking cuban's work? 15 hours ago via Twitter for iPhone · powered by @socialditto

to which I replied:

@anderscj
anderscj@jerridkruse I wouldn't say I like it so much as I agree with most of it. 15 hours ago via Twitterrific · powered by @socialditto

@anderscj
anderscj@jerridkruse Cuban presents an inconvenient truth. 15 hours ago via Twitterrific · powered by @socialditto

Cuban basically explains why, despite unprecedented access to technology, such reforms have failed to make foundational changes in schools. In Cuban's account the reasons for such high investment in tech tools in schools has been: 1. To make students more digitally literate, and 2. To shift from a teacher-centric to a student-centered learning environment. In his account he lists numerous teachers and programs that do this but shows how they are not the norm. What these tools end up doing is reinforcing already established teaching practices instead of transforming them. Among the many explanations he gives he includes school heritage, public conceptions, flawed decision-making, conflicting policy, and reformer misunderstanding of the purpose of school.

Before reading this book I thought Larry Cuban and Seymour Papert were on opposite ends of the ideological spectrum, Papert a tech-enthusiast and Cuban who near the end of this book calls for schools to cease spending money on computers:

"Contemporary reformers have forgotten the democratic mission at the heart of public schooling, ignored the critical importance of social capital in strengthening civic behaviors, and proven too narrowly committed to technocratic solutions of school problems—all of which tempts me to call for a moratorium on buying any more computers for K-12 schools." Cuban

But now I realize they are closer to being on the same page than I thought. Reading between the lines on these pages it is obvious that the kind of transformation, the kind of change in the classroom that Cuban was hoping to find was akin to the kind of constructionist tech-enhanced project-based learning Papert observed with children in their use of LOGO to learn math. But, what he found was no such transformation on any measurable scale.

One thing Cuban hints at but doesn't give much weight to are the places where computer technology has revolutionized learning. He recognizes that the places where teachers and professors most use technology is in preparing for lessons and that students who knew a lot about computers learned most about them at home or in a part-time job. These are places where the personal computer has been used as a personal learning device, where the learning supports the learner's own goals and not the goals set forth by a teacher or curriculum. The technology-enhanced learning revolution has happened, its just left schools behind.

So, lets explore a few examples of this. First, how many teachers who engage in "PLNs" say that they find their social media engagement with other educators more valuable than the school or district-sponsored professional development programs? It is odd for a day to go by without me seeing at least one Tweet expressing this sentiment. A quick search in Twitter for "PLN," "Love," and "PD" drew these responses:

@ccampbel14
Cathy Campbell@wrice1978 I use Twitter for daily learning & connecting with global educators. I love my math PLN that spans the globe! #sfssepsb 5 hours ago via TweetGrid.com · powered by @socialditto

@BobToms100
BobTomsI love my PLN, esp. during #ukedchat I will try my best here, esp. against the odds. Education & needs is not fully understood by many here. 5 days ago via TweetDeck · powered by @socialditto

@CTuckerEnglish
Catlin TuckerLet's use PD as an opportunity to talk to teachers about how to develop their own PLN to keep the learning happening all year. #edchat 4 hours ago via TweetDeck · powered by @socialditto

@thereadingzone
Sarah Thanks to Twitter I have made some amazing friends and my PLN is ever-growing. I learn more on Twitter than from any PD I pay for... 2 days ago via web · powered by @socialditto

@1olballcoach
Jon KrugThanks to all the tweets! Have new "converts" to the world of twitter and its PD and PLN uses! Good Stuff! #sschat #psychat 6 days ago via TweetDeck · powered by @socialditto

@Akee123
Rob AckermanDoes anyone have a sample certificate of completion for a teacher participating in a PLN? Our district is exploring this PD option #edchat 7 days ago via Twitter for iPad · powered by @socialditto

Also, one could look at the rise in homeschooling and unschooling as a result of greater access to personal learning tools at home. Its not that computers and the Internet cause homeschooling, unschooling, and dropouts, it just enables and empowers them to feel this is a viable choice. I have spoken with many families over the past two years who have cited how important the Internet is for their homeschooling and unschooling. And this is not to say that the Internet can do what a teacher can't. Many unschoolers hire teachers when they feel they need them. The technology does not replace teachers, it makes it possible to do away with school and empower students to take control of their own learning.


Regardless of whether you believe Digital Natives and Immigrants exist or not I think Marc Prensky accurately illustrates the problem in this video:

"Education has biforcated completely into school where you get a credential and its about the past and and after school where you really learn interesting stuff on your own." Prensky

And Sugata Mitra proposes a plausible role of learning and schooling in this video:


Perhaps this is also why when asked last year about how social media and mobile technologies are changing teaching and learning in schools S. Craig Watkins said he and his colleagues at the Digital Youth Project are more interested in studying how students are using these tools at home.

Now take examples of teachers who work in what John Holt would term S-chools who have managed to transform teaching and learning with technology in their classrooms. How many of them have done so by deschooling their classrooms? I think Clay Burrell, who often talks with distaste about schooly things, is an excellent example:

Part 1---------Part 2

(This presentation requires Microsoft Silverlight. Click here to install.

It seems pretty obvious to me that in order to achieve the kind of learning revolution in schools that computer technology "reformers" sought that teachers must deschool their classrooms. But, to do so teachers bump up against a wall that Cuban doesn't mention in his book but a commenter on Scott McLeod's blog touches on. Sam Fancera writes:

Scott – Many of us don’t do this on a large scale, because many of us are evaluated solely on our students standardized test results. I agree that we should emphasize hands-on inquiry, critical thinking, and collaboration, but until the reliance on test scores for evaluative purposes are modified we will not make a full press.

I would take this a step further and say that it is not just the evaluation based on test scores that is the problem but many of us are also evaluated on how well we follow a teaching routine set forth for us by our schools. In my current school we are obligated to use the workshop model of 10-15 minutes direct instruction followed by 20-30 minutes of individual or group work ending with a 5-10 minute closing. This alone hinders the kind of learning that technology can enhance because it sets up the teacher as the one who controls the classroom curriculum, who asks the questions, and who tells students what they should do with their 20-30 minutes in-between. Even if this expectation were not explicitly stated, as it had never been in any of the other schools I worked in, it is always implied. I have yet to have an administrator I work for who understands the kind of learning that can occur when you allow this kind of transformation to take place. And, even if I did work for an administrator who understood, the expectations carried by past administrators and classroom evaluators is enough to shock me back into traditional teaching mode.

Yesterday I wrote this comment on McLeod's blog that I think I will repost here because it more clearly describes this problem:

Shelley Owen Reply January 6, 2012 at 7:56 am

My son, a high school senior reading this right next to me, says, “Right on! This is so true.” He is no slacker at school; his grades are excellent. However, we both know how little he really has to do to score well on any test. It’s almost laughable.

Carl Anderson Reply January 9, 2012 at 4:12 pm

Shelley,

What is more laughable is how little tests can really measure. But what brings me to tears is the weight we are forced to put on something which means so little. And what drives me crazy is having to defend over and over again how ignoring the tests and focusing on personally meaningful projects leads to better learning, is more rigorous, and ultimately will lead to better test scores. And what drives me absolutely stark raving mad is trying to explain to school managers (and often to other teachers) that such authentic learning is the result of negotiation and dialog with the learner and cannot be done through pre-planned scripted lessons or teacher-driven assessments.

A teacher’s job ought to be to help children learn. Instead, too often, the teacher’s job performance is assessed not only on how well students perform on a test that narrowly measures what a student knows but also on how closely they follow a script and stick to their lesson plans. If the goal is optimal learning then the very best teachers know their lessons cannot be scripted, they cannot be pre-written, they cannot be programmed. The optimal lesson plan is one that is written on-the-fly and responds to student needs and questions, not some common core standardized curriculum that dictates what and when each student should learn certain things.

In my classroom I ask very few questions. I make my students do most of the asking. Their questions guide what we do in class and what we learn. They ask the questions they are ready to wrestle with and are relevant to them at the time they are ready to have them answered. If the curriculum is truly important the student’s questions will lead us to it. Usually it does. Aside from that I load their environment, both physical and digital, with enough curiosities to spark the kinds of questions I would hope they would ask. The questions I ask most frequently are, “What do you want to learn about?” and “How can I help you today?” But, justifying this methodology to school managers who see learning as synonymous with knowledge and knowledge as something that can be handed down from teacher to student as if they were empty vessels waiting to be filled is hard if not impossible. Consequently, I often get comments when observed like, “I don’t understand what is going on here but I wouldn’t ask you to change it.” to “what you are doing is incredible but you need to work on….” and then they hand me the Charlotte Danielson rubric clearly outlining the things they didn’t observe in my class. I’ve come to realize that very few people in charge of most schools and most departments of education know much about how people actually learn. We are required to post our lesson objectives on the board. Mine always reads: Students will set their own goals and work toward achieving them. And those two students playing video games in the corner, they made those games but did anyone who came to observe bother to ask?

I am starting to wonder how much longer I can find a place in this profession where I can do what I do. But then what we assess today isn’t doing anyway. Doing and do-ers are on the way out. How many industrial technology, family and consumer science, art, music, drama, creative writing, poetry, graphic design, and computer programming courses are there anymore? Where they do exist they exist as places where students mostly study others doing, not doing themselves. We don’t want doers, we want consumers. We can pay workers in China $150/month to do our doing. At least if the students do well on that standardized test we will know that they have consumed the curriculum and objectives someone else set for them.

My conversation with Jerrid last night ended this way:

@anderscj
anderscj@jerridkruse Cuban presents an inconvenient truth. 17 hours ago via Twitterrific · powered by @socialditto

@jerridkruse
Jerrid Kruse@anderscj yes, IMO he & postman Make clear that tech simply doesn't matter, teaching/teachers do. 17 hours ago via Twitter for iPhone · powered by @socialditto

@anderscj
anderscj@jerridkruse technology may in some ways improve learning but mostly as personal tools...to improve unstructured learning, not schooling. 17 hours ago via Twitterrific · powered by @socialditto

@anderscj
anderscj@jerridkruse Cuban, for me, supports my building hypothesis that the tech-enhanced learning renaissance is leaving schools behind.... 17 hours ago via Twitterrific · powered by @socialditto

@jerridkruse
Jerrid Kruse@anderscj can you explain that hypothesis? 17 hours ago via Twitter for iPhone · powered by @socialditto

@anderscj
anderscj@jerridkruse technology may in some ways improve learning but mostly as personal tools...to improve unstructured learning, not schooling. 17 hours ago via Twitterrific · powered by @socialditto

@anderscj
anderscj@jerridkruse tech helps us learn things better we normally wouldn't go to school to learn 17 hours ago via Twitterrific · powered by @socialditto

@jerridkruse
Jerrid Kruse@anderscj that makes a lot of sense. 17 hours ago via Twitter for iPhone · powered by @socialditto

@anderscj
anderscj@jerridkruse and for those who are able, tech helps those who want to learn on their own and in their own way 17 hours ago via Twitterrific · powered by @socialditto

@jerridkruse
Jerrid Kruse@anderscj able & have means. 17 hours ago via Twitter for iPhone · powered by @socialditto

@anderscj
anderscj@jerridkruse yes. And those teachers who have managed to allow tech transform tchng & lrng do so by deschooling their classrooms.... 17 hours ago via Twitterrific · powered by @socialditto

@anderscj
anderscj@jerridkruse ....something those without means consistently say they don't want for their children. 17 hours ago via Twitterrific · powered by @socialditto

Twitter Book Club: David Tyack & Larry Cuban's (1995) Tinkering Toward Utopia - Chapter 5

Chapter 5: Reinventing Schooling

"In a mission with such high stakes, many leaders thought it time to bypass traditional educators and to ask busine... http://tl.gd/ai3cjlless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"Faith in electronic pedagogy has returned again and again." Tyack & Cubanless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

& it's usually ill-placed faith RT “@anderscj: "Faith in electronic pedagogy has returned again and again." Tyack & Cuban”less than a minute ago via Twitter for iPhone Favorite Retweet ReplyJerrid Kruse
jerridkruse

"The first stage in reform was to convince citizens that the present system of schooling was inefficient, anachroni... http://tl.gd/ai3iu9less than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

@anderscj sounds a lot like the hyperbolic rhetoric we hear in today's world, no?less than a minute ago via Twitter for iPhone Favorite Retweet ReplyJerrid Kruse
jerridkruse

@jerridkruse exactlyless than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@anderscj I love Larry Cuban. Do you follow his blog?less than a minute ago via Twitter for iPhone Favorite Retweet ReplyJerrid Kruse
jerridkruse

@jerridkruse I read it occasionally. I am on the fence regarding Cuban. I see him often as an uber-pessimist but often right.less than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@jerridkruse I also think he misses quite a bit. Like the difference between schooling & education for example.less than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@jerridkruse I also feel he desires a return to non-institutional forms of schooling but all his work shows how it can't be done.less than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@jerridkruse I get very depressed reading his work.less than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@jerridkruse not for most, but there will always be underserved & under-representedless than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@anderscj sometimes I feel same as him. Overly pessimistic, but fear I'm right ;).less than a minute ago via Twitter for iPhone Favorite Retweet ReplyJerrid Kruse
jerridkruse

@anderscj thats fair. But would argue his focus is on schooling.less than a minute ago via Twitter for iPhone Favorite Retweet ReplyJerrid Kruse
jerridkruse

"Advocates of technology sometimes promised 'teacher-proof' instruction (as if machines and software were free-stan... http://tl.gd/ai3kdjless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"Business-oriented reformers adopted economic terms when they discussed schools, using words like 'productivity,' '... http://tl.gd/ai3mgaless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"The hope that a few demonstration lighthouse schools would become models to transform entire school systems rarely... http://tl.gd/ai3q9pless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"When business leaders fell out of favor during the Great Depression, for a time so did much of the impulse to emul... http://tl.gd/ai45d8less than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"it did become clear that effective teaching of educationally disadvantaged children was no simple matter to be sol... http://tl.gd/ai4ee5less than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"In the top-down process of advocating and implementing technology, teachers were rarely consulted, though it was m... http://tl.gd/ai4gjmless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"Teachers have regularly used technologies to enhance their regular instruction but rarely to transform their teaching." Tyack & Cubanless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

@anderscj @courosa I AM GUILTY OF THIS - please expand on this idealess than a minute ago via TweetDeck Favorite Retweet ReplyScott Lewis
siwels196

@siwels196 @courosa read Seymour Papert's The Children's Machineless than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@anderscj @courosa wow from 1993? I wonder if there has been an updateless than a minute ago via TweetDeck Favorite Retweet ReplyScott Lewis
siwels196

@siwels196 @courosa no update needed. That book rings truer today than it did 18 years ago.less than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

RT @anderscj: @siwels196 @courosa read Seymour Papert's The Children's Machine -> A gift: http://ht.ly/4XYrBless than a minute ago via HootSuite Favorite Retweet ReplyOLPC MéXicO
OLPC_MeXicO

RT @anderscj: @siwels196 @courosa read Seymour Papert's The Children's Machine -> A gift: http://ht.ly/4XYrBless than a minute ago via HootSuite Favorite Retweet ReplyOLPC MéXicO
OLPC_MeXicO

@anderscj @courosa that is sad but thank you for the recommendationless than a minute ago via TweetDeck Favorite Retweet ReplyScott Lewis
siwels196

@anderscj: @siwels196 @courosa One more - Papert about Tyack and Cuban ;)less than a minute ago via HootSuite Favorite Retweet ReplyOLPC MéXicO
OLPC_MeXicO

@anderscj: @siwels196 @courosa One more - Papert about Tyack and Cuban ;)less than a minute ago via HootSuite Favorite Retweet ReplyMariana Ludmila
Yaquesita

@anderscj: @siwels196 @courosa One more - Papert about Tyack and Cuban ;) http://ht.ly/4XYA3less than a minute ago via HootSuite Favorite Retweet ReplyOLPC MéXicO
OLPC_MeXicO

@anderscj: @siwels196 @courosa One more - Papert about Tyack and Cuban ;) http://ht.ly/4XYAaless than a minute ago via HootSuite Favorite Retweet ReplyMariana Ludmila
Yaquesita

@Yaquesita thanks!less than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

RT @anderscj "Teachers have...used technologies to enhance their regular instruction but rarely to transform their teaching." Tyack & Cubanless than a minute ago via Nambu Favorite Retweet ReplyAlice MacGillivray
4KM

@anderscj Hey, where is that quote from? cc @Trinejrless than a minute ago via web Favorite Retweet ReplyTashia Vera Dam
TashiaDam

@TashiaDam Tyack & Cuban (1995) Tinkering Towards Utopialess than a minute ago via Twitterrific Favorite Retweet Replyanderscj
anderscj

@anderscj - jeg arbejder med en lille ting på området, så tusind tak! (troede det var et digitalt quote, men nu kan jeg lede)less than a minute ago via web Favorite Retweet ReplyTashia Vera Dam
TashiaDam

@anderscj I will find that book!! Thanks to you Techno Constructivist (cool name;)) cc @tashiadamless than a minute ago via Twitter for iPhone Favorite Retweet ReplyTrine Juul Røttig
Trinejr

So true, sad but true RT @anderscj "Teachers have regularly used technologies to enhance their regular instruc… (cont) http://deck.ly/~J90biless than a minute ago via TweetDeck Favorite Retweet ReplyFernando Luís Santos
flsantos

MT via @courosa @anderscj: Teachers hv regularly used technologies 2enhance their regular instruction but rarely 2 transform their teaching.less than a minute ago via Twitter for iPhone Favorite Retweet ReplyPam Holcomb
22pamh

@anderscj Pleasure! Hope you enjoy them!less than a minute ago via HootSuite Favorite Retweet ReplyMariana Ludmila
Yaquesita

"Simply having access to computers and learning to use them as tools is only part of the story of the educational u... http://tl.gd/ai4lvlless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"Low-income students are more likely to do drill and practice on computers than to use them for problem solving and... http://tl.gd/ai4mqgless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"Computers can communicate efficiently and enhance learning, but often what humans place in them is pedestrian." Tyack & Cubanless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

"Outsiders' campaigns to create competition among teachers for merit pay and to erect career ladders for them have ... http://tl.gd/ai4p9vless than a minute ago via Twittelator Favorite Retweet Replyanderscj
anderscj

@Yaquesita nice to 2 c Papert made same Papert-Tyack & Cuban connection I did. These texts are great companions. Nice contrast & convergenceless than a minute ago via Twitterrific Favorite Retweet Replyanderscj
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