Why are traditional classrooms slow to move towards open content curriculum and other technologies? - Classroom 2.02024-03-28T18:15:16Zhttps://www.classroom20.com/forum/topics/why-are-traditional-classrooms?commentId=649749%3AComment%3A388829&feed=yes&xn_auth=noYou are so full of nothingtag:www.classroom20.com,2009-10-08:649749:Comment:3896552009-10-08T20:33:57.243ZAllyson McDowellhttps://www.classroom20.com/profile/AllysonMcDowell
You are so full of nothing
You are so full of nothing Indigo,
I think you proved m…tag:www.classroom20.com,2009-10-08:649749:Comment:3894222009-10-08T01:33:03.264ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Indigo,<br />
<br />
I think you proved my point very well. The Wiki products are not Creative Commons. The science video was nothing but an ad for the scam of having an unnecessary and useless license. See my comments under Software Reviews on this forum. As I said there is NO CONTENT for Creative Commons. Just lots of hopes, wishes and dreams.<br />
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By "separating the people from their money", I was referring to their donations scam on the website. According to the audited annual report, the company has…
Indigo,<br />
<br />
I think you proved my point very well. The Wiki products are not Creative Commons. The science video was nothing but an ad for the scam of having an unnecessary and useless license. See my comments under Software Reviews on this forum. As I said there is NO CONTENT for Creative Commons. Just lots of hopes, wishes and dreams.<br />
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By "separating the people from their money", I was referring to their donations scam on the website. According to the audited annual report, the company has minimal "expenses", loads of "assets", and puts the money into NOTHING!!!<br />
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And this is the "new idea" that teachers are supposed to buy into? What a barrel of cow patties! No wonder you are getting so few takers - anyone who looks will be able to see it's a fat man standing in his underwear.... Indigo,
When someone says th…tag:www.classroom20.com,2009-10-08:649749:Comment:3893972009-10-08T00:13:48.278ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Indigo,<br />
<br />
When someone says they "aren't sure" if something is true, it conveys an impression that the believe it is not and should be. Otherwise, why even make the statement. Perhaps it is a ego trip to post when you have nothing to say.<br />
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I do not appreciate your making the accusation that my actions to defend classroom teachers are "unprofessional". If anything, your excuses for attacking those who have dedicated their lives and more to teaching children, is most unprofessional, as was the…
Indigo,<br />
<br />
When someone says they "aren't sure" if something is true, it conveys an impression that the believe it is not and should be. Otherwise, why even make the statement. Perhaps it is a ego trip to post when you have nothing to say.<br />
<br />
I do not appreciate your making the accusation that my actions to defend classroom teachers are "unprofessional". If anything, your excuses for attacking those who have dedicated their lives and more to teaching children, is most unprofessional, as was the original statement that aroused my indignation that "classrooms have not changed in 30 years".<br />
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As for "Creative Commons" it is, so far, a big nothing. A shell of an idea with no content. But a huge financial goal soliciting donations with absolutely no statement of how the donations will be used. Looks like a big scam to separate people and their money!<br />
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And you call ME unprofessional for exposing your scam???? Indigo,
I read that much of…tag:www.classroom20.com,2009-10-07:649749:Comment:3893242009-10-07T20:42:23.548ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Indigo,<br />
<br />
I read that much of their goal and found it insipid. Sharing goes on all the time when teacher collaborate whether in their school or in university classes. There is no real need for a "license" to share your work. I have been "sharing" my work online for more than a decade and find no reason whatsoever to attach a "license" to it. Nor, do I find sites that claim a "license".<br />
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I have visited the site a second time, and still could not find a purpose for donations. Furthermore, when I…
Indigo,<br />
<br />
I read that much of their goal and found it insipid. Sharing goes on all the time when teacher collaborate whether in their school or in university classes. There is no real need for a "license" to share your work. I have been "sharing" my work online for more than a decade and find no reason whatsoever to attach a "license" to it. Nor, do I find sites that claim a "license".<br />
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I have visited the site a second time, and still could not find a purpose for donations. Furthermore, when I used the "search" on the Creative Commons page, I was given the exact same output as if I had used my usual search engine. The Wikipedia entry was at the top as if often is when I do searches. There were no entries that suggested they were "licensed" by Creative Commons.<br />
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I suspect that Creative Commons is providing a big nothing.<br />
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You, indigo, are long on insulting others, but then want to cry when you are stung back. Grow up! Indigo,
I am sorry you want…tag:www.classroom20.com,2009-10-07:649749:Comment:3893222009-10-07T20:30:59.159ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Indigo,<br />
<br />
I am sorry you want to make points and then not defend them when they are challenged. You are like the student who insists they should get an A on the paper because they always get A's on their papers.<br />
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Generalizations are always an invitation to dispute. (and that is itself a generalization).<br />
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You take correction poorly. You have contended that teachers are not trained in technology, and I pointed out that in at least one state, there is clear and definite evidence that the teachers…
Indigo,<br />
<br />
I am sorry you want to make points and then not defend them when they are challenged. You are like the student who insists they should get an A on the paper because they always get A's on their papers.<br />
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Generalizations are always an invitation to dispute. (and that is itself a generalization).<br />
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You take correction poorly. You have contended that teachers are not trained in technology, and I pointed out that in at least one state, there is clear and definite evidence that the teachers are knowledgeable. You did not know that. Now you want to belittle the fact by asserting that Virginia is only one of the states. You did not bother to check your assumption that "teachers are not trained in technology", you just continue with your beliefs in spite of evidence that they may well be incorrect.<br />
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So, OK, you want to persist in your ignorance and prefer to label any challenge as "bullying". That is your perogative. But, please do not expect me to "roll over and play dead" because you want to change the playground rules to suit yourself. Instead of sitting pat on your assumption that schools of ed are not properly preparing teachers to use technology, why not design a questionnaire and send it to all schools of education, and compile the results. You may be very surprised by the results. You may even (gasp!) have to stop making foolish assertions. Indigo,
I took a quick look…tag:www.classroom20.com,2009-10-07:649749:Comment:3893082009-10-07T20:06:35.155ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Indigo,<br />
<br />
I took a quick look at Creative Commons was was rather off-put by the call for donations. I was unable to quickly find out what their "goal" was, or how the money was to be spent. Perhaps I didn't look at it enough. But, it seemed to be making an exclusive "club" our of "true believers".<br />
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Just as there are always those who yearn for the days of yore, there are those who are strong advocates for change for the sake of change.<br />
<br />
I am inclined to believe that those who preface a loaded…
Indigo,<br />
<br />
I took a quick look at Creative Commons was was rather off-put by the call for donations. I was unable to quickly find out what their "goal" was, or how the money was to be spent. Perhaps I didn't look at it enough. But, it seemed to be making an exclusive "club" our of "true believers".<br />
<br />
Just as there are always those who yearn for the days of yore, there are those who are strong advocates for change for the sake of change.<br />
<br />
I am inclined to believe that those who preface a loaded quetsion with insults to those in the topical field are more deserving of the lbel of "bully" than those who point out that these unjust charges are just so much hot air. I think you are labeling the wrong person as a "bully". Indigo,
I think those who as…tag:www.classroom20.com,2009-10-07:649749:Comment:3891392009-10-07T03:37:29.184ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Indigo,<br />
<br />
I think those who ask questions should be a bit more cautious about declaring that classrooms "haven't changed in 30 years" or that former systems were "failures". Those who make such contentions are the "bullies" here, not those who swat them down. Those who want to advocate what is new and untried should not be so quick to insult those who have picking carefully among the many "new and untried" theories that always populate the educational landscape.<br />
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As for licensing through MIT and…
Indigo,<br />
<br />
I think those who ask questions should be a bit more cautious about declaring that classrooms "haven't changed in 30 years" or that former systems were "failures". Those who make such contentions are the "bullies" here, not those who swat them down. Those who want to advocate what is new and untried should not be so quick to insult those who have picking carefully among the many "new and untried" theories that always populate the educational landscape.<br />
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As for licensing through MIT and Princeton, suppose I would rather work under the leadership of another university, such as UVA under whose wings the first state-wide teacher Internet was hatched in the 90's. The notion of licensing content seems like the same tiger that bedevils us with the use of textbooks written by publishers --- fine, but limited in scope and always out of date. Indigo,
Thank you for insigh…tag:www.classroom20.com,2009-10-07:649749:Comment:3891382009-10-07T03:26:17.543ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Indigo,<br />
<br />
Thank you for insightful anwers to the questions. Let me answer them from my perspective. I tend to agree with the teachers that their work products belong to them individually in lieu of no legal decision under contract. This seems reasonable to me since lesson plans and grading are often done outside of contract hours. Further at issue is that in today's culture, ownership is important. If a teacher shares lesson plans and they are then sold to someone who publishes them, the teacher…
Indigo,<br />
<br />
Thank you for insightful anwers to the questions. Let me answer them from my perspective. I tend to agree with the teachers that their work products belong to them individually in lieu of no legal decision under contract. This seems reasonable to me since lesson plans and grading are often done outside of contract hours. Further at issue is that in today's culture, ownership is important. If a teacher shares lesson plans and they are then sold to someone who publishes them, the teacher is deprived of the income from her work products. As you say, this is an issue that should be decided legally, and perhaps the colleges can lead the way.<br />
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It is less teachers who are data driven, than the politicians who hold the pursestrings. During the past eight years, school districts were often denied federal monies unless the methods they used could be shown to be "data driven". You are putting the blame on the wrong entities. Talk to Arne Duncan and get him to loosen those purse strings!<br />
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What it says, that teachers and all of their generations were produced by a "failed" system, is that all the productivity and success that have been produced by these "failures" are sure-fire proof that those systems didn't "fail" after all. Or at least, that there are many who were successful in spite of the "failed" systems. In short, using the excuse that teachers are products of a "failed" system, proved that the system was not a "failure". But, the new system you are advocating COULD BE a failure. We don't know yet.<br />
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Teachers are trained to teach. Technology is to teaching as it is to other fields, merely a tool that is used to reach the goal. Five years ago, Virginia drew a line in the sand. They set technology knowledge standards that teachers had to meet in order to continue teaching. Teachers had to learn to do email, use a word processors, presentation software, a spreadsheet and a database. They were not required to learn how to make a webpage from html because being able to use a word processor means one can use the software to create a webpage. Any teacher teaching in Virginia has met those qualifications or they are no longer licensed to teach here. Now, what more "training" would you like teachers to have?<br />
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As for your criticism of "expert mode", that is the expectation of society for all teachers whether at K12 level or college. In fact, it is the "mode" adopted by almost any professional. Would you go to a doctor who did not project the confidence that he knew how to make you better? Doctors have the option of not admitting their "non-expertness" by sending you to a specialist when you are out of their range. Until the adoption of internet-ready computers available in the classroom, there was often no one else for a teacher to refer a student to who asked a question outside of their expertise. If there was a decent library and a good librarian in the building, that was an option. I've known far more teachers who looked up questions from students that they were stumped on than who brushed children aside, unless the child had developed a pattern of asking irrelevent questions in the past.<br />
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As for me, I'm still waiting for the promise of individualizing education to come back in vogue again. Twenty years ago, it was the great and promising new idea on the horizon. Those advocating change and complaining about past "failures" do not even mention tailoring instruction to the students needs and strengths. I suspect that in twenty years, you will still be defending your "new" ideas while the bright-eyed bushy-tails will be pointing out your "failures" and advocating something new. Maybe I'll hang around long enough to see individualized education come to the forefront again. Maybe not. Hi, Indigo,
Yeah, it seems l…tag:www.classroom20.com,2009-10-07:649749:Comment:3891282009-10-07T02:31:55.702ZAnne Pembertonhttps://www.classroom20.com/profile/AnnePemberton
Hi, Indigo,<br />
<br />
Yeah, it seems like another person making stupid statements about classrooms needs their's kicked. I seriously doubt Christina would know if a classroom changed in the past 30 years or not. I doubt she could find any research that supports her contention that large numbers of drop outs are due to "boredom" caused by "30 year staying the same classrooms". In short, she erected a strawman, and I could not resist the temptation to knock it down.<br />
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I asked several times what "open…
Hi, Indigo,<br />
<br />
Yeah, it seems like another person making stupid statements about classrooms needs their's kicked. I seriously doubt Christina would know if a classroom changed in the past 30 years or not. I doubt she could find any research that supports her contention that large numbers of drop outs are due to "boredom" caused by "30 year staying the same classrooms". In short, she erected a strawman, and I could not resist the temptation to knock it down.<br />
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I asked several times what "open content" meant, who it was intended for, how, where does it work, and all the usual questions, but was told the subject was too broad to define.<br />
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According to your source, "open content" is a "wiki". As such it is not a "curriculum", but is a learning activity or project - something done to show the learning that has taken place - not a compilation of learning objectives and standards.<br />
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Yes, it is frustrating when one of the students points out that the teacher has his/her facts wrong, is using incorrect grammer, or is otherwise spattering on the students. It is no fun being the teacher embarassed by the student who points out the emperor is wearing no clothes. But the task falls to someone, and why not a retired teacher who has actually been involved in education for more than thirty years, twenty of them in the classroom.<br />
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Isn't it better to have a colleague point out your foibles before the president of the PTA catches you?<br />
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Oh, and the curriculum is not decided on the classroom level ... but by state legislatures, district admins and others who tend to impose the curriculum on the classroom. What needs to be done is to coordinate these new technologies with the existing curricula in the various states so that teacher can implement it. Also, be sure to make the technology and all needed resources available to the classroom. Do that, and then if it isn't widely adopted, come back and complain about those backwards-looking teachers! Ahh, I see.
From your lack o…tag:www.classroom20.com,2009-10-06:649749:Comment:3890822009-10-06T22:23:55.452ZMike O'Harahttps://www.classroom20.com/profile/MikeOHara
Ahh, I see.<br />
<br />
From your lack of response it seems like you are not at liberty to discuss finer details. If there is any way I can help, please let me know.
Ahh, I see.<br />
<br />
From your lack of response it seems like you are not at liberty to discuss finer details. If there is any way I can help, please let me know.