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I have been following Williamson for a few months now. He is a voice for how we need to hit pause and reconsider our priors, so we can steer education in the right direction as technology with all the good and bad becomes pervasive. in his article, Performing AI Literacy, Williamson critiques the OECD’s new
What is the problem of relying on inductive knowledge? Maybe none at all if you are able to pry apart the notion of knowledge and the notion of certainty.
This is an experiment of satire. Below, I am trying to write in the Nietzschean form, or at least how Nietzsche comes across to me. I am no scholar of Nietzsche. It seems poetic but incoherent, kind of how most existentialist or continental philosophy comes across to someone who studies in the analytic tradition. Anways,
The more I study about technology in education, it becomes more apparent to me that technology has shifted further learning from a behaviorist paradigm to a learner-centered socially constructivist paradigm. But that does not mean we should leave students to their own devices (pun intended). As much as we see the potential for technology to
Simply imposing reform-based ideas on schools and teachers will not result in substantial adoption of these practices into teaching and learning (Chen, 2008; Uluyol & Sahin, 2016; Vrasidas; 2015). For sufficient change to take place, teachers need motivation to use technology in innovative ways (Sang, Valcke, van Braak, Tondeur and Zhu, 2011). There are many
I was on a 4-day course this weekend completing my International Schools Services (ISS) EAL Certification. The focus in the third installment explored how linguistics can be used to address specific language learning issues with our student populations. We analyzed how language and learning interact by looking at syntax, phonology, morphology, semantics, pragmatics and the
The most distinguishable aspect of qualitative research for me is that it is more applicable to the smaller sample sizes (our classrooms) available to us as teacher/researchers . It also considers the whole of our local situations as opposed to particular variables in larger quantitative research studies. For most of us teaching in international schools, the application of
betterthinkers 