>>> On 10/25/2006 at 5:43:43 am, [log in to unmask] wrote:
> does anyone REALLY read them?
> . . . . . . . . .
> I know I am just saying what some of you are thinking anyway.
Actually, that isn't correct. ALL of us are thinking that.
The problem is, we want information technology to be universally
accepted as an integral component of contemporary education. And what
are two of the most pervasive features of contemporary education? Data
that no one uses and plans that no one follows. We're just keeping up
with the rest of the ed establishment.
I think it started with Act 264 and the behavioralists that took
control of the Consulting Teacher program. They drove the "scientific"
approach to education. And what do scientists need? Quantifiable data.
The data started to flow; soon it became an overwhelming flood. On the
heels of that movement came the business people. They demanded that
schools be run like businesses. And what do businesses need? A
business plan. So we started "reforming" education with plans and
initiatives and data. Accountability! Even though many educators
realized it didn't amount to a hill of beans, we wanted respect, we
wanted to be taken seriously by the folks in the "real" world - and we
wanted our budgets to pass - so we started pretending we were scientists
and business people instead of lowly educators.
It's become a commonplace that educators now spend more time planning
and assessing than they do teaching (regardless of the value of those
plans and assessments). Why should technology educators be any
different? Get with the program, guys!
Information Technology Director
Montpelier Public Schools
Montpelier, VT 05602