robertogreco + patricksuppes   2

The History of Ed-Tech: What Went Wrong?
"There’s a popular origin story about education technology: that, it was first developed and adopted by progressive educators, those interested in “learning by doing” and committed to schools as democratic institutions. Then, something changed in the 1980s (or so): computers became commonplace, and ed-tech became commodified – built and sold by corporations, not by professors or by universities. Thus the responsibility for acquiring classroom technology and for determining how it would be used shifted from a handful of innovative educators (often buying hardware and software with their own money) to school administration; once computers were networked, the responsibility shifted to IT. The purpose of ed-tech shifted as well – from creative computing to keyboarding, from projects to “productivity.” (And I’ll admit. I’m guilty of having repeated some form of this narrative myself.)

[tweet: "What if the decentralized, open web was a historical aberration, an accident between broadcast models, not an ideal that was won then lost?"
https://twitter.com/ibogost/status/644994975797805056 ]

But what if, to borrow from Ian Bogost, “progressive education technology” – the work of Seymour Papert, for example – was a historical aberration, an accident between broadcast models, not an ideal that was won then lost?

There’s always a danger in nostalgia, when one invents a romanticized past – in this case, a once-upon-a-time when education technology was oriented towards justice and inquiry before it was re-oriented towards test scores and flash cards. But rather than think about “what went wrong,” it might be useful to think about what was wrong all along.

Although Papert was no doubt a pioneer, he wasn’t the first person to recognize the potential for computers in education. And he was hardly alone in the 1960s and 1970s in theorizing or developing educational technologies. There was Patrick Suppes at Stanford, for example, who developed math instruction software for IBM mainframes and who popularized what became known as “computer-assisted instruction.” (Arguably, Papert refers to Suppes’ work in Mindstorms when he refers to “the computer being used to program the child” rather than his own vision of the child programming the computer.)

Indeed, as I’ve argued repeatedly, the history of ed-tech dates at least as far back as the turn of the twentieth century and the foundation of the field of educational psychology. Much of we see in ed-tech today reflects those origins – the work of psychologist Sidney Pressey, the work of psychologist B. F. Skinner, the work of psychologist Edward Thorndike. It reflects those origins because, as historian Ellen Condliffe Lagemann has astutely observed, “One cannot understand the history of education in the United States during the twentieth century unless one realizes that Edward L. Thorndike won and John Dewey lost.”

Ed-tech has always been more Thorndike than Dewey because education has been more Thorndike than Dewey. That means more instructivism than constructionism. That means more multiple choice tests than projects. That means more surveillance than justice.
(How Thorndike's ed-tech is now being rebranded as “personalization” (and by extension, as progressive education) – now that's an interesting story..."

[via: ""Edward L. Thorndike won and John Dewey lost" is pretty much the perfect tl;dr version of the history of education."
https://twitter.com/jonbecker/status/884460561584594944

See also: "Or David Snedden won. People forget about him."
https://twitter.com/doxtdatorb/status/884520604287860736 ]
audreywatters  ianbogost  johndewey  seymourpapert  edtech  computers  technology  education  ellencondliffe  edwardthorndike  bfskinner  sidneypressey  psychology  management  administration  it  patricksuppes  constructivism  constructionism  progressive  mindstorms  progressiveeducation  standardization  personalization  instructivism  testing  davidsnedden  history 
july 2017 by robertogreco
Michael Wesch at Pasadena City College - YouTube
[Questions that burn in the souls of Wesch's students:
Who am I?
What is the meaning of life?
What am I going to do with my life?
Am I going to make it?]

[See also: http://mediatedcultures.net/presentations/learning-as-soul-making/ ]
education  teaching  michaelwesch  identity  cv  soulmaking  spirituality  why  whyweteach  howweteach  learning  unschooling  deschooling  life  purpose  relationships  anthropology  ethnography  canon  meaning  meaningmaking  schooliness  schools  schooling  achievement  bigpicture  counseling  society  seymourpapert  empathy  perspective  assessment  fakingit  presentationofself  burnout  web  internet  wonder  curiosity  ambiguity  controversy  questions  questioning  askingquestions  questionasking  modeling  quests  risk  risktaking  2014  death  vulnerability  connectedness  sharedvulnerability  cars  technology  telecommunications  boxes  robertputnam  community  lievendecauter  capsules  openness  trust  peterwhite  safety  pubictrust  exploration  helicopterparenting  interestedness  ambition  ericagoldson  structure  institutions  organizations  constructionism  patricksuppes  instructionism  adaptivelearning  khanacademy  play  cocreationtesting  challenge  rules  engagement  novelty  simulation  compassion  digitalethnography  classideas  projectideas  collaboration  lcproject  tcsnmy  op 
july 2014 by robertogreco

related tags

achievement  adaptivelearning  administration  ambiguity  ambition  anthropology  askingquestions  assessment  audreywatters  bfskinner  bigpicture  boxes  burnout  canon  capsules  cars  challenge  classideas  cocreationtesting  collaboration  community  compassion  computers  connectedness  constructionism  constructivism  controversy  counseling  curiosity  cv  davidsnedden  death  deschooling  digitalethnography  edtech  education  edwardthorndike  ellencondliffe  empathy  engagement  ericagoldson  ethnography  exploration  fakingit  helicopterparenting  helicopterparents  history  howweteach  ianbogost  identity  institutions  instructionism  instructivism  interested  interestedness  internet  it  johndewey  khanacademy  lcproject  learning  lievendecauter  life  management  meaning  meaningmaking  michaelwesch  mindstorms  modeling  novelty  openness  openstudioproject  organizations  patricksuppes  personalization  perspective  peterwhite  play  presentationofself  progressive  progressiveeducation  projectideas  psychology  pubictrust  purpose  questionasking  questioning  questions  quests  relationships  risk  risktaking  robertputnam  rules  safety  schooliness  schooling  schools  seymourpapert  sharedvulnerability  sidneypressey  simulation  simulations  society  soulmaking  spirituality  standardization  structure  tcsnmy  teaching  technology  telecommunications  testing  trust  unschooling  vulnerability  web  why  whyweteach  wonder 

Copy this bookmark:



description:


tags: