sábado, abril 10, 2004

"Why Education Policy is NOT Like the Movies"

"(...)The core challenge facing U.S. education is not simply aiding more students to reach a minimum standard of achievement in today’s curriculum (e.g., having all pupils take algebra rather than some, or raising everyone’s scores on high-stakes tests to passing levels). While these goals are worthwhile as a place to start, this is a terrible outcome to identify as the end objective, since such improvements in traditional educational outcomes are inadequate to prepare pupils for 21st century civilization. Beyond basics, all students also should master higher-order cognitive, affective, and social skills not central to mature industrial societies, but vital in a knowledge-based economy. These include ”thriving on chaos” (making rapid decisions based on incomplete information to resolve novel situations); the ability to collaborate with a diverse team—face-to-face or across distance—to accomplish a task; and creating, sharing, and mastering knowledge through filtering a sea of quasi-accurate information. To raise all students to these advanced levels of accomplishment requires the sophisticated use of technology to individualize learning through deep content and powerful pedagogies.(...)"
Chris Dede’s Keynote,
No Cliché Left Behind: Why Education Policy is NOT Like the Movies,”
at NCREL’s National Educational Technology Conference, June 2002

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