emelieloeb takes a look at Libyan universities, noting changes in freedom of expression for students but is unable to find signs of radical change in sharing of ideas and learning practices. She wonders about the connections between those who opposed to Gaddafi who now expect educational positions as highlighted by a professor in Tripoli.
A year is a relatively short time compared to the extent of Gaddafi’s rule. It is only natural that students would like their educational institution to reflect the political change of their nation, but it will take Libya many years to see all of the changes that students are craving.
It will be interesting to see what students continue to do to encourage change in the educational systems.
2 and a half hours but worth every minute – English subtitles available throughout
Abdallah Zbir reflects on the different trends that are forming part of the discussion of educational reform worldwide including development and implementation of technologies across education. He discusses the role of different academic agendas, the role of vested interests in technology and how that will impact teachers and schools
The Thinking of today is a thinking of clicks and buttons. Of course, technology and web-based inventions have been occupying our privacy and have been directing us towards new ends. In the world of today, time and space have new dimensions in the course of our lives. Human activities are influenced now by new trends, and our experiences are centered on new concerns. Cellular phones, Geographical Positioning Systems, LCDs, and so on are offering new sources of information and new sorts and definitions of knowledge
UzDaily has a short article describing reform of teacher training and higher educational establishments. Plans include a mix of centres by sector and regional sectors
Regional centers will conduct trainings for pedagogic cadres, create modern methodical and information base in such areas as humanitarian science, mathematics, natural science, sociology, psychology, etc. They will also hold targeted courses on actual directions with use of modern technologies, including ICT and Internet.
Thanya Kunakornpaiboonsiri reports on the recent 2013-2025 blueprint which will provide 4G access and virtual learning platforms across 10,000 schools:
Prime Minister Najib Tun Razak unveiled the plan to embed ICT in teaching and learning for teachers, students, and parents through the expansion of 1BestariNet (Wi-Fi) programme to all schools.
Also, the government will increase the number of ICT devices until the ratio of student-to-device reaches 10:1. He added that the ratio can continue to be lowered further subjected to the availability of funds and impact assessment.
Nikki Robertson is thrilled that her school has made ‘Building Your PLN with Twitter’ one of three three School Improvement Goals for the school year. She ran a professional development session for the staff, complete with donuts and coffee. She described her experiences on Twitter adn the Twitter basics and terminology but has encountered resistance from staff afterwards.
This sinister underlying resistance was verbalized by one of our teachers at lunch the other day and has been echoed in one way or another by several other teachers. So what is this resistance? Well, here is a paraphrased quote:
“I’m not sharing my lesson plans or activities with anyone. I worked to hard to make them to just give them away.”
In a powerful post, Alma de Colibri reflects on how the powerlessness of her students has resulted in apathy towards changing education and having a say in that change. She notes that students have little say say in how their education is structured and points to systematic failings that result n continuous poverty and oppression.
We tell students not to limit their imagination, yet we paint a pretty dim picture for them; we tell students they can be anything they want to be in life, yet we dictate what they have to learn; we tell them they must be problem solvers, yet we give them pretty scripted lessons and provide scaffolding for the scaffolding; and we tell students to take responsibility for their decisions, yet they get very little opportunity to make decisions and use critical judgment
Interrupting the scheduled broadcasting…. to bring you an exciting chance to join in a conversation that is continuing to blossom amongst educators who are passionate about changing education. Is this you?
If you’ve never tried a Mooc before, this is a chance to get a feel, connect and share in meaningful discussions with a range of educators around the world and the developers of the original Moocs. (The original Moocs are the ‘brand’ and the Stanford/Harvard Moocs are like the ‘generics’ ) Your opinions and your students’ opinions are invaluable to these discussions so invite your students along too or ask one of the facilitators for advice about how to do this.
Ken Banks of Kiwanja, FrontlineSMS and recently MeansofExchange, reports in National Geographic about the Wireless Reach™ program and its effect on young women in schools in Jordan and how they overcame initial concerns
At first, parents were uneasy about the program. What if their child lost or broke their netbook? What if they went to inappropriate websites? JEI addressed everyone’s questions and concerns during intensive training workshops and worked with teachers to help them understand how to integrate the technology into their curriculum. Skepticism gave way to excitement, particularly as parents realized how they too could use the technology to find employment, community resources and other helpful information.
Baboki Kayawe looks at the recent transformation of Botswana’s Distance and Open Learning College into an open university.
Speaking in Gaborone at a recent press briefing, executive director of BOCODOL Dr Daniel Tau said open and distance learning ensures that workers do not leave their jobs, saving employers and employees time and money.