“All the adults are saying, ‘We need to improve science in the world. Let’s train the kids.’ I’ve never heard an adult say, ‘We need more science in the world. Train me.’”

Fraser Speirs on Deploying Android in Schools →

I realised, giving my answer, that I’ve never written down my objections to Android. Before we get into this, let’s understand that I’m primarily talking about “what’s wrong with Android from the perspective of someone planning a long-term 1:1 deployment in a school”. You can argue that these points don’t matter in the grand scheme of things but these are the things that I choose to care about in my deployments. I ask these questions of every platform.

I agree with Fraser on pretty much every point. A lot of times, when someone asks me why I tend to shy away from a particular platform (e.g. Windows), they don’t realize that it has less to do with the merits of an individual device and more to do with how those devices interact with each other. A minor annoyance on one device can scale up to be a major hassle when you have 300 of them.

I want Android to be a better option. There is a lot to potentially like about Android, but it’s not feasible at this time. By the same token, I want Windows-based PCs to be a better option. They cost a lot less. But between the poor quality of the hardware (arguably a reason they cost less) and the pain of re-imaging them, they are a maintenance and support nightmare.

“If someone could read, but they couldn’t write, in our society today, it would be kind of weird,” Bueno says. “But we totally accept the idea of someone who can use a computer but can’t program it. There are amazing things you can do when you don’t tell a child it’s too hard.”
“To be a good programmer today is as much a privilege as it was to be a literate man in the sixteenth century.”

Andrei Ershov wrote in 1972

Jon Stewart interviewing Arne Duncan on The Daily Show:

So much of the onus is now on the teachers, giving the false impression that teaching is a science. Isn’t Race to the Top the exact thing that demoralizes them further than No Child Left behind?

Every time Duncan tries to talk his way out of a direct question, Stewart pinned him back down.

Lists of Note: Henry Miller's 11 Commandments →

  1. Work on one thing at a time until finished.
  2. Start no more new books, add no more new material to “Black Spring.”
  3. Don’t be nervous. Work calmly, joyously, recklessly on whatever is in hand.
  4. Work according to Program and not according to mood. Stop at the appointed time!
  5. When you can’t create you can work.
  6. Cement a little every day, rather than add new fertilizers.
  7. Keep human! See people, go places, drink if you feel like it.
  8. Don’t be a draught-horse! Work with pleasure only.
  9. Discard the Program when you feel like it—but go back to it next day. Concentrate. Narrow down. Exclude.
  10. Forget the books you want to write. Think only of the book you are writing.
  11. Write first and always. Painting, music, friends, cinema, all these come afterwards.

(via Lists of Note)

What if the Secret to Success Is Failure? →

Paul Tough for the New York Times quoting Dominic Randolph, headmaster at Riverdale Country School in the Bronx:

People who have an easy time of things, who get 800s on their SAT’s, I worry that those people get feedback that everything they’re doing is great. And I think as a result, we are actually setting them up for long-term failure. When that person suddenly has to face up to a difficult moment, then I think they’re screwed, to be honest. I don’t think they’ve grown the capacities to be able to handle that.”

What’s Blended Learning? Ask Salman Khan

Here, Khan uses his trademark “chalkboard” sketching approach to explain how the idea of blended learning — combining technology like online videos and software with classroom instruction — works.

(via Gwen Mueller)

Dispelling Myths About Blocked Sites →

Here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.

Forward this to a paranoid bureaucrat you love.

Rethinking Testing in the Age of the iPad →

“One of our primary goals was to be able to develop a system that would bring a lot of the data into one place,” says Taylor Auger, a technology-integration teacher in the district who helped incorporate use of the iPads into classrooms. “Previously, the data was processed by hand, and it wasn’t really being put to use effectively. I’m all for data, but that data has to drive instruction.”

A device-agnostic truism.

Joe Moon on What Hacker Apprenticeships Tell Us About the Future of Education →

As the historical model of education continues to come into contact with disruptive technologies, those technologies strike increasingly close to the heart of education’s basic value proposition. Institutions like University of Phoenix leverage the internet to provide students with degrees more flexibly and inexpensively. This means lower profit margins per student for Phoenix, but much greater scalability than the traditional university model. Khan Academy and similar online learning programs ignore the degree/certification aspect. Instead, they aim a level deeper—at the actual provision of knowledge and learning—as the target of their technological optimization.

Coding for Success →

Andy Young:

We need to teach our kids to code. All of them. This should be compulsory education, a core pillar of modern schooling. Many people are worried about a shortage of trained programmers, but this misses a wider issue – one of the biggest modern threats to our individual and collective success. They will thank us for it, and curse us if we don’t. Stick with me, because I want to show you why.

MITx Opens Their First Course →

Taught by Anant Agarwal, with Gerald Sussman and Piotr Mitros, 6.002x (Circuits and Electronics) is an on-line adaption of 6.002, MIT’s first undergraduate analog design course. This prototype course will run, free of charge, for students worldwide from March 5, 2012 through June 8, 2012. Students will be given the opportunity to demonstrate their mastery of the material and earn a certificate from MITx.

So it begins.

The Future of Self-Improvement, Part I: Grit Is More Important Than Talent →

Very often when we talk about the skill of ‘productivity’ what we are really talking about is ‘self-control.’

Why Aren't More Students Programming? →

Prominent technologist Jacques Mattheij recently blogged an eye-popping salary quote revealed to him by an under-30 programmer at Google: “I’m pushing $250K per year.” So if software engineers at Google and other tech companies are raking in that kind of dough and are in such high demand, why is it so tough to get more students into programming?