RE: [suse-linux-uk-schools] Re: Re: An Open Source National curriculum
Surely you mean superior? And it's worst among ex-teachers who've achieved LEA status To be honest, as anyone who's worked with me will tell you, I have an opinion on pretty much everything, and can normally argue a case for or against it! I believe however that any such curriculum development will have to be seen as emanating from teachers (if nothing else because otherwise the unions will never back it), regardless of who else is involved. And in some way I was trying to diplomatically avoid saying that since my return to the commercial sector I was too busy (at the moment, at least) to do much to help, because that opens up a whole different argument... -----Original Message----- From: David Bowles [mailto:dbowles@educationsupport.fsnet.co.uk] Sent: 02 December 2003 10:03 To: suse-linux-uk-schools@suse.com Subject: Re: [suse-linux-uk-schools] Re: Re: An Open Source National curriculum Why do you assume you are not suitably qualified or experienced to contribute directly to this, Chris? On reason why educators have gotten themselves in such a mess over the sensible teaching of ICT is their professional arrogance. Indeed I've come across far too many educators who possess an unshakable conviction that anyone who possesses QTS (Qualified Teacher Status) must by definition be infinitely inferior in every way to everyone else who resides outside of 'Fortress Education' -- it's a cultural thing. What's needed to make a success of a project such as this are contributions from across the widest possible spectrum ICT interest and use. Even novice users of ICT can make a highly significant contribution. Indeed, back when I used to run a computer services support department we found comparatively new users of software often made far better trainers compared with others who had a lot more experience. Why? Because they were a lot closer to the experience of the new users they were training and therefore tended not to gloss over the basics. So you are not only welcome to join in Chris, I'm also certain you are well capable of making a valuable contribution. David Bowles TeacherLab / Education-Support
I hope there are any number of people on this list, who, unlike myself
are suitably qualified and experienced to contribute directly to this.
Hopefully on SchoolForge-UK (open development as well as open source) or strongly linked. Where I can help, I'm willing to do so.
Regards
Chris
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As a practicing teacher (ie I'm no good at it, but I try) I would say that the KS3 strategy is: 1) Designed for 'delivery' by non-specialists - which I guess they need as there are so few specialists; 2) Focussed on teaching not learning - but letting the kids learn is a risky behaviour; 3) 10 years out of date and unimaginative - IMHO. I feel that in terms of 'ICT teaching' that the older QCA schemes were preferable. I'd love to avoid implementing the KS3 strategy and am identifying several devious strategies of my own to acheive this end. ===== rgds, Richard Rothwell -------------------------------------------------------------------- rind (n) acronym for 'rind is not defined' ________________________________________________________________________ Download Yahoo! Messenger now for a chance to win Live At Knebworth DVDs http://www.yahoo.co.uk/robbiewilliams
"Chris Puttick"
Surely you mean superior? And it's worst among ex-teachers who've achieved LEA status
Hmm, I won't take that personally even if it was meant that way. I am still a practising teacher p/t as well as a KS3 consultant. If I do come across as superior then I apologise. I just don't swallow other people's beliefs without asking questions and discussing them.
To be honest, as anyone who's worked with me will tell you, I have an opinion on pretty much everything, and can normally argue a case for or against it! I believe however that any such curriculum development will have to be seen as emanating from teachers (if nothing else because otherwise the unions will never back it), regardless of who else is involved.
I agree with this but there has to be people with decision making power onside as well. -- Colin McQueen
On Tue, 2003-12-02 at 11:00, Colin McQueen wrote:
"Chris Puttick"
wrote:
... I believe however that any such curriculum development will have to be seen as emanating from teachers (if nothing else because otherwise the unions will never back it), regardless of who else is involved.
I agree with this but there has to be people with decision making power onside as well. -- Colin McQueen This is a fascinating and important discussion, and I want to say that Schoolforge-UK was expressly set up to give practical expression to the
[-snip-] positive thrust of this argument. I want to add three things: Firstly, the Schoolforge-UK Wiki at http://www.schoolforge.org.uk provides a means for all of us to collaborate in building a more forward-looking IT curriculum - that's exactly the kind of task it was created for. (I'm probably the harshest critic of the SF-UK web site, and if anyone finds it difficult to use, please contact me directly. Like so many things IT-related, it's easy when you know how...) Secondly, Ian is doing a fantastic job in providing us with the opportunity to influence MPs and the "powers that be" about the case for FLOSS in education. Please register for the FLOSSIE conference on 18th February *now* - see: http://www.schoolforge.org.uk/flossie/conference200402.html Lastly, anyone who grieves that the "powers that be" seem not to be open to this discussion should read Prof. Hargreaves' article in The Independent last year: http://education.independent.co.uk/schools/story.jsp?story=419155 Prof. Hargreaves is Chairman of Becta, and will be giving the keynote address at the conference. See you there! -- John Ingleby ************ aka Admin - Schoolforge-UK
Teachers may be stupid in ways that you seem to be implying, Chris. But the students they are supposedly educating are usually not nearly so daft!
I believe however that any such curriculum development will have to be seen as emanating from teachers (if nothing else because otherwise the unions will never back it), regardless of who else is involved.
IMHO one of the key principals underpinning the open-source movement that imbues it with unstoppable power sufficient to take on even a software giant such as Microsoft without fear of being squished, swallowed up or falling victim to MS's philosophy of 'extend and embrace', is the core value of moderation by consensus that prizes merit above all else. Compared to Microsoft, the outdated teaching unions and the creaking teaching establishment is surely but small fry! If what I have in mind is both presented in the right way and made accessible in a manner that simply makes no sense for ICT students to want to learn in any other way then it cannot fail to succeed (or at least I sincerely believe so), despite how the education establishment chooses to react. David Bowles TeacherLab / Education-Support
participants (5)
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Chris Puttick
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Colin McQueen
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David Bowles
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John Ingleby
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Richard Rothwell