Improving Learning with Information Technology Report of a Workshop (2002) / Chapter Skim
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3. Continuing the Conversation
3. Continuing the Conversation
Pages 47-54
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From page 47... ...
Rarely have these three stakeholder communities come together to grapple seriously with how to harness the power of information technology for use in the K-12 public education system. It is the ILIT committee's hope, and its charge to these communities, that they will work together in close collaboration because only such a coordinated effort can offer the best chance for fundamentally rethinking and transforming education in the United States.
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From page 48... ...
It could serve to recap activities, post important papers, and link to useful URLs and other materials that these emerging allies might find interesting. For instance, an earlier National Academies project, the Impact of Information Technology on the Future of the Research University, resulted in a professionally videotaped and edited program of four two-hour segments that were broadcast on the ResearchChannel.1 While the target audience was not large, this is one example of a method the ILIT project could use to build the communities' common vocabulary and catalyze collaborative partnerships.
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From page 49... ...
This means that designers of any national plan to improve teaching and learning with IT need to fashion multiple strategies. They need to consider disparate spheres of influence, the variety of influences affecting these spheres, and the different ways that information flows.
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From page 50... ...
He concluded that there was probably a short list of groups that could offer policy leverage points for addressing the many issues identified during the symposium. To follow up on this issue, one participant commented that he was worried about the current disconnect between political and popular pressures to solve what is perceived as the "education problem." He asked whether the National Academies could construct a briefing team to be available to speak to various groups.
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From page 51... ...
This speaker, a professor, administrator, and technologist, thought it would be natural for the National Academies to undertake any revision process, particularly if the practices of science and engineering and the roles of mathematics in science and engineering are evolving. The National Academies can convey the idea that the technologies are part of the change methodology of the profession.
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From page 52... ...
She commented that there were some important things to keep in mind under the current political agenda with calls for accountability and improving test scores: How can stakeholders convert that data collection into a strategy that enables educators, learning scientists, and technologists to show how IT is making crucial differences to teaching and learning? How can technology's power for data collection be turned into an answer to critics seeking documentable proof about the efficacy of technology in improving education?
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From page 53... ...
Another mentioned that the North Central Regional Educational Lab was hosting a national panel and conference on emerging technologies in education. Another person suggested linking to some of the research reports, such as the recent E-Learning report; the online report of the Congressional Commission on Web-based Education, which held regional hearings on this issue; and the fourth stage of the report for the CEO Forum on Education and Technology.
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