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This chapter describes what happens in a modern classroom, when teachers and students of different races and cultures meet to engage in the teaching-learning process. Robinson (2015) considers that schools are complex systems, formed from different interest groups such as students, educators, parents and politicians. Others also interact, like health, social, support and inspection services plus ancillary staff. Services may be public, private, religious or autonomous, producing a living community of people with unique stories, sensibilities and relationships. Each school is a bubbling mixture of different personalities with friends and factions forming a myriad of mythical subcultures, which can make a positive or negative local difference. As a source of energy, it can help a community to flourish, or extinguish hopes and expectations. A living system is subject to changes and adaptation for new circumstances, be they political, social or technological. The section discusses reasons why immigration, as an anthropological, increasing phenomenon, plays a vital role in a nation’s education policy and practice. It considers adjustments to assist integration. When working in the USA, President George Bush enacted the law, No Child Left Behind, backed with resources to support student achievements. Results were not as expected as communication problems led to misunderstandings.
Chapter 17 The Maker Faire
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Abstract
When we talk about technology in education we have to take account of the extensive MAKER FAIRE organisation, which holds events around the world. Wikipedia defines this as a “… Convention of do it yourself enthusiasts, started by the MAKE magazine in 2006. Participants come from a wide variety of interests, such as robotics, 3D printing, computers, arts and crafts and the hacker culture”. This chapter presents the Maker Faire events to demonstrate their importance in life long education.
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Abstract
At the beginning of 2020, students and educators were catapulted into a worldwide experiment that no stakeholders had expected in terms of contents, lessons and assignments. Suddenly, these were located on-line overnight, but teachers worldwide were not properly trained to use new media effectively. There have been attempts to present innovative education, using technology to create and involve interest and render the teaching-learning process more appealing for students. An example is Flipped Classrooms (FC) that reverses traditional lecturing, because students learn content before class through readings and pre-recorded videos, freeing lectures for hands-on activities and discussion. There is a dearth of literature in education addressing flipped classrooms. This chapter discusses a student-centred framework for implementing this method. However, there has been scepticism and doubt about effectiveness of results. Remote Learning (RL), or a hybrid of this, is here and bound to stay. We are facing an extraordinary revolution humankind has ever encountered in term of education.
Issues Vital to Address
This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends.
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Issues Vital to Address
This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends.
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild
Politics, Education, Social, Technology
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Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate.
Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.
Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate.
Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.
Politics, Education, Social, Technology
Listen to the podcast!
Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate.
Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.
Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment – helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate.
Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.
Introduction How the World Is Changing Education
Part 2 Education Policies & Practices
Chapter 20 Epilogue
Abstract
In 2019, a visit was made to Italian schools, colleges, universities and robotic education courses for teachers. The experience was inspiring and remains a precious, life memory. Italy retains value for oral expertise, seen in learner assessments and classroom activities. Student groups plan, develop and control tasks before presenting findings to others, seen in their Education for Robotics programme, where they devise projects to assist their learning and solve community problems, using available technology. In oral examinations, which often take priority over written ones, examinees must answer questions on subjects studied and present their reflections and refinements regarding their learning experiences. This educational pattern reinforces the importance of narrative thinking and language in student collaborations – enabling talk, ideas and creativity to flourish. Learning is a communicative experience, which must prioritise interactive involvement. The secret of education is that students instruct each other with teachers providing stimuli for them to talk, think and produce together (Webster, this volume, ; Mattuecci, this volume, ).
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