Normally I wouldn’t bother with stuff like this… usually when somebody goes out of their way purely to be antagonistic the best thing to do is to leave them alone. But heck, I’m in a bad mood today (don’t ask!) and given that:
all these self-congratulatory, mutual back-slapping blogs, apart … [make] me want to reach for the nearest bucket
It seems quite appropriate, wouldntyasay?
Indeed, as it’s evidently quite possible to present:
a well-argued case, backed by facts and figures, which, broadly speaking amounted to…
[after three other fairly obvious points] …… Much of the software we laud is actually anti-educational: it institutionalises short attention span, and provides a raucous, cacophonous environment which is anything but conducive to learning.
I think it only fair to ask a similar question to Stephen, specifically, what ‘evidence’ and what ‘measurement’ is there is any way to support this tripe? I mean, come on, I’ll accept that funding has been misplaced and to a degree wasted across the globe on ICTs – in EVERY industry I might add (education is not alone here) – but what’s this ‘raucous, cacophonous environment which is anything but conducive to learning.’ How exactly did you come to that conclusion?
Now it does seem a little unfair for me to get too into Clare here as this is no direct citation but rather Terry Freedman’s non-present summary but what the heck.
I’m guessing that this sort of crap has much more to do with Clare’s own experience of education, his own understanding of what is and is not ‘educational’ or ‘conducive to learning’. I’m just guessing here (and do correct me if I’m wrong) but I’d imagine that this is harking back to Clare’s own formative ‘educational’ experiences of quiet study, extensive conjugation and, you never know, a fair bit of back-slapping too. In short I’d say that this sort of reactionary comment not only highlights Clare’s utter lack of understanding of what ‘learning’ is but also demonstrates his utter disregard for who it is who is doing this ‘learning’ thing. It’s the worst kind of teacher that teaches the way they were taught because it’s the way they were taught, and the best who unlearns how they were taught and makes decisions based around who their students are as well as who they are as a person.
Funny really, I would have thought that Terry Freedman would have a better understanding of the ‘raucous, cacophonous’ learners that are increasingly swamping out institutions and organisations. Strange too that these kinds of unqualified criticisms can be levelled at tools which are, to be frank, much less cacophonous than the grating of a pile of exercise books ready to be hauled home on a Friday. Odd that anyone would consider this a challenge… but there you go.