Curr, Instr & Internet - Clarification

About this list Date view Thread view Subject view Author view

Subject: Curr, Instr & Internet - Clarification
From: Andrew Seaton (aseaton@tpgi.com.au)
Date: Sun 23 Jan 2000 - 09:59:35 MET


Date: Sun, 23 Jan 2000 19:59:35 +1100
From: Andrew Seaton <aseaton@tpgi.com.au>
Subject: Curr, Instr & Internet - Clarification

List address to send message to everyone: ifets-discuss@LISTSERV.READADP.COM
Details of current discussion: http://ifets.ieee.org/discussions/discuss.html
---------------------------------------------------------------------------

I'd like to clarify a couple of things regarding my comments in this
discussion.

The first clarification is required by the fact that the terms of reference
for this discussion encompass "the curricular and instructional aspects of
the Internet for [both] teachers and trainers". While much more is generally
made of differences between how children learn and how adults learn than is
warranted, there are important considerations that are different for each,
particularly at this point in history when the contexts are so different. My
remarks in this discussion have been made with school age education in mind.

The second clarification relates to part of Muhammad's summary of my second
posting. It is certainly a tricky job Muhammad has undertaken, to accurately
reflect in summary the sometimes subtle substance of each contributor's
comments. The following summary sentence requires clarification: "Andrew
states that Bob while asserting Cuban's premises of a change-resistant
school culture indicts teachers who have '...worked out the methods that are
best suited to achieve their goals." Firstly, Bob was not asserting, but
refuting Cuban's position. Secondly, my use of Bob's comment about teachers
was to point out that it serves to illustrate (rather than refute) the
operation of an aspect of school culture (power, control and an undervaluing
of relevance and student direction of activities) that is resistant to
change. I suggested that the question of how this aspect of school culture
came to manifest itself was a moot and, in this context, irrelevant point. I
would not like to be implicated in any perceived indictment of teachers, nor
would I want to put Bob in that position.

Cheers

Andrew

------------
Andrew Seaton
Education Advisor - Effective Learning & Teaching / Learning Technology
Education Queensland
http://www1.tpgi.com.au/users/aseaton/educ.htm

---------------------------------------------------------
Forum website: http://ifets.ieee.org/
Forum's contact person: kinshuk@massey.ac.nz
Info on Join/Leave List: http://ifets.ieee.org/maillist.html
---------------------------------------------------------


About this list Date view Thread view Subject view Author view

This archive was generated by hypermail 2a24 : Sun 23 Jan 2000 - 10:03:25 MET