LikeLike

]]>LikeLike

]]>LikeLike

]]>LikeLike

]]>LikeLike

]]>LikeLike

]]>One example is calculators: scientific were VERY QUICKLY allowed into high school sciences where there often was arduous arithmetic [I am old enough to remember log tables still being taught, but no one used them…calcs caught on immediately.]

However in algebra and calculus, calculatores weren’t allowed. Heck they weren’t even disallowed. They were just irrelevant! You don’t really DO detailed arithmetic in the manner of chemistry in an algebra or calculus [and you still don’t…at the college level]. You do algebraic manipulations. So what happened is the people pushing calculators had to actually push IN calculationaly complex problems to justify the use of calculators. This even though the key CONCEPTS are better understood with pen and paper writing out polynomials. [p.s. check out the interesting failure of the AP calculus BC calculator experiment in the early 80s.]

So people who don’t really understand (conceptually or pedagogically) sciences, math, or device use are pushing “tech”. And I have been seeing this stuff since the 80s.

When something works, it will come in pretty easily from a bottom up standpoint. Look at how athletic coaches use their phones for quick videos to help technique. Nobody had to require them to do so. And they will mix it into their overall work.

Beware the top down. If something is was the way to go, it ought to be bubbling up.

]]>LikeLike

]]>LikeLike

]]>LikeLike

]]>