Information Age Education Blog
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A Personal Challenge: Turning Educational Research Results into Effective Practice
Imagine you are reading, viewing, or listening to information about some educational research that is relevant to your interests in education. The material seems to you to be both credible and valid. You think to yourself: “That seems reasonable to me.”
Now what? You might think, “They should do something about that.” The they in this case is someone other than yourself. It might be students, teachers, parents, schools, school districts, the state, the country, or the world.
That is all well and good. But the likelihood of they doing something about it tends to be modest at best, and often is “slim to none.” My impression it that the larger the they who should do something about it, the less likely that something will be done.
So, let’s return to you. What will you do? The remainder of this IAE Blog entry explores this question.
Diet and Exercise
Perhaps you have read parts of my free book, Brain Science for Educators and Parents (Moursund, 2015a). You agree with the research supporting the positive effects of appropriate diet and exercise on physical and cognitive development and functioning. These results are applicable to your own physical and cognitive wellbeing, they are applicable to children, they are applicable to your relatives and friends, and so on. For simplicity, think in terms of what you could possibly do for yourself and for some others.
Now the onus is on you. You can translate some of the research into effective practice for yourself and/or for one or more others. Do you do it????
Growing Capabilities and Intelligence of Computers and Robots
Another of my recent free books is Technology and Problem Solving (Moursund, 2015b). Also see Moursund (5/16/2015) and Moursund (2/25/2015).These documents discuss the steadily increasing capabilities of “intelligent” computers and robots. They explore the question:
If a computer or robot can solve a problem or accomplish a task that people have previously learned to handle using non-computerized aids, what should students be learning about solving this type of problem or accomplishing this type of task?
This can be considered as an academic, philosophical question. However, the computers and robots are producing steady changes in the job market, and one goal of education is to help prepare students for responsible and productive adulthood.
What are you doing about this for yourself and others?
Gender Equity in the STEM Disciplines
Women are substantially under-represented in the Science, Technology, Engineering, and Mathematics disciplines of study and areas of employment. Research indicates that this under-representation is not due to any lack of inherent intellectual or learning capabilities. See my IAE-pedia document, Women and ICT (Moursund, 2015c).
Are you bothered by this situation? If so and you are female, what are you personally doing about it for yourself and other women? If so and you are male, what are you personally doing about it?
What You Can Do
Computer technology is changing our world. Those who understand, learn about, and participate in some of the major changes are apt to secure a significant advantage for themselves. In addition, they are in a better position to help others gain the knowledge and skills important to securing and maintaining a rewarding quality of life.
These observations apply to major changes and global problems such as hunger, poverty, disease, global warming, sustainability, a growing shortage of fresh water, over-population, and so on. For each of us, a starting point is to understand one or more problems, and then make a decision to get personally involved in helping to address the problem(s). Don’t assume that they (others) will take responsibility for dealing with and solving the problems. Rather, figure out what you, personally can do—and start doing it.
References and Resources
Moursund, D. (2015a). Brain science for educators and parents. Eugene, OR: Information Age Education. HTML: http://iae-pedia.org/Brain_Science. Download a free Microsoft Word file from: http://i-a-e.org/downloads/free-ebooks-by-dave-moursund/270-brain-science-for-educators-and-parents.html. Download a free PDF file from: http://i-a-e.org/downloads/free-ebooks-by-dave-moursund/271-brain-science-for-educators-and-parents.html.
Moursund, D. (2015b). Technology and problem solving. IAE-pedia. Retrieved 9/23/2015 from http://iae-pedia.org/Technology_and_Problem_Solving. Download a free Microsoft Word file from: http://i-a-e.org/downloads/free-ebooks-by-dave-moursund/266-technology-and-problem-solving-in-prek-12-education.html. Download a free PDF file from: http://i-a-e.org/downloads/free-ebooks-by-dave-moursund/267-technology-and-problem-solving-in-prek-12-education-1.html.
Moursund, D. (2015c). Women and ICT. IAE-pedia. Retrieved 9/23/2015 from http://iae-pedia.org/Women_and_ICT.
Moursund, D. (5/16/2015). Technology-based mini-singularities. IAE Blog. Retrieved 5/17/2015 from http://i-a-e.org/iae-blog/entry/technology-based-mini-singularities.html.
Moursund, D. (2/25/2015). The coming educational singularity. IAE Blog. Retrieved 9/11/2015 from http://i-a-e.org/iae-blog/entry/the-coming-technological-singularity.html.
Moursund, D. (5/2/2014). Hungry children—America’s shame. IAE Blog. Retrieved 9/23/2015 from http://i-a-e.org/component/easyblog/entry/hungry-children-america-s-shame.html?Itemid=58.
Moursund, D. (12/24/2012). What can you do and what will you do? IAE Blog. Retrieved 9/23/2015 from http://i-a-e.org/iae-blog/entry/what-can-you-do-and-what-will-you-do.html.
Moursund, D., & Sylwester, R. (2015). Education for students’ futures. Eugene, OR: Information Age Education. Download a free Microsoft Word file from: http://i-a-e.org/downloads/free-ebooks-by-dave-moursund/268-education-forstudents-futures.html. Download a free PDF file from: http://i-a-e.org/iae-blog/entry/what-can-you-do-and-what-will-you-do.html.
Quoting from the Washington Post. 9/24/2015, https://www.washingtonpost.com/news/education/wp/2015/09/24/more-than-1-in-5-u-s-children-are-still-living-in-poverty/:
The proportion of American children who live in poverty began rising during the recession, and it continued rising after the recession officially ended. In 2013, the child poverty rate finally fell for the first time since 2006 — a dip that advocates hoped was the beginning of an enduring trend.
But the child poverty rate did not fall again. Twenty-two percent of U.S. children — or more than one in five — were still living in poverty in 2014, unchanged from 2013, according to new data from the Census Bureau’s American Community Survey.
That’s 15.7 million children living under the poverty line, which in 2014 was $24,008 for a family of four.
Minority children were even more likely to be living in poverty, the Annie E. Casey Foundation pointed out. Nearly four in 10 black children and nearly one-third of Latino children live in poverty, compared with 13 percent of white and Asian children.