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Now I think. I used to think. . . . globalization meant more interaction between nations and people. . . . it is far more complex and needs transformative change in attitudes through education to make an integrated and not fragmented outcome of globalization.
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Now I think . . . I used to think . . . . . . globalization meant more interaction between nations and people. . . . it is far more complex and needs transformative change in attitudes through education to make an integrated and not fragmented outcome of globalization. . . . somewhere, somehow, someone was on top of the digital revolution. . . . emotions are why thinking and learning happen - emotions involve the self and body. . . . that it is not well understood, that we are in the midst of a phase of disequilibrium, a transformative era. . . . emotions and thinking, learning and body were all separate.
I used to think my district was relatively forward thinking in regards to global thinking and initiatives… . . . now I think many parts of the world are way beyond the U.S. and my district is in the Dark Ages. I used to think I would find more answers at Harvard… . . . now I think I must still be on the voyage of discovery and seek more answers.
Now I think . . . I used to think . . . . . . the call of today’s age is to increase the effectiveness & efficiency of curriculum delivery. . . . the rapidly growing forces of globalization, the digital revolution, and mind/brain research require the complete makeover of curriculum frameworks, tools and more innovation. . . . that I had a choice about the extent to which I need to learn about and adapt digital tools. . . . I not only need to but want to become proficient. I happily surrender! . . . that my administration had to make this decision. . . . I can make this decision.
I used to think change was infrequent and took time…. . . . now I think change is constant and rapid. I used to think getting teachers to think globally about their course was important… . . . now I think it even more so!
Now I think . . . I used to think . . . . . . it is built into effective educational technology in a much more powerful way than the traditional classroom. . . . the zone of proximal development had nothing to do with technology. . . . the internet can be an answer, a threat, and an opportunity. . . . the internet was the answer. …brain research was important to find out how to make learning effective. . . . brain research is useful but context and relationships are most important.
Now I think . . . I used to think . . . . . . they are speeding ahead, but I’m on their tail. . . .my students were so far ahead of me technology-wise that I’d never catch up. . . . it has a lot to do with what / how I teach because it is very much related to the lives of my students. . . . the digital revolution had relatively little to do with the subject I teach.
I used to think that teacher intent was enough… …but now I think teaching for the future must be deliberate. I used to think that I had a sense of the scope of the three forces… . . . now I think that the impact of the three forces is more pervasive than I realized. I used to to think social media was the “enemy” . . . . . . now I think social media forms are possible learning and collaboration tools.
I used to think educators from around the world were so different in their educational methods and concerns and successes… . . . but now I’m thinking we are so similar it is scary and exciting. We have been able to share and collaborate on ideas in this ever changing world.
I used to think we were too late to start… • …now I think we need to jump in as learners, let the children teach us, be models of strong and unafraid learners.
I used to think the standards would provide the basis for the curriculum… I used to think we should discourage / shut down such technology as Facebook, cell phones, etc., during school hours… I used to think globalization and the digital revolution would take their course and we couldn’t do anything about it… . . . now I think we should consider ways in which we can teach the responsible use of such technologies on campus. . . . now I think the standards and curriculum need to be rewritten for relevance and flexpertise. . . . now I think we have the responsibility to reflect about and embrace the idea that they are here to stay.
I used to think that brain research was in its early stages. . . . . . now I think lots has been done and I have lots to catch up on. I used to think a combination of content and process teaching was a productive way to enable 21st century learners… . . . now I think a combination of intellectual, social and emotional learning, assessed frequently, will be a productive way to accompany 21st century learners.
I used to think Gardner and Perkins were locked up in their ivory tower writing books… . . . now I think Gardner and Perkins are very warm and accessible people-- teachers, just as much as I am.
I used to think that I was the only one who thought about education the way I do… . . . now I KNOW there is a whole community concerned about the future of learning.
