In the article, Hendrick states:
“A central problem is the conflation of bureaucracy with professionalism. This was illustrated some years ago when I visited an ‘outstanding’ academy. It had implemented a standardised four-part lesson format. All teachers were expected to deliver the same format every lesson and provide weekly lesson plans to leadership, who then went on ‘learning walks’ to ensure teachers were moving from part A to part B of the lesson at the right time. When I suggested that this approach might be creating a culture of monotony and covert intimidation, I was told, ‘well you can’t argue with the results, can you?’.” — https://chronotopeblog.com/2015/09/02/bureaucracy-is-sucking-the-life-out-of-teaching/
Now that is what I call 'lazy thinking', and it's certainly prevalent in the ed tech field. I am not saying it's more prevalent in ed tech than in other areas, because I don't know enough about the other areas in the curriculum, just that it's something I come across all the time.
Taking the above extract as a starting point, you most certainly can argue with the results, by applying even the most rudimentary level of research thinking. For instance:Taking the above extract as a starting point, you most certainly can argue with the results, by applying even the most rudimentary level of research thinking. For instance:
cross-posted at www.ictineducation.org
Terry Freedman is an independent educational ICT consultant with over 35 years of experience in education. He publishes the ICT in Education website and the newsletter “Digital Education."