20 min
Disruptive Innovation – Turning challenges into positive changes Keystone Education Radio
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- Educación
About this Episode
Time Stamps
Q&A
About our Guests
Resources
Disruption is viewed almost always as a negative variable. The Christensen Institute, a nonpartisan think tank, has been studying disruptive innovation throughout the pandemic and how to incorporate technology into the classrooms, creating more student-centered learning opportunities and individualized instruction. Learn more about the Institute’s research and what the report’s author Tom Arnett has to say about their findings in this Keystone Education Radio conversation with host Annette Stevenson.
In this episode, you will learn:
What disruptive innovation is and why it matters in education
How technology can be embraced in classrooms, now and post-pandemic
Where to go to access the complete Carpe Diem: Convert Pandemic Struggles into Student-Centered Learning report
Skip to: 01:14 Could you give a brief overview of the Christensen Institute and your role within the organization?
“After teaching for a while, I came to the realization that I could keep trying to get better as a teacher, and that’s, I think, valuable work, or I can start to try and be a part of coming up with new models and approaches to education that make education more student centered…but also make it easier for teachers, for educators, to better meet the needs of their individual students.”
Skip to: 03:50 How was the research conducted for the Carpe Diem report?
“When the pandemic started back in 2020, we’d been studying online learning in education for close to a decade…And then when the pandemic hit and, almost all schools were doing some kind of online learning overnight, we thought it’d be really interesting to get snapshots of what does this actually look like? How are schools using online learning resources in response to the pandemic? Where are they seeing opportunities? Where are they seeing challenges?”
Skip to: 06:50 Why is student-centered learning important and is it more important now that we are cognizant of the effects of the pandemic?
“How do we help education transform from kind of the mass education system we have where students are all kind of moving the same, to a system that is mass education when it makes sense but can also individualize better to help students with different needs.”
“It’s really about how do we create new models of education that help teachers serve those different students’ needs so that all students can be successful and fulfill their potential. And I think that’s especially important now, given that the pandemic has just widened a lot of the disparities that have been around for a long time. A lot of the equity issues.”
“I don’t think we can solve those issues by just trying to give students, you know, the same one size fits all approach. We really need to find ways to identify what does each student need. How do we meet them where they’re at, both academically and socially and emotionally, and then help them progress from where they’re at toward their goals and toward helping them fulfill their individual potential.”
About this Episode
Time Stamps
Q&A
About our Guests
Resources
Disruption is viewed almost always as a negative variable. The Christensen Institute, a nonpartisan think tank, has been studying disruptive innovation throughout the pandemic and how to incorporate technology into the classrooms, creating more student-centered learning opportunities and individualized instruction. Learn more about the Institute’s research and what the report’s author Tom Arnett has to say about their findings in this Keystone Education Radio conversation with host Annette Stevenson.
In this episode, you will learn:
What disruptive innovation is and why it matters in education
How technology can be embraced in classrooms, now and post-pandemic
Where to go to access the complete Carpe Diem: Convert Pandemic Struggles into Student-Centered Learning report
Skip to: 01:14 Could you give a brief overview of the Christensen Institute and your role within the organization?
“After teaching for a while, I came to the realization that I could keep trying to get better as a teacher, and that’s, I think, valuable work, or I can start to try and be a part of coming up with new models and approaches to education that make education more student centered…but also make it easier for teachers, for educators, to better meet the needs of their individual students.”
Skip to: 03:50 How was the research conducted for the Carpe Diem report?
“When the pandemic started back in 2020, we’d been studying online learning in education for close to a decade…And then when the pandemic hit and, almost all schools were doing some kind of online learning overnight, we thought it’d be really interesting to get snapshots of what does this actually look like? How are schools using online learning resources in response to the pandemic? Where are they seeing opportunities? Where are they seeing challenges?”
Skip to: 06:50 Why is student-centered learning important and is it more important now that we are cognizant of the effects of the pandemic?
“How do we help education transform from kind of the mass education system we have where students are all kind of moving the same, to a system that is mass education when it makes sense but can also individualize better to help students with different needs.”
“It’s really about how do we create new models of education that help teachers serve those different students’ needs so that all students can be successful and fulfill their potential. And I think that’s especially important now, given that the pandemic has just widened a lot of the disparities that have been around for a long time. A lot of the equity issues.”
“I don’t think we can solve those issues by just trying to give students, you know, the same one size fits all approach. We really need to find ways to identify what does each student need. How do we meet them where they’re at, both academically and socially and emotionally, and then help them progress from where they’re at toward their goals and toward helping them fulfill their individual potential.”
20 min