- Part of __ __’s autobiography resonated particularly strongly with me, and we discussed it on Friday, the notion of being frustrated with my/our impatience, the students being frustrated with my/our impatience, and the sense this might have been less so when we were just starting out. A few times in my career I have made it a personal goal to not get angry with the students. The years after I consciously make that decision are inevitably years when I feel much less frustrated. Not, I think, because much else has changed beyond my remembering how important, how necessary, it is for me to be patient.
Listening to some people talk about avoiding some technologies because of the potential they have to exclude some students, or be abused by some students, helped me to clarify how I felt about each issue.
- In the case of exclusion, I think I am (we are) in the business of providing opportunities, not of limiting them. Rather than avoiding a technology some students might not have equal access to, I think it is more important to focus on how we can provide better access.
- Rather than avoid a technology with the potential for abuse, I think it is more important to teach (and then expect, with concomittant consequences established) responsible use.
- I need to practice in order to learn, I am much more engaged if I have an opportunity to create, and I learn best when I choose.
- The plans I have for my students this year involve using particular technologies for similar activities at least twice each.
- The plans I have for staff this year are based around their seeing technology in action which they can opt into, or not, to varying degrees.
|Going to Google? - not so fast||Edit|
He provided us with the steps to enable transformation, These are to create an environment which is:
- Focused on Learning
The definition of transformative learnign from Wikipedia is:
a process of getting beyond gaining factual knowledge alone to instead become changed by what one learns in some meaningful way. It involves questioning assumptions, beliefs and values, and considering multiple points of view,  while always seeking to verify reasoning.
A lot of material is available in countries like Britain, Canada and the States. But this is often technological, or is based on legislation, infrastructure or cultural ways that we don\'t have. I\'d be interested in knowing what is happening elsewhere. A visit to Iran revealed two very easily solutions; but senior administrators need to be convinced for changes to be implemented.
What is happening in India, Mexico, Egypt, Brasil, Kenya, Romania, Indonesia,....?
What about an online seminar to bring together anyone in countries where disability support at universities is just starting, at the \'toddler\' stage?
Here we have legislation, and a directive requiring all universities to establish a coordination unit. In the rush to do so, without understanding or knowledge of models of disability, some universities are appointing an orthopedist or a psychiatrist.
We need examples of good practice, and explanations: \'why this works, why this was done. This should be in quite easy English, so that people who are not native speakers can understand. In every country there are a few people who have 1.enough English 2. access to internet ... so can these be gathered, to spread the word beyond current limits.
We need to create a body of information for \'University Disability Support\' in the non-Anglo world: this will provide strength to any lone individuals in most parts of the word!
Claire Ozel 30.11.2006 Ankara,TR