Redefining Education through Technology: An Interview with Alan November
Bibliographic record
Abstract
This interview continues a series initiated by members of the Bulletin's Editorial Board. The goal of the series is to feature interviews conducted with Delta Kappa Gamma members or other educational leaders on a topic related to the theme of the issue. Here, Dr. Trybus presents the results of an interview with education writer and leader Alan November regarding technology and the future of education.An Introduction to Alan NovemberAlan November is an internationally known leader in educational technology who is the senior partner and founder of November Learning (www.novemberlearning.com), an educational consulting firm. With the mission to empower educators to expand their own boundaries of what is possible, November has been challenging educators to utilize technology to transform teaching and learning for the last 30 years. Known as a visionary who has the needs of students at his core, November approaches emerging technologies with experience and great insights about planning technology across the curriculum, new school designs, community building, and leadership development. He is a leader in revolutionizing education by providing professional development worldwide in the United States, the United Kingdom, the Philippines, Belgium, Thailand, Luxembourg, Canada, and Japan. Starting as a classroom teacher in an island reform school for boys in Massachusetts, November is credited with being most likely the first teacher in the world to have a student project online in 1984. His experience includes being a director of an alternative high school, computer coordinator, technology consultant, and university lecturer. November was named one of the nation's 15 most influential thinkers of the decade by Technology and Learning Magazine. His books, Empowering Students with Technology (2001), Web Literacy for Educators (2008), and Who Owns the Learning? Preparing Students for Success in the Digital Age (2012), show teachers technology allows students to take ownership of their learning, create their own learning tools and participate in meaningful (http:// novemberlearning.com/educational'resources'for'educators/books'on-educational' technology/). November's workshops are inspiring and challenging as he continues his life's work to improve the quality of education through technology.Introduction to the InterviewTechnology is not just a device that teachers must master in order to be more efficient in record keeping, storage of lesson plans, and their own personal and professional tasks-although these uses are important. Rather, technology can help teachers transform their craft by changing the paradigm of teaching and learning into experiences that help students become critical thinkers and problem solvers. The 21st-century learner is a member of interactive learning communities beyond classrooms due to the development and utilization of communication tools such as Facebook and Twitter and of smart phones, tablets, iPads, and other mobile devices that are now part of society. The question of how these technologies impact classrooms world-wide is ever present and challenges teachers to examine ways in which students can and should be engaged in learning through information technologies.As examined and presented by Alan November, this shift in thinking about technology goes beyond just knowing about new devices, tools, and software to addressing transformative education that puts the changing needs of students at the very core of what education should and must be in order to add relevancy and rigor to the learning environment. Knowing that technology is not just an add-on but an essential learning tool requires creative teaching and inspires professional educators to make fundamental shifts in their roles and relationships with technology-literate students. The teacher can no longer be the sole knowledge expert and authority figure. Rather, teachers have to be innovators and risk-takers who teach differently from how they have been taught and have learned. …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".