The rate of change in education?

Rates of Change

I found this via the are you paying attention blog. The person behind this has a point, and sums it up so well with this beautifully crafted graph.

It doesn’t matter how much <Insert School District Here> grows (or plans to grow) over 5 years if everything outside that school is changing 10x that speed.

2006: My Tasks With Computer
1. Instant messaging (In Game & Out of Game)
2. Audio (Music, Streaming Audio, Podcasts, Conferencing)
3. Gaming
4. RSS Feeds
5. Web Publishing
6. Word Processing
7. Email

1996: My Tasks With Computer
1. Email
2. Word Processing

Most schools ban instant messaging, audio, gaming, web publishing, and email….leaving computers for a) word processing/productivity and b) research. Roughly the same stuff we were doing in 1996.

Although I understand the reasoning behind banning the other activities at schools, it certainly doesn't help encourage young adults into courses around computers and the internet. Although I guess most young adults will be drawn into the industry and further education through there own home computer setup (hopefully). Lets face it if computers were just about email and word processing most of us would have gone elsewhere to express ourselves. Where's the social aspect of computers? Where's the self expression?
They maybe young but were stifling their creativity surely?

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Petition to Ban within government-funded schools, the promotion of any faith or religion

Ship of fools

I'm not keen on Bans but, this certainly sounds like a worthy cause.

We the undersigned petition the Prime Minister to ban within government-funded schools the promotion or practice of any particular faith or religion.
Submitted by Quentin Brodie Cooper of UK Brights

Faith-based or sect schools encourage and propagate divisions within our society.

Schools should be places where our children are taught to think about the world around them and come to their own conclusions. In short, they should be taught, not only about the profusion of religions and faiths but also about how moral and socially responsible lives can be led without them; rather than, at a time before they have sufficiently developed critical faculties, being indoctrinated.

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