Your Name and Title:
Brittany Spatz, Graduate Student, Technology Teacher & Professional Development Presenter
School or Organization Name:
Morris School District, Morristown, NJ
University of Maryland, University College
Area of the World from Which You Will Present:
America (EST)
Language in Which You Will Present:
English
Target Audience(s):
Educational policy makers, K-12 teachers, technology integration specialists
Short Session Description (one line):
A critical analysis of the Danish educational system including global implications regarding testing, instructional philosophy, and technology integration.
Full Session Description (as long as you would like):
It is clear that the use of rigid examinations comprised of only one acceptable way to display understanding undermines key principles of Danish education, such as individualization and cross-curricular approaches to learning. Furthermore, it is a detriment to all students, including those with special needs. This system shapes how students learn, encouraging them to focus on the examination itself instead of life-long learning. Since testing only values responses that are oral and written, they create a hierarchy of intellectual expression to which schools are expected to conform.
The testing culture, which encourages normative comparisons and is enforced through the use of data, encourages a traditional paradigm of learning in Danish schools. Despite these norms, Danish instructional philosophies that encourage lifelong learning such as individualization, social citizenship and formation are still surviving.
This session will further examine these paradigms and investigate their implications for global learning.
Websites / URLs Associated with Your Session:
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