Living and teaching in an era of big data

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If there was one recurring thread (I typed ‘threat’ subliminally just then and it didn’t auto-correct!) at the first day of the K-12 National Curriculum Conference today, it might have been the idea of data, analytics and ‘using evidence’ to inform teaching and learning.

‘There are two things we all agree with’, said Professor Brian Caldwell, it’s the idea of an Australian curriculum, and the idea of national testing, of some kind.

Systems: universal, national, local, like the idea of data. ‘We’re not just wasting our money here. Look. You’re not doing it right…’ Data to drive improvement, data to drive reform, data to drive teachers out of the profession. ‘PISA has become an article of faith for policy makers …’ someone said. There was lots of talk of data analysis, of acronyms like PISA, NAPLAN, ACER, VCAA, ISQ, GKR, PAT, EBO, PATT … and on it went.

Everyone wants a dashboard, and they want it now. Not as much talk about how we might deal with all that data once we have it, or how that might drive … well, even more data.

There were some refreshing asides, talk about creativity, problem-solving, the value of learning for its own sake and not as an atom in a productivity machine, but data. Everywhere data.

Most of the presentations are on Slideshare HERE

[Vette Dashboard by Wayne Silver, on Flickr – https://flic.kr/p/8rhcNg ]