“Many of our anxieties about how the new digital technologies of today are “damaging” our children are based on the old idea of neural development as fixed, or “hardwired.” and on notions of distraction and disruption as hindrances instead of opportunities for learning. Our fears about multitasking and media stacking are grounded in the idea that the brain progresses in a linear fashion, so we are accumulating more and more knowledge as we go along. Most of us, as parents or teachers or educational policy makers, have not yet absorbed the lessons of contemporary neuroscience: that the most important feature of the brain is Hebbian, in the sense that the laying down of patterns causes efficiencies that serve us only while they really are useful and efficient. When something comes along to interrupt our efficiency, we can make new patterns.” (Cathy Davidson)
“I didn’t let my child loose on the streets without teaching her about traffic and looking both ways. Similarly, I don’t like to see otherwise well-educated people loose in digital culture without knowing something about what makes a small-world network work or why a portfolio of weak ties is important.” (Howard Rheingold)
“In previous eras, it may have been true that “it’s not what you know but who you know.” Today how you know what you know matters as much as who you know, and one of the most valuable traits a person could have in a twenty-first-century organisation is a knack for knowing “who know who knows what.”" (Howard Rheingold)
you blog holds my latest finds/thoughts/ramblings. not intended for normal edu-blogger consumption or modeling. lookdirectly below for our collection of more orderly-random (chaordic) thinking... if you are so inclined...