Monday, May 4 – 3:00pm-4:00pm – Angus King, former Governor of Maine

“The Educational Imperative: Would you rather own a newspaper or E-Bay?” 

angus_kingAngus King was elected as an independent to the position of Governor of Maine in 1994 in his first run for public office. He was re-elected in 1998 by one of the largest margins in Maine history. Policy focus during his term in office included economic development and job creation, education, mental health services, corrections, land conservation and environmental protection, and improvements in service delivery by state government.

Accomplishments during his term of office included a major rebuild of the state’s mental health and corrections systems, including both program and infrastructure; improvements in the state’s service capability, especially including on-line services; a substantial increase in the state’s commitment to research and development; the largest increase of lands in conservation in the state’s history; and the nationally recognized program to provide a laptop computer to every seventh and eighth grade student in the state, regardless of location or family income, aimed at making Maine’s students the most computer literate in the world.

He is currently involved in several projects, including the role of Distinguished Lecturer, Bowdoin College, Brunswick, Maine; Of Counsel, Bernstein, Shur, Shur, Sawyer and Nelson, Portland, Maine; Associate, Leaders LLC, Portland, Maine; Visiting Fellow, Institute of Politics, John F. Kennedy School of Government, Harvard University; Commentator, NOW with David Brancaccio (PBS-TV); Principal, Independence Wind, LLC (energy development).

To view a recording of the Keynote:


One Response to Keynote

  1. Joe Makley says:

    I do agree that there is an economic imperative to what we are doing, and that attitude (for teachers and students) is the key factor in technology integration. I do not fully agree with the suggestion that learning how to learn is somehow sufficient. (“I can find it on Google, so who needs to know anything?” has become an overused excuse for the clueless in these times.) I think it’s still important (perhaps more important in this world) to identify core content, especially as it pertains to US history, and the history of democracy, human rights, etc. Today we have countries that are not free, that are often touted as models because of their economic successes. We’ve had an AG who thought the Geneva conventions were “quaint.” Most students could not quote or explain Lincoln’s speech about the danger to democracy in America coming from within. If we do not reinforce core knowledge about democracy, we are unlikely to keep it. Technical skills won’t help us when it’s gone.
    I see instructional technology as a lever to help transform the classroom (and beyond) to an inquiry-based, democratic, active (and frankly, more interesting) space for learning. I do want to keep (or regain) a sense of urgency and rigor for certain core knowledge, sufficient to participate in (and thus preserve) the democratic experiment. I think public schools owe that to the state.

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