If you haven’t discovered 750Words, you should. It’s unbelievably liberating.
This is a recent rant that I think may make a decent cover letter. I’ve been wrong in the past. Please tell me if I am so here.
I am a change agent. I will not apologize for this, nor make exceptions about or alter the course of this. There is a need within all organizations, especially within education, to remain relevant to their constituents. I go to find the steps between the pending irrelevance of the current system and the innovation necessary to continue the vital role that education plays in the development of productive citizens in the United States and beyond.
It has been said, by wiser minds than mine, that we live in exponential times. The information landscape that our current teaching staff evolved with is no longer a relevant model, but the skills they carried through that process are. How do we, then, take those critical analysis skills, those precise tools of skepticism, and apply them to the current, and ever-evolving flow of data that overwhelms our student populace of today?
I am a change agent. The paradigm is shifting in education and information ownership. It’s only the institutions of learning that are failing to realize this very simple fact.
“When Gutenberg invented the printing press, we didn’t have Europe plus books. Instead we had a whole new Europe.” (Postman)
There is no hubris in echoing the same sentiment today. We don’t live an a world where there is unfettered access to information and the existing institutions of higher learning. Rather, we live in a world where there are information-consumers and information-prosumers: those that can access information and those that can make information work for them.
Time is the one commodity that technology has traditionally promised to save. Every single invention created for the sake of time salvage has only done the opposite: we have increased our ability to work more meaningfully through the automation of tasks. Why would information gathering and displaying be any different? It is my distinct feeling that we as students, teachers, and administrators waste far too much time seeking information, when we should be aware of and acutely accessing systems that force information to flow towards us. RSS, social networks geared towards educational professionals, and the creation of personal learning networks should be a pre-requisite for any educational professional entering the field, or migrating one’s practice from one year to the next.
Data is omnipresent in our society. We have more meta-analysis about what works in education than we ever have before. We know that the most important factor in a child’s education is the quality of the educator in the room. We know that there are elements of instruction that each teacher can incorporate into their practice that are proven to increase student achievement.
Yet we struggle to incorporate those strategies into our practice as educators in a way that meaningfully leverages the social and cooperative nature of computer technology. This is not to say that our students have to be connected every minute of every day. To the contrary, we are seeking wisdom, not ubiquitous connection, but the restriction of learning to the moments we spend in the classroom with our students is disrespectful of our students time. Why should we set parameters on their willingness to engage in learning? We can provide everything we would have done to “deliver” content digitally and customized for each student we have and according to their needs, thereby reserving class time to that which is most important: discussion and engagement. Along with our detailed research on how children and adults learn, we know that we learn best in cooperative structures where we have the opportunity to learn socially with a mixed ability group whereby each member has a stake in both the contribution and distribution of knowledge.
Our current teaching staff exists various levels of technological dexterity, much as they exist at varying levels of pedagogical proficiency; we have teachers at all levels of expertise in all areas of professional domains. It is not practical to assume that if a teacher is not incorporating technology into the daily practice in their classroom that they are a poor teacher, much as it not practical to assume that a teacher who is incorporating video, social networking, or social media into their daily practice is an excellent teacher. What we have to engage our staff in is a bigger discussion:
What does it mean to be well-educated in today’s society?
Once we have an answer to that question that our whole staff and student body can live with, our journey to understanding what effective teaching is will take on its own life.