Uber-edublogger Will Richardson recently published a blog post entitled, Valuing Change. In the article, he reiterated the frequent lament that teachers don’t “consider” or “value” change especially when the Web allows students to “connect outside of the classroom.” The who, what or why of connecting isn’t discussed.
Will’s article illustrates a teacher’s unwillingness to embrace change by showing how a topic like gerrymandering could be made more engaging through the use of information technologies. Will recognizes the challenges facing teachers and offers an olive branch by suggesting that we can “do both” – teach what will likely be on the test and do so more meaningly.
It should come as no surprise that I disagree, especially given the example used.
As I write this, there are two dozen comments in addition to the few I contributed. Either blog commenters don’t consider the ideas of other commenters or my argument was not clear enough.
Perhaps, as much as you would like it to be otherwise, the incrementalism of “doing both” is really the problem.
Why would you Skype someone involved “in the process?” What process? Who? State legislators? What are they likely to tell a student that can’t be found out in a book or article?
The connections you speak of, now matter how much you yearn for them may be as inauthentic as the task itself. Perhaps they just make a task nobody cares about even more arduous. The “you can use Google ____ or Skype with someone” suggestions have become as automatic and meaningless as when a politician says, “We need to pay teachers more, but hold them accountable.”
One of the lessons I learned from Seymour Papert (http://dailypapert.com) was that you cannot transform school just by changing teaching practices or even the technology used. You must rethink, challenge or reinforce the content of the curriculum. The “what” has a great deal of impact on the how and the why of learning something.
Papert once asked me, “What are you thinking about doing with the students next?” When I replied, “We were thinking of doing some geography…,” he shot back with, “And what can they DO with that?”
“Whatever you ‘teach’ kids should have a high liklihood of leading to the construction of a bigger question or a larger theory (NOW – not later), otherwise, why bother?”
Like so much of schooling, the topic of gerrymandering is really just a vocabulary exercise. Memorize the definition and move on. I’m not sure you can put lipstick on that pig.
I do not believe that it is possible to make schools more productive contexts for learning (the how we teach) without calling the curriculum into question (the what we teach).
When Will requested “The Stager Plan,” I replied…
If I wasn’t clear enough above, a substantial aspect of “The Stager Plan” includes expending some serious effort at every school to determine what is worth being taught.
Pedagogical strategies should reflect the content and the learning styles of students.
The ideas proposed for making gerrymandering more engaging only add false complexity to what is a vocabulary term, likely taught in isolation as the curriculum whizzes by.
My other concern is how we tend to reduce education to information access (or trading information) and how the emphasis on using computers as information appliances reinforces the status quo while depriving learners of authentic experiences.
In addition to commenters reminding us of the wonders of Web 2.0 technology, the author repeates the familiar cliché, “We need to use technology to get kids engaged in the curriculum, not just in the technology.”
Why is this so? Should teachers be so compliant and teach anything they’re told to, regardless of context or value?
Also, why is engaging with the “technology” so quickly dismissed as being inferior to the curriculum?
Here’s a thought experiment…
What if we DID do everything in our power to engage kids in the technology? (I don’t think you can engage someone else, but I’ll leave that aside)
This might be the first real engagement kids experience.
Learning computer programming might actually lead to different thinking, different thinking about thinking, student agency and provide a window for teachers into the intellectual capabilities of kids.
I wish there was a way for me to run a hands-on workshop for every teacher in the world during which they could experience the intellectual rigor and creative joy experienced while computing. Not only is this workshop necessary for teachers who don’t use “technology” in the ways Will’s post urges, but educators excited by Web 2.0 would do well to expand their computing fluency as well.
Educators interested in spending four days on creative computing projects with a world-class faculty and amazing guest speakers this summer should check out Constructing Modern Knowledge. Act quickly, this very special event may sell-out!
Veteran educator Gary Stager, Ph.D. is the author of Twenty Things to Do with a Computer – Forward 50, co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.