The digital revolution has hit education, with more and more classrooms plugged into the whole wired world. But are schools making the most of new technologies? Are they tapping into the learning potential of today's Firefox/Facebook/cell phone generation? Have schools fallen through the crack of the digital divide? In Rethinking Education in the Age of Technology, Allan Collins and Richard Halverson argue that the knowledge revolution has transformed our jobs, our homes, our lives, and therefore must also transform our schools. Much like after the school-reform movement of the industrial revolution, our society is again poised at the edge of radical change. To keep pace with a globalized technological culture, we must rethink how we educate the next generation or America will be left behind. This groundbreaking book offers a vision for the future of American education that goes well beyond the walls of the classroom to include online social networks, distance learning with anytime, anywhere access, digital home schooling models, video-game learning environments, and more.
The distance learning environment can work. I have two sisters who earned their high school diplomas through a correspondence school. It does take a high level of self discipline, though.
ReplyDeleteWhat personally bothers me most about people obtaining their degrees via online, distance learning exclusively is the lack of face-to-face human relationship. Exchanging ideas only using technology limits the accurate assessment of emotions, body language, facial expressions, etc… that is so important to life-long learning, retention of what’s learned, social interaction in general, and the development of healthy relationships. Humans still need to learn and know how to physically work together. There needs to be constant striving to balance the “face-to-face” learning with distance learning, and I’m not really think including skyping and other video conferencing techniques qualifies. T. Massey
DeleteI agree we do lose the personel face to face connection. People are social creatures and with all this online ed we stand to lose some socialization skills. Sitting behind a computer I act much different than if I were in front of you.
DeleteThat is my post just before this. M. McCloy:)
DeleteI think that a part of the trouble with a lot of people today is that they lack the interpersonal skills obtained by face to face contact and conflict. Contact and conflict that forces people to interact and search for viable solutions to what issue, large or small, that pops up occasionally in all relationships whether it be business or personal. Non face to face communication is so easy to terminated and postpone..Witness that in the office or marriage where problems go on forever without resolution simply by avoidance by one of the parties. No skills. LMoore
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ReplyDeleteSorry, maybe this one will work for me. The first Chapter speaks to the three eras education, the apprenticeship era (before Industrial Revolution), the public school era which is slowly fading away, and the lifelong learning era which we are entering rapidly with all the technology we have. The question is are we making the best use of the technology we have in the public schools?
ReplyDeleteI think that is the key question when it comes to technology in education. Many see using technology as being essential, which I agree with our world become more and more technologically advanced - but are educators using it effectively? Also, with focus on technology in education we have to look at getting ALL students access to technology. For poorer school districts/campuses this can be difficult which simply adds another barrier for students already struggling because of other factors and issues - if there is going to be a push for more technology we cannot have have's and have-not's within student population...we must prepare ALL students regardless of socio-economic status, race, ethnicity, and any other label a child can be saddled with in education to compete in our ever expanding technological age.
DeleteThe bottom line from all of the information in the book for me is BALANCE and, as always, positive PARENTAL INVOLVEMENT and SUPPORT. Every avenue available in this country for education has its pros and cons. The trick is to find the balance between the pros and cons so all types of learners can be responsible, successful, creative problem solvers, and productive, caring members of this global society. Successfulness, responsibility and productiveness begin in the home, with parental involvement. WE, all of us, need to take part in the collaboration and designing coherent lifelong-learning systems. T. Massey
DeleteI agree that technology should be embrace as part of our curriculum. the challenge is getting every student a computer in class that is functional. many of our students don't even have computers at home. Labs to me are more functional and we in the History depart. do a fair job at utilizing tech. Oh and BTW school learning concept has been around for more than 150 years, (even in america) The church used the school learning concept during the middle ages. In America schools were in New England late 1700s. M McCloy
DeleteChapter 2 discusses the Technology Enthusiast's view on our system of education. They say that it should be more participation based rather than students sitting and memorizing what their teachers and books tell them and then spitting it back out on tests. They say it produces more failures than successes. They envision schools where students are working on realistic tasks, and teachers play a support role, and help them out when they encounter problems. But there are skeptics who disagree.
ReplyDeleteIn Chapter 3, they discuss the Technology question from the Technology skeptic's point of view. They do admit that public schools as they are now are not really the answer, but they bring out several things that Technology can't do. Several barriers to technology use in schools are mentioned, such as: cost & access, classroom management, challenges to instruction, and authority & teaching. In my field for instance we use technology for teaching students to play their instruments, as the how to, but there is still the fact that in order to gain perfection on the instrument, practice and hard work are still the key. Computers can't do that. Teachers bring inspiration and encouragement to learning which computers can't really do either.
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DeleteAhhh yes, I was glad to finally read in this book that computers can't do it all...."Teachers bring many things to learning that computers can never match. The best teachers inspire their students to believe in themselves and to work hard to accomplish their goals....they challenge learners' prior beliefs and encourage them to consider alternative ways to believe and to act." I believe computers can play an important role in our classrooms and will definitely change the way we run teach our subjects, but they will never fully replace the live instructor!
DeleteC.C.
I agree that we need to stay ahead of the learning curve when it comes to technology. I also agree with Massey and the book that using technology to allow students to choose their learning experiences will lead to higher motivation and lower dropout rates. However, until we are not bounded by the constraints of state mandated testing, I see this as being almost impossible. A. Mennel
DeleteState Mandated Test, we do not choose our "Clients" as the book point out. And computer are not interpersonal. A good teacher judges the mood of a person by his expression, how and what the student says, this a computer cannot due. Also "Just in Time Learning" lends itself to a self motivated learner in which I do not see many of my students as self motivated of self disciplined. M.McCloy
DeleteAs long as public education is a "Not for Profit" enterprise, it will be impossible for us to stay ahead or even with the technology learning curve. Private business has tax breaks for new technology purchases and easy ways (measurable increased productivity and profits) that allows them to risk and invest in new technology. Education must wait until things are tried and true before investing the taxpayers money and even when successful has a difficult time proving the usefulness of the purchase. By then the technology is dated and no longer the cutting edge. LMoore
DeleteSo far, this book is doing a good job of outlining the problem: The school system as we know it was formed during the Industrial Revolution, and it is designed to efficiently transmit information from the teacher to the students in large numbers. Clearly, the Industrial Age is over, and we are well into the Information Age. Students are more involved in exchanging information and knowledge using technology than ever before. Students are learning more in these informal environments because they are voluntarily engaging in information which they find interesting. The authors propose that education should become less institutionalized and more personalized. I hope as I get toward the end of this book the authors will have more concrete ideas as to how to get education to change with the times and less history/pros/cons.
ReplyDeleteT. Massey
I believe the industrial and informational revolutions have meshed into one. We now use technology to mass produce our many items today. The extra time we now have lends our society the luxury of focusing on the information we want to know. I find that students aren’t looking up useful information on their phones, but are more concerned with who has the newest phone or fastest network. Unfortunately the authors did not address this issue and did not come up with any concrete ideas on educational changes.
DeleteA. Brown
I like what the book states on Pg. 13, "To prepare students to communicate in this emerging world requires not simply the traditiional reading and writing, but learning how to communicate using different media with people who do not share the same assumptions. Sometimes this means reading multimedia documents that come from different sources. Other times, this means communicating with people via the Internet in different contexts, such as design projects, negotiation, and problem solving. Internet communication may involve email, social network sites, chat rooms, video conferencing, and shared workspaces. Students need to learn to communicate in all these different contexts." Teachers, like myself, need to learn how to effectively use these communication channels in our classrooms.
ReplyDeleteC.C.
One of the key points of Chapter 1 (and the entire book really) is that there are "deep incompatibilities between the demands of the new technologies and traditional school"(p. 6). Specifically they state how technology makes a teacher's job more difficult as it "requires new skills that teachers often have not learned in their professional development" (pg. 6). This point is important in an age where technology is expanding as teacher MUST be able to stay ahead of the curve in not only how to use technology, but to have it available to use. If this is not done then the effectiveness of technology in the classroom will be nil.
ReplyDeleteWhen learners are allowed (with caring adults to help nurture and guide them)to choose their learning experiences based on their own interests, values and beliefs they are going to be more highly motivated to learn and grow to their fullest potential, especially those students who do not do well with the current competitive nature of our educational system. Yes, teachers must be ahead of the curve to make this system work. The current institutionalized learning has not motivated many students for many, many, years now. No wonder public education battles such high drop out rates. T. Massey
DeleteI agree with Thorson that a teacher MUST be able to stay ahead of the curve---it does, however, make me nervous as I am an emerging "technology student". Just trying to keep up with the latest and greatest is hard enough let alone trying to stay completely ahead of the curve. The veteran teachers are really going to need some in-depth training!!
DeleteC.C.
Where do we draw the line and where do we set the standard between using technology to teach and teaching technology. By the time students get to us they should be at some predetermined level of technology competence. With scope and sequence time lines being as they are it is difficult for me to devote the time to teach one third of my students how to log in, search and save data. They disparity in technology knowledge among our students is even great than the differences in their reading levels. LMoore
DeleteAmericans have a variety of choices when it come to education for themselves and/or their children. I think the lifelong learning era is a positive era. Human beings thrive, grow, and live longer if they continue to learn and improve their mind, spirit, and body. In the past, young people would graduate from high school or college and think “I'm done learning; I'm good”, which is sad. With this new lifelong learning era of rapidly changing and advancing technologies, no one can afford to sit on their laurels and expect to keep their jobs/careers for long. I agree with the last few chapters of the book, that everyone needs to rethink and adapt all areas of education, but especially brick and mortar institutions, in order to graduate young adults who think and adapt creatively in an information-rich world. T. Massey
ReplyDeleteI tend to agree with Ms. Massey about the students graduating with the idea, "I'm done learning. I think my own sons had that attitude. They don't want to go to college or "waste" time in learning anything more. They have lost the work ethic, and it isn't until they can't find a really good paying job that they begin to reconsider some of their thinking. We are failing our students if we can't get them to accept the challenge to accept new learning techniques, and extend their education. The different learning environments help create this in today's students. Methods such as home schooling, workplace learning, distance learning centers etc., help to make the learning environment an more interesting experience.
ReplyDeleteIn chapter 9 it states that Parents and teachers can learn to appreciate the skills and problem solving techniques that children are learning from online gaming. Ican appreciate that and I know that I have a hard time sometime even comprehending what goes on in the gaming world. I try and play with my son on some of the games, but he beats me mercilessly so I finally just give up. I need to take my time and try it alone for awhile. One thing that I think may be a problem though is that with some of the technology, and the kids on their phones, etc, we are facing a situation where the kids use so many shortcuts in texting for example, that they are dumbing down their writing/spelling skills. They aren't using correct grammar, and I think that is a problem we may face also, unless we really emphasize that in Keyboarding and Business type classes.
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ReplyDeleteWhile we agree that the new technological advances open up a wide spectrum of learning opportunities for our students, will there be a trade off? Pg. 37 "Michael Russell and Walter Haney have shown that writing on computers actually leads to decreasing scores on pencil-and-paper writing tests, even when student writing improves as tested on computers." Will placing our students in front of the computer with a "learner-centered" mindset really lead to the academic results we are striving for?
ReplyDeleteC.C.
I think that is a big Catch 22. I think the answer (in my opinion) is balance. We shouldn't go 100% online just because we want to use technology. For example, I'm very against strictly online schools because I feel you lose something from face-to-face interaction that assist in developing ideas. Overall, I think we need to find an almagamation of different techniques in developing new ways of learning that promote life-long learning.
DeletePg. 65 "The schools as they are currently constituted are preparing people to live in the last century rather than the new century." I disagree. While becoming an effectively functioning member of society will require the use of various technologies, that alone will not carry them to the level in which we would desire. Our children are still going to need to be taught the "basics" and how to become "thinkers" as well as "doers". I still view technology as an 'expansion' method. An opportunity to further a concept or idea. I don't feel as though I would be keeping a child in the last century.
ReplyDeleteC.C.
This is so true I think if we are not careful we are going to teach children to rely way to heavily on technology which could stunt development of social relationships with people in the "real" world.
DeleteI totally agree with Connie. I think like anything in life, balance and moderation are key. Technology is a great tool for learning when used appropriately, but like anything can cause harm if used in extreme. I think we need to becareful to ensure that students get a well rounded education that includes social skills. A. Mennel
DeleteThorson..to most young people today there is no line between their technology world and the real world. Being an oldtimer, I remember my parents telling me to be home by a certain time and not speaking to them for a whole day until I did get home. Now the vast majority of or kids carry cell phones so the parents always know where they are. But then the phones have to be GPS tracking equipped because guess what ? Kids still lie about where they are and where they have been. LMoore
DeleteI think it is great for students to be able to work at their own pace. However, I also think that students need someone to keep them on track. I tend to procastinate when it comes to doing something I am not that excited about doing. I could never take a class on line because, I need to physicaly have to have a time and place for me to learn. If it was left up to me, I would wait untill the last moment to get all my work done. The fact that I just started bloging on this book for the fist time today is a good example of my procrastination.
ReplyDeleteAlison H.
I completely agree with you on this one. Students need someone to hold them accountable and help guide them on their learning journey.
DeleteA. Brown
We have our accoutability system and the students need one as well. I know with my online classes it was very hard for me not to procrastinate. I would usually end up doing a semester of work in one or two weeks with my grade reflecting the rushed and frantic format. There needs to be a system set up so if the students do an online course they have embedded goals to reach throughout the course. M. McCloy
DeleteIn Chapter 10 the author states in Rethinking the Role of Government in Education that "without stepping on the states' authority, the federal government can try to equalize opportunity for all citizens" (pg. 143). This point is KEY. Currently schools are not equitable in regards to the resources that are available to them to purchase things like technology (be it computers, laptops, iPads, etc). If we want to bring about positive effects through technology the federal government (and state governments for that matter) need to be more proactive in making sure that schools have what they NEED to implement different curriculums and programs that promote student learning in different ways.
ReplyDeleteI am not a skeptic, because I do believe that will have to change in the face of new technology. Change is the one thing you can always expect to take place and it can be a good thing. Teachers who are set in their ways need to try to be flexible and go with the flow. Technology will definetly be penetrating the core of schooling. I can remember the first time I saw a computer. I was in the tenth grade and they were huge. I am tenologicaly challenged because I never got that into technology. However, my neice is only two and she already knows how to use the computer, an iphone and an ipad. When her generation starts getting into junior high, they will probably have a computer chip for each student to do all their work on.
ReplyDeleteAlison H.
I do not think that computer based learning is good for all types of students. Students that are hands on learners may need to construct something with their hands to truly get a grasp on a concept. Also, computer useage will have to be limited and many blocks will be needed to keep students from playing on the computer instead of doing their work. There are a lot of so called learning games that kids like just for the game aspect. Therefore, the student will not even pay attention to the material being presented, rater they will simply fool around and have fun.
ReplyDeleteLearning games can be very useful to help students practice or drill some skills that time constraints keep use from doing in the classroom 10 minutes drills are fast and the student can progress through a set of skills at their own pass allowing for differentiation of student learning. This also allows the teacher to monitor progress and intervene when necessary. R. Grewe
DeleteI enjoy being able to incorporate technology into my lessons. The students love anything to do with computers. So, they stay more engaged and even want to participate in the learning process. I feel that learning should be fun, because that is how the students can realy put something to memory. I can say, "remember the time we used the pladough to make the different shapes?" and the students will say, "Oh yea".
ReplyDeleteComputers are fun learning tools but, I do think their shoud be lots of other types of learning. We need to be able to meet all the different types of learning style needs of our students.
Alison H.
I think it will be great to be able to have more computers at school. I just hope that there will always be good role model to help mold the young minds of America. Some students want to do a good job at school to win thier teachers aproval. Therefore, teachers always need to be part of the learning equation. I hope they will be or elese, I will be out of a job.
ReplyDeleteAlison H.
My expectation for this book was that it was going to show us how to use technology in the classroom, and maybe give us some insight into students and technology. Instead, the authors took us on a rant, gave us a “history” lesson, misused several impressive sounding words, and offered no help in the actual use of technology in the classroom. They tried to sound smart when using a Harvard pole, but did not have any qualifiers to back up their point. When they did come up with something containing qualifiers (i.e. Askme.com) they unqualified themselves by saying the 15 year old learned his legal “expertise” from watching law TV shows. My overall impression of Mr. Collins and Mr. Halverson is that they have never been in a classroom as teachers, think too highly of their “skills,” and probably faced some unkind teachers while in grade school. I personally feel that this atrocity of a book is a way for them to get back at their educators. Clearly they need to do some of this “customized” learning they wrote about and pick something they are actually interested in. Their incohesive tangents only reinforce my negative opinion of this book.
ReplyDeleteA.Brown
I loved the part in the anecdote section where the high school drop out is now a programmer for a bank.. In his dreams...Banking HR wouldn't look twice at a kid with no HS diploma. Brown, I ask also, who did the rating to give the kid who had never read a law book the "Top Rated Expert" label?? LMoore
DeleteI was able to pull out some positives from the book. They did say that technology should be used as a tool and was not meant to replace the teachers entirely. One way this tool could be used is by honing in on the student’s personal interests. It could also help with information the student does not understand and put it into language they do understand. Sometimes technology can turn learning into a game and almost trick the students into gaining skills. Some examples that were used were Mathblaster and Typing Tutor. I enjoyed playing these games as a student myself. I also liked their quote, “It is not that schools never change. It’s that schools change very slowly.”
ReplyDeleteA.Brown
The authors took an interesting tangent in regard to getting technology into the classrooms. Early in the book, they were gung ho about every student using technology all the time and in whatever way they saw fit. Later in the book, the authors address the high cost of making technology available to every student. I was just wondering how we are going to provide technology to every student and let them teach themselves. Their only solution to this was to complain about how only children from wealthy families will be able to reap the full benefits of a technology based learning environment. If this is the case, then why write the book in the first place?
ReplyDeleteA. Brown
Near the end of the book, the authors made a strong case against technology being used as the primary means of education. They believe it causes children/families to fracture into interest groups (i.e. race, religion, etc..) Their belief is that this would cause them to become isolated in their learning. This was confusing for me, because they were continually putting in plugs for the University of Phoenix Online. This educational institute is banking on technology as the primary means of learning. These authors might want to go back to their English teacher for tips on how to write. The STAAR 7th grade writing test (no technology required) has one of its basic goals as STAY ON TOPIC. These guys went chasing rabbits, changed their view, and forgot what they were actually writing about. It’s really simple guys: topic, outline, rough draft, proofread, and don’t shamelessly plug the University of Phoenix Online
ReplyDeleteA. Brown
I also caught the University of Phoenix plugs. I am wondering if that university funded this book. Yes, staying on topic, is not thier forte:)M.McCloy:)
DeleteI myself, am a Western Governor's University drop out. The blogs and education chat rooms without face to face contact and having to interpret a classmates comments without the benefit of tone and inflection was too distant of distant learning for me. Couple that with a mentor who only wanted tech talk, not voice talk was more (really less) than I could handle.
DeleteLMoore
On page 106, the book discusses the "digital divide." One of the biggest issues facing educators and students is having equal access to the latest and greatest technology. There is a distinct difference in the technology offered to students in rich schools verses poor schools. Even in our district, we have some schools that have personal laptops for every student and other schools that do not have access to working student computers. I see this as a barrier to using technology consistently and effectively. A. Mennel
ReplyDeleteOn page 113, the book states that "The emphasis on standards runs very much against the grain of the technological imperatives of customization, interactions and learner control." "To cope with these imperatives, schools need to embody more individual support and choice in how and what students learn." I totally agree with this, however, the question is...how do we accomplish this with state standards and testing? I understand that we can differentiate the "how" but how do we deal with the "what" when the focus of the state is STAAR? A.Mennel
ReplyDeleteI like the idea on page 114 that discusses developing a national credential certification program where students could study and take tests on specific skill sets and receive certifications. This provides interest specific areas to students as well as a since of ownership to the student. Instead of pushing ALL students to go to college, we should provide more alternative opportunities such as skill based programs. A. Mennel
ReplyDeleteI agree with the author and Amanda that students need to begin their training in high school where they can be directed in to interest areas of training by trained professional.
DeleteThe average student graduates from high school with grand ideas about their future but no skills to accomplish these goals. Not everyone is capable of going to college and statically the majorities don’t. Of the students who attempt college the majority drop out before graduation. They have no skills and are clueless about how to find a job, balance a checkbook or monitor their spending. The young adults drift through life learning, through trial and error with no clear direction. I have a child just like that. College prep classes in high school, not able to focus on studies in college. Finally drifting into a stable job by accident and then asking me to teacher some of the skills she need to maintain her finances. She left high school without any training to get her successfully though life. Students need training at their ability level. They need to be able to begin gainful employment with more skills than reading, writing and math. Those skills are necessary but certification programs through the schools give students the advantage once they graduate. The have a purpose and don'f drift searching for a path to follow. R Grewe
This book did jump around and had some false stats such as the 150 years of schooling and learning ideaology. (pg3) In chapter 6 they mentioned Horace mann,)father of public edication in america) but then put a negative spin on what Mann accompished. Horace Mann's quote, "Education is the great egualizer," was only paraphased as best (pg.92). Mann wanted state run schools with focus on specific subjects such as: reading, writing, math,etc... To improve the nation as a whole. The author mentioned learning from parents at jobs such as milking the cows,midwives, other farm work which would allow thier children to follow in their footsteps. The flip side are parents teaching hate, discontent, slothfulness, and other dangerous beliefs. I liked some of the points made about the use of technology in education but I also agree that nothing can replace a teacher in a classrom. (especially a Great one like Me:) M.McCloy
ReplyDeleteWhat it boils down to is that good teachers still do a lot of their teaching by example. But I certainly hope that the students gain more from me than just the techniques needed to find out what a polar bear eats or what happens when you mix this with that. I hope that somehow I am able to set in motion the desire to know these things-not just where to find them. In the short time I have been teaching I have found that it is easy to teach the ones that want to learn. No matter what their skill level. The hard ones to reach are those without the desire. Sure they technology might entertain them for a while, but will they keep after it a actually learn something when the new game loses their interest or they can't move to the next level fast enough. LMoore
ReplyDeleteWith technology, schools have the potential to have students work on real life applications with teacher support. Yet, schools lack the resources and training to change the fundamental practices of teaching. Schools have stubbornly resisted changing what the way they teach. We use technology that is outdated and when we try to use a new web site to enhance learning the web site is often blocked after a short period of use or the teacher has to purchase a user license out of their pocket. R. Grewe
ReplyDeleteIn Chapter 1, I was struck by two quotes -
ReplyDelete“Over the course of educational history, the success of universal schooling has led us to identify learning with schooling. Passing through school, from kindergarten to high school to college, has become a badge of success for countless Americans.” p.3
“In recent decades, the difference in pay between college-educated and non-college-educated has been growing. To earn a decent wage in the future will require lifelong learning and expertise with information technologies.” p.5
The rapid pace of change in the world job market will continue to require a flexible and educable workforce. To serve future generations, school will have to move beyond the place where you learn to the place, and or way, that you learn to learn. Changes will occur, and we must be able to adapt quickly.
In Chapter 2, The Technology Enthusiasts’ Argument, I found these quotes to be meaningful.
ReplyDelete“To prepare students to communicate in this emerging world requires not simply the traditional reading and writing, but learning how to communicate using different media with people who do not share the same assumptions.” p.13
“Cultivating the ability to ask good questions (maybe in the form of a Google search!)
Is more valuable from the enthusiast’ perspective, than learning a lot of basic facts. The idea behind just-in-time learning is to develop the skills that allow learners to find the right information anywhere, not just in classrooms with teachers.” p.15
“One of the rules of adult education is that you can’t teach adults something that they are not interested in and don’t see the point of learning. Like adults, young people are becoming less and less willing to learn what someone else thinks is best. They want to decide want is of value to them.” p.17
“Technology enthusiasts envision schools where students are working on realistic tasks and adults play a supportive role to guide them to new activities and help them when they encounter problems.” p.29
What is interesting to me is that all throughout the chapter, there is a strong emphasis on the process of learning. The idea is that the style and depth of learning must increase, and that a commitment to this level of learning will lead to technology. When we become engaged in this more learner-centric style, the desire and necessity of moving toward a greater implementation of technology will be quite natural. One of the key elements in creating 21st century learners is developing their skills in effective communication.
In Chapter 3, the quotes I found most interesting were these:
ReplyDeleteFrom a principal’s publication in 1815: “Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?” p.30
From the journal of the National Association of Teachers, 1907: “Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.” p.30
From Federal Teachers, 1950: “Ballpoint pens will be the ruin of education in our country. Students use these devices and throw them away. The American values of thrift and frugality are being discarded. Businesses and banks will never all such expensive luxuries.”
From a science fair judge in Apple Classroom of Tomorrow chronicles, 1988: “Computers give students an unfair advantage. Therefore, students who use computers to analyze data or create displays will be eliminated from the science fair.”
The American school system experienced a period of great innovation in the late 19th and early 20th century but has developed a stable structure since. Over this brief time, public schools have coalesced into a robust system that thrives in diverse environments. p.32
The establishment of an equilibrium does not mean that the system stops moving. Rather, it means that the components of the system have achieved a balance, such that changes in the size of the student body or the location of the school are incorporated without changing the basic arrangement of system components. Once established, it is often difficult to move a complex system from its equilibrium. p.33
The success of the American public school system is unprecedented which makes fundamental changes difficult to achieve. The perception is that the system is not badly broken, but simply needs some refinements. In many ways, the situation seems similar to the Houston Rockets who are not bad enough to merit a high draft pick, but not good enough to advance in the playoffs.
People tend to resist making radical changes. We tend to believe that the situation is not as bad as it seems and have a fear of the unknown that accompanies change. We tend to be happy enough where we are, so is a great commitment to change needed? It is not until we vividly see the need to change, that we will make the commitment to begin the change. Action follows vision.
Chapter 5
ReplyDeleteI found this chapter interesting as I have been involved with almost every scenario discussed in the chapter.
My family made the decision to homeschool seventeen years ago for a number of reasons. We feel that the decision has made our family closer, and that we have place a high value upon learning. So far we have graduated three students through high school. Our eldest daughter graduated from the Lone Star College Nursing school with a 4.0 and she is currently an emergency room nurse at Herman-Memorial (the number 1 ER in the US). She is also finishing her Bachelors degree online. Child number 2 will graduate with honors in May with a degree in English from Sam Houston at age 19. Child number three will take her 4.0 to Texas A&M in the fall to study Genetics and BioMedics.
In regards to Workplace Learning, we all share in the opportunities to continue professional development. However, from time to time there have been special opportunities to continue studies in the form of various teacher grant programs. I was fortunate to be part of one in 2006.
In regards to Distance Education, I will take the final class for a Master’s Degree this summer. The entire degree was completed online.
Learning Centers are a new and growing component of homeschooling as parents may choose for their students to take selected classes with other homeschooled students at a learning center. This often fills a need for specialized instruction that a parent may not have.
In regards to educational media and software, homeschool students have for years used videos and programs for the study of math in particular. Some curriculum such as VideoText Algebra are also approved for use in public schools also.
Our goal must be flexibility in meeting the needs of diverse learners throughout their lifetime.
In Chapter 10, we were challenged to reflect.
ReplyDeleteRethinking Learning
Learning is more than navigation through years of preselected facts to memorize or manipulate. Learning in the future will be more about principles and applications.
Rethinking Motivation
It’s not enough to simply hope that a child will work to please a parent or teacher, or be content to work for a grade. In the future, even as now, students want to see the importance of the knowledge in a real world application.
Rethinking What Is Important to Learn
With the advent of greater and more flexible technology, the need for a mental file cabinet of facts has been diminished in favor of learning how the great principle of various subjects are observed and applied.
Rethinking Careers
Current projections are predicting variety in working environments. As students pass from career to different career the ability to integrate one’s knowledge and skills from one job to the next will be critical.
Rethinking Transitions Between Learning and Work
Lifelong learning will no longer be just a catchphrase, but will increasingly become a real need and opportunity for workers in the future. Remaining current in one job will become a minimal expectation, while opportunities to become cutting edge will be more available.
Rethinking Educational Leadership
In the future, it will not be enough to efficiently run an organization. The goal must include also be effective and adaptive, and hopefully creative.
Rethinking the Role of Government in Education
The question of how much the federal government should be involved with education will continue in the future. However, perhaps the role of government will be more of a relector of the current condition in light of the possibilities.
To me, Rethinking Education in the Age of Technology was a good reminder of our educational past, and encouragement to creating the education of the future.