Skip to main content

Different, Not Better - Reform begins with Teachers Becoming Learners

creative commons licensed (BY-NC-ND) flickr photo by mrkrndvs: http://flickr.com/photos/aaron_davis/14382546023

I had the privilege the other day to hear +Will Richardson speak as the keynote for the first day of the TL21C Program. His mantra for his presentation was to leave teacherse feeling confused and uncomfortable, yet inspired. He basically spoke about the divide that is growing between learning at home and in schools. Often if we want to teach something in school today, we structure it in a way that fits our needs and structures. That is our timetables, our assessment structures, there is little room to simply fly ahead. Whereas outside of this environment, if someone wants to learn something they just immerse themselves in it, find out what they need and go ahead and learn it. Modern learning is not about being aware of everything, but about being aware of the options. The message that Richardson came back to again and again was that we need to make what we currently do different, not better. Things need to change.

I had heard this message before, whether it be via Sir Ken Robinson's many TED Talk videos or the work of Seth Godin, especially his video on education reform from 2013 WISE Summit. While I agree that the system is flawed, I am always concerned about the appeal to revolution. For ideals are not always ideal and they are often far from practical.

I recently wrote a post titled 'What Digital Revolution?' in which I explored some of the criticisms and promises often associated with the introduction of technology into schools. In response to this, +Bill Ferriter wrote a great comment and subsequent post in which he asked the question: do you really need to do new things in new ways? Basically, Ferriter's argument is that technology should not automatically more to transform teaching. This, he suggests, implies that everything that we do and have done is flawed. However, according to Ferriter, this argument is somewhat flawed. Instead, technology makes interacting with the higher order thinking skills that so often define successful people easier for everyone and it is these skills that are in a higher demand in the 21st century.

+Corrie Barclay also recently continued with this theme in his post 'Time Changes Everything ... Or Does It?' In it Barclay explores the changes in education over the last fifteen years and comes out with the feeling that there has been very little change. Although education itself has become busier, leaving little time for those inadvertent and incidental activities such as kicking the football or chewing the fat, little has really changed in regards to the art of teaching and instruction.

Although I agree in some respect that little has changed in regards to quality teaching and instruction, I would argue that where change has occurred over the last few years is in the act of learning. Whereas in the past you were often restricted to those resources available to you, with access to the internet you are now able to find out anything (to a degree) in seconds. As Richardson stated in his presentation, learning is no longer about the scarcity of knowledge, but instead about dealing with the abundance of information. This is a point that +Bec Spink's made in her essay 'Teachers - Modern Knowledge Workers for the 21st Century'. Borrowing from the work of Michael Wesch, she stated that in the 21st century we need to "develop strategies for engaging with, working with and constructing new knowledge".

The reality then is that we do need to do things different as Richardson suggests. However, the difference is redefining the teacher as a facilitator and learner in the classroom. It is what constitutes learning that is the greatest challenge and it is here that we need to start.

How have your practises as a learner changed with technology? How does learning with and through others influence you? Please share, would love to know.

Popular posts from this blog

The Tree - A Metaphor for Learning

I remember in Year Four Ms. Bates teaching us about how trees grew. She explained that they reach to the sun and it is for that reason that they are not always straight. I am sure there is more to it than this, but Ms. Bates story really stuck with me, maybe because of its simplicity, but I think because it completely changed the way that I looked at the world around me. Thinking about it today makes me think that learning might be the same.
I remember when my wife and I moved into our house we planted a series of lilly pillies down the side of property. The thought was that they would provide some screening and a bit more privacy. Clearly we weren't going to let them grow to their potential height of 100 metres as the tag suggested that they could in their natural surroundings, rather we would mould and shape them. As a plant, they are not only hardy, but they grow relatively straight and never lose their foliage.  .  Since planting them, it has been interesting watching them grow. …

Goodbye Blogger ... Hello Domain

For the last few weeks I've been living in two spaces, this space and my new home at www.readwriterespond.com. I've been doing a bit of renovating, touching up a few things, but the time has come to say goodbye. Blogger was a great space in which to start. I loved the simplicity. However, asking to borrow the keys each time kind of had its limits. Instead I've gone and reclaimed my own domain. So if you want to continue the conversation, you can catch me over there. If your interested in setting up your own space, speak with +Jim Groom and the team at www.reclaimhosting.com or check out the original Blog Talk episode ...

It's Been That Way and It Always Will Be

We got talking the other day at school about our NAPLAN reading results. Again, the reading results were below the state average. It was therefore raised that maybe this needed to be a focus and that maybe we should investigate bringing in a coach from outside of the school. So even though we have several great coaches already working within in the area of literacy and we had a focus on reading a couple of years ago, it was believed that the answer was to get a new perspective on the problem. As long as you are seen doing something then that's alright.
Having been a part of the push across the region a few years ago in regards to literacy I posed the question as to whether anyone had carried out any sort of audit of the current practises to identify any areas of improvement. For I was told that to bring about deep and meaningful change takes between three to five years. The comment that I got in response really startled me. I was told that it wasn't anything that we were doing …