Wowzers! It’s been quite a while since I’ve taken the time to create a post. While my brain is constantly reflecting on my own teaching and different aspects of education, I have been preoccupied with specific educational endeavors, namely: my final Plan B paper and teaching portfolio to finish my degree. I still have some revisions to work on, but I hope to defend near the end of January. 🙂 I’m also between semesters right now, and I’ve kind of taken up non-teaching activities to relax and enjoy my time off. I started making a quilt, and it seems to be shaping up quite nicely!
Now, down to business. I came across this post by Tom Whitby in my RSS feed the other day, and I think he raises some interesting and salient points about the use of technology in education. Tom suggests:
It may be time to shift the discussions to what we need our kids to learn and how they will implement that learning in our culture, and continue to learn, as the life long learners, which we, as educators, supposedly strive to make them to be.
The discussion about whether instructors should use technology in their teaching has been happening as long as technology has been around. I imagine educators and administrators discussed whether it would be beneficial to use individual chalkboards with students when that was the cutting-edge of technology, and the discussion will undoubtedly continue as new technologies that can impact they way students learn is developed. However, Tom explains:
The skills that educators are emphasizing more and more are skills of: curating information, analyzing information, understanding information, communicating information in various forms, collaborating on information both locally and globally, ultimately, creating information for the purpose of publishing and sharing. These are the goals of 21st Century educators. These are also the today’s needs of industry, business, and banking. Many of these skills are also needs of artists, writers, and musicians. Even politicians could use these skills, which are apparently lacking in a majority of our current leaders.
Now that we have seen how the needs of society have structured the needs of skills for students, and now that we have seen how the needs of education have structured the changes in methodology to address those skills, we now need to consider the best way to deliver access to information for curation, analysis, understanding, communicating and creating.
This might be debatable, but it is my perspective that the role of teachers, in any discipline, to prepare students for the world they will be part of and communities they will live within after leaving our classrooms. It’s important to remember that students leaving our classrooms are not necessarily entering the same world that we entered when we left the classroom so many years ago. Which leads me to believe that instructors also need to remain connected to the outside world for themselves as well. How can instructors adequately prepare students for a world that they themselves do not understand or participate in? That’s not to say that teachers need to be experts in every field or realm of society, but to have a basic understanding of social and professional communities as they exist can only benefit instructors and students.
I think Tom sums it up nicely when he says:
If we are educating our children to live and thrive in their world, we cannot limit them to what we were limited to in our world. As things change and evolve, so must education. As educators we have a professional obligation to change as well.
This is also true for adult learners. It is my opinion that remaining relevant for our students (and ourselves!) should be a primary professional objective. Since our students will most likely be required to effectively employ skills related to technology (the abilities to curate, collaborate, communicate, critically think, and create), instructors should practice these skills as well. When considering the use of technology in your classroom, it could be useful to integrate these essential skills into the learning objectives and consider whether or not your lesson adequately prepares students to use these skills after they leave your classroom. Both teachers and students should be lifelong learners who critically evaluate new technologies and aren’t fearful of employing them to be more effective learners or members of professional or educational communities.