An audience can be found with private and public blogs. The first is an internal audience within the school and the latter takes us out further. It might be we have to transition, but more importantly what is being learned is critical. If we do not move learning forward, private and public mean very little.
Education in the 21st Century should be an experiment and lab-like in the most Deweyesque way, but it is not. The barriers are an archaic and outdated system that is supported by the latest round of bureaucrats, technocrats, politicians, and others who use catch phrases. We need real change.
Written by McLuhan in 1955, the same year that the film Rebel Without a Cause was released.
Just two quotations from this longer essay:
"The American Revolution occurred just when the newspaper was sufficiently a reality to be changing and extending surface transport. The American Government was the first to be founded on the concept of public opinion. Such a concept still seems bizarre in Canada. It was the new medium not of the book but the press which shaped the U.S.A. and this creates a political crisis with the passing of the press into the entertainment limbo, and with the rise of TV as a political shaper. But it has also been the typical mistake of literate cultures to regard entertainment as non-political. Russia made no such slip."
"In Explorations 2 it was suggested that the new situation in the modern class-room is that the adolescent today does not need information. He is hopelessly overloaded with messages from the urban environment. The class-room no longer need typically perform the function of providing facts. It must above all provide techniques of recognition and discrimination. Reality-testing can no longer follow the linear, factual recital or statistical pattern. There is far too much reality for that. We are obliged to deal with reality in constellations and clusters or not at all. If politics and the citizen are to survive the new media, we must alter our entire sighting and range-finding apparatus, which is still oriented to the printed page alone."
Image is from The Medium Is the Massage, published in 1967
We have to be careful what we consider the public sphere and the dillution of information. Is it knowledge? Knowledge needs to be applied and that takes wisdom. What can we do to help students in deciphering an overload of information?
But many content industries have been ravaged by a digital revolution and come out the other side disrupted, almost unrecognizable: It started with music, then media ... it's been hitting education for some time now.
Ivon Prefontaine's insight:
"At its most basic, education is a content industry -- information suppliers delivering into (hopefully) the willing minds of their audience. The pupil/teacher relationship reduced to provider/consumer.
But many content industries have been ravaged by a digital revolution and come out the other side disrupted, almost unrecognizable: It started with music, then media ... it's been hitting education for some time now."
The first paragraph is particularly disconcerting. Education should be a joyful thing and not a commodity. That is what it should be at its basic level.
What will we do? We lack effective leadership in education.
I think that principals are interested in children's learning beyond the aggregate only. If the metrics show their school is holding its own or improving, they are OK with that. As for the individual child, it is up to the classroom teacher and without the support of a principal beyond the metrics that is ineffective. It is likely the principal's role and district office's role along with the bureaucratic nature of education have outlived their usefulness.
Over the past two decades, U.S. presidents, governors, CEOs and journalists have trumpeted technology's power to transform schools. Yet technology never seems to deliver on its promise to be an education game-changer.
I think there will be a balance struck at some point where we figure out the human touch is essential to good learning and begin to work on what role different tools can play in enhancing leanring when used well.
Our Educational Leaders Must Get Aggressive With Technology - The Huffington Post (RT @AnaCristinaPrts: Our Educational Leaders Must Get Aggressive With Technology | @scoopit http://t.co/Efiznqthry)...
There are valid points in the article. One that stands out is the challenge of change in education. Part of this challenge is the unwillingness of our supposed educational leaders to embrace the idea that their ideas are not the only possibilities for change. Being given the book "Who moved my cheese" by two pseudo-leadership types is part of my view we have limited and weak leadership in education. It is about a change in the conversation first.
Recent studies suggest that allowing individuals to choose their partners can help to maintaincooperation in human social networks; this behaviour can supplement behavioural reciprocity,whereby humans are inﬂuenced to cooperate by peer pressure. However, it is unknownhow the rate of forming and breaking social ties affects our capacity to cooperate. Here weuse a series of online experiments involving 1,529 unique participants embedded in 90experimental networks, to show that there is a ‘Goldilocks’ effect of network dynamism on cooperation. When the rate of change in social ties is too low, subjects choose to have many ties, even if they attach to defectors. When the rate is too high, cooperators cannot detach from defectors as much as defectors re-attach and, hence, subjects resort to behavioural reciprocity and switch their behaviour to defection. Optimal levels of cooperation are achieved at intermediate levels of change in social ties"
Using Bloom's Taxonomy In The 21st Century: 4 Strategies For Teaching
Bloom’s Taxonomy can be a powerful tool to transform teaching and learning.
By design, it focuses attention away from content and instruction, and instead emphasizes the “cognitive events” in the mind of a child. And this is no small change.
For decades, education reform has been focused on curriculum, assessment, instruction, and more recently standards, and data, with these efforts only bleeding over into how students think briefly, and by chance.
This means that the focus of finite teacher and school resources are not on promoting thinking and understanding, but rather what kinds of things students are going to be thinking about and how they’ll prove they understand them.
This is an interesting article in large part, because it references thinking that is over 50 years old. The problem is not a new one. What is new is the new scale of information and the lack of voice saying we have to find a a way to come to terms with it.