I can not remember when I have thought so little about work for so many days. It was probably 25 years ago. This has been a wonderful holiday season and I have been a relentless participant. Alas, among my gifts were an iPhone 4s and an iPad 2. I’m back to work.
But I’ll insert here that I’ve enjoyed this time outside my professional box and will selfishly be seeking more of it. I’ve been practicing education for 35 years now and ed tech for 30 of it — and it’s time to start considering my next great passion — what ever that is. 🙂
Until them, I’m still around, and this all comes around to what got me up this morning, an article posted by Tim Holt in his HOLT THINK tumblr blog. It’s number six of his 10 Bad Trends in Ed Tech 2011. He wrote it on the 21st, but I caught up yesterday, thanks to Stephanie Sandifer’s Tweet. His sixth bad trend is “Ed tech gurus not offering solutions.”
A lighthouse is a tower, building, or other type of structure designed to emit light from a system of lamps and lenses or, in older times, from a fire, and used as an aid to navigation for maritime pilots at sea or on inland waterways. ((Lighthouse. (2011, December 20). In Wikipedia, The Free Encyclopedia. Retrieved 11:57, December 29, 2011, from http://en.wikipedia.org/w/index.php?title=Lighthouse&oldid=466924292))
I agree with some of what Holt says, but take exception with a great deal of it. Scott McLeod expresses much of what I would add to the conversation and brings a great deal of balance. Be sure to read the comments, to which I may add something after I’ve finished this post.
For 2¢ Worth, I’d like to turn it into a challenge, “What solutions would you have, David, if you were back in that rural North Carolina school district you left 22 years ago?”
I would consider the following ten-action plan is based on my past and current knowledge of that school districts, and would almost surely be altered by a closer association. But here are the solutions that this challenge brings to mind.
- Eliminate paper from the budget and remove all copiers and computer printers from schools and the central office (with exceptions of essential need). “On this date, everything goes digital.”
- Create a professional development plan where all faculty and staff learn to teach themselves within a networked, digital, and info-abundant environment — it’s about Learning-Literacy. Although workshops would not completely disappear, the goal would be a culture where casual, daily, and self-directed professional development is engaged, shared, and celebrated — everyday! Then extend the learning-literacy workshops to the greater adult community.
- Establish a group, representing teachers, staff, administration, students, and community. Invite a “guru” or two to speak to the group about the “Why” of transforming education. Video or broadcast the speeches to the larger community via local access, etc. The group will then write a document that describes the skills, knowledge, appreciations and attitudes of the person who graduates from their schools — a description of their goal graduate. The ongoing work of writing this document will be available to the larger community for comment and suggestion. The resulting piece will remain fluidly adaptable.
- Teachers, school administrators, and support staff will work in appropriately assembled into overlapping teams to retool their curricula toward assuring the skills, knowledge, appreciations and attitudes of the district’s goal graduate.
- Classroom curricula will evolve based on changing conditions and resources. To help keep abreast of conditions, teachers and support staff will shadow someone in the community for one day at least once a year and debrief with their teams identifying the skills and knowledge they saw contributing to success, and adapt their curricula appropriately.
- The district budget will be re-written to exclude all items that do not directly contribute to the goal graduate or to supporting the institution(s) that contribute to the goal graduate. Part of that budget will be the assurance that all faculty, staff, and students have convenient access to networked, digital, and abundant information and that access will be at least 1 to 1.
- A learning environment or platform will be selected such as Moodle, though I use that example only as a means of description. The platform will have elements of course management system, social network and distributive portfolio. The goal of the platform will be to empower learning, facilitate assessment, and exhibit earned knowledge and skills to the community via student (and teacher) published information products that are imaginative, participatory and reflect today’s prevailing information landscape.
- Expand the district’s and the community’s notions of assessment to include data mining, but also formal and informal teacher, peer, and community evaluation of student produced digital products.
- Encourage (or require) teachers to produce imaginative information products that share their learning either related or unrelated to what they teach. Also establish learning events where teachers and staff perform TED, or TELL (Teachers Expressing Leadership in Learning) presentations about their passions in learning to community audiences.
- Recognize that change doesn’t end and facilitate continued adapting of all plans and documents. No more five-year plans. Everything is timelined to the goal graduate.
If the institution of education is not transforming fast enough, I do not believe it is because the “gurus” are not getting their hands dirty enough fixing the problems of specific high-need school districts. I believe that every student deserves educators who are capable of adapting to changing times.