Should “Education” be so Packaged?

My friend, Darren Kuropatwa, mentioned me in one of his “WhileWalking” video reflections, referring to one of the conversations we had at Educon last week. I love his new reflections series for many reasons, not the least of which is the delightful sound of Canadian snow crunching as he walks.

In that conversation, on the last day of Educon, he told me about how students were using Google docs in preparing their presentations and how convenient it was that Google built in an image search tool that returns only Creative Commons licensed media and even includes citations for the images that can be pasted into the document.

I was less than thrilled about this and Darren, in his reflection, wonders why.  He’s asking if there is a relationship between my reluctance about Google’s bundled services and why many educators resisted their student use of calculators decades ago. It’s an excellent question, which I guess is why it occurred to Kuropatwa, while tundra-walking.

There is a very real relationship between the emergence of calculators in the early 1970s and the rise of the World Wide Web, dynamic search engines, and smaller useful information tools like Creative Commons licensers and citation generators.  But to understand why I feel Darren’s described scenario is, in ways, counter to the mission of education, I need to briefly define that mission, as I see it.  

A continuing factor in my own reflections is the fact that from my time as a high school student to the waning years of my career as an educator, the tools for working with information have advanced from sliderules to tablet apps – an astounding revolution in information and communication technologies, from sticks to chips.  Our mission is to prepare our children for jobs, lifestyles, tools, processes, problems and goals that we can hardly imagine.  We’re preparing them for the unimaginable.

I am certain that their lifestyles will be (is) fueled by the daily practice of learning and that the mechanisms of that learning will be constantly and sometimes rapidly evolving.

Many of us were fairly certain that calculators would be a prevailing information processing tool in our students’ future, as we know that our children’s future will continue to afford them a vast and dynamic aggregation of information – that also obliges them to new and interesting ethical responsibilities.

Each of these advances in information and communication technology warranted a role in our children’s formal (and informal) education.

Now, my objection to Darren’s scenario has little to do with Google’s purported desires to dominate the world of information, or even the fact that Google has made research, production, and attribution easier – as was implied in several tweeted responses to Darren’s post.  We should probably be concerned about the dominance of one company in any realm of interest, but there’s nothing wrong with “easier.”

What concerns me is how these tools might be packaged to help children do school work, at the expense of helping them learn to use information to do real work.

If Texas Instruments had created a curriculum-friendly calculator, one designed to help children learn math, as apposed to using math to work numbers, then I might have had the same objections – though I can’t confidently speak for the 22-year-old me.

What I believe today is that our children need to be developing a learning lifestyle, with the skills and habits of utilizing a tumultuously shifting and advancing information environment and the unimagined opportunities that an unwritten future provides.  This is the mission of education.

Darren has invoked the best word for my thinking, that learning should be be “deliberate,” as deliberately authentic as possible. 

Kurpatwa, D. (Performer) (2013, February 7). Whilewalking 73: Should we be deliberate?.WhileWalking. [Video podcast]. Retrieved from

2 thoughts on “Should “Education” be so Packaged?”

  1. My name is Ciara Deese; im taking EDM310 at the University of South Alabama. I totally understand why you would be reluctant to use Google docs to teach students. Teaching a child to use this tool to do a report or any other activity is time consuming, just as it would be to teach students who have never used a calculater before to learn all of its functions. Since I’ve been in EDM310, I have learned how benificial using Google docs can be; I believe it is well worth the time you would spend teaching students to use Google docs. Like you said, “Our mission is to prepare our children for jobs, lifestyles, tools, processes, problems and goals that we can hardly imagine. We’re preparing them for the unimaginable.” It may be hard for us as educators to learn and teach our students new and upcoming advancancements in technology, but technology is the future. We must strive to make our students the best they can be, and keep them up to date with what the world has to offer: it is our job whether we like it or not.

  2. Nice post. Your argument seems to state that finding the easy way out is not the way that teachers want their students to take, yet that seems to be the American way. With cheating being rampant, people aligning to common core without much though, the easy way seems to be the, well, easy way. If students are going to use Google docs (which my principal suggested I use as I try to align curriculum for all grade levels), isn’t that a real life skill? In addition, if teachers were more aligned in their curriculum, maybe this type of technology, and its use by students, wouldn’t scare so many people.

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