A couple of weeks ago, I delivered several presentations to a school district in the mid-west, one of the numerous August back-to-school gigs I’m doing fewer of each year. It was a rewarding day, more so than many. Keeping the attention of hundreds of teachers, just back from vacation, catching up with friends, weighing in the politics of new leadership, and desperately needing to be in their classrooms makes this a pretty tough gig. Not so on this day.
After a presentations about expanding our notions of literacy, a teacher came up asking, “But what’s to be done about students accessing all the information on the Internet that is simply not true.”
I reminded him that I had just made the point that it isn’t just the Internet we need to be worried about. Then I gave him one of my usual responses,
If I was still teaching history, and my students turned in a paper, they would be waiting for the challenge. It happens every time. It’s part of the ongoing classroom conversation.
Placing a student’s paper on his desk and pointing to one paragraph, I ask, “How do you know that’s true?” If the student can’t answer the question, he’s going to lose points. Even if the paragraph is true, he’s going to lose points. My students would be responsible for their information’s appropriateness and the evidence that supports its appropriateness.
I wonder now if this response makes sense only to me, a figment of a private fantasy. So I thought I’d spend some bits trying to unpack this approach into something that better distinguishes a “new way” from an “old way.“
The difference is in what we call attention to. Our tendency, as teachers, is to address the problem by focusing on the mistakes, red-penning what’s not accurate, not reliable, not valid, doesn’t make sense. It’s logical because whats not true is a fundamental problem to education. We work to keep wrong information out of our textbooks, whiteboards, libraries and lectures. We foster a learning environment where we can all take comfort in the assumption that the information is “true.”
Our position, as teachers, is based on this assumption.
For the problems caused by the Internet, we create checklists to identify the breakage in information.
If you can check all of the above, then you can use the information.
We teach research and writing as a practice in avoiding problems,
..but not as a practice in solving them.
If we teach our learners to research and communicate in order to solve a problem, then we entirely change the approach. We assess their work through conversations about the “best way” rather than the “wrong way,” and learners become active defenders rather than passive accepters of judgement. The classroom conversation changes. Students become more active, empowered and invested. They become stakeholders in their learning, and ultimately, responsible to an authentic context/audience.
They own what they write, present or make, because they did the work and defended it. They’re accountable.
They own the learning.
This is Gopher, one incarnation of what the Internet looked like before the World Wide Web ((“Types of Internet Protocols.” Online Library Learning Center. The board of Regents of the University System of Georgia, Web. 2 Jan 2010.
In Internet is to WWW as Education is to…, Willy Kjellstrom reflects on his recent reading of Lawrence Lessig’s The Future of Ideas — and how he (Willy) discovered that there is a difference between Internet and World Wide Web. We often use the terms interchangeably, without loss of meaning. They are, at this time, practically synonymous.
From January 1 Blog Post (click to enlarge)
Then, at the end of his article, Willy questions my January 1 resolutions post, where I resolve to avoid using certain terms, including education, preferring to emphasize learning.
Now I recognize the futility of complying fully with ones post-New Year’s Eve promises to one’s self. But I would like to draw on two distinctions between my perspective and that of Kjellstrom.
Number one, Willy appears to be younger than I am — “Harvard Alum ’05,” according to his Facebook page. Of course, that could be graduate school, which he, like me, may have attended over a decade after general college. But for the sake of my objective, I’m going to assume that Kjellstrom is decades younger than I am.
You see, I have always known the difference between the Internet and the World Wide Web, because I knew an Internet before WWW. I remember when you navigated the network of networks using Telnet and FTP — when, if you wanted to look up the meaning of Telnet, you had to know the IP number of a server that housed a file with definitions. I remember the rise of Gopher and the slower but formidable rise of the World Wide Web. I recognized these as protocols for shaping how information logically connected, so that we could navigate the network of ideas. Yet, I grant that in most contexts, I can exchange the terms in my conversations without losing meaning.
Also, being 34 years out of college and 16 years out of graduate school, and especially because of the shifts we have seen during the most recent decades, I understand that learning is an integral part of life, not just something that you do in school — a realization that I know Kjellstrom and you readers understand as well.
But, and this is my second point, in this time when so much is shifting (industrial to post-industrial, machine age to knowledge age, whatever you want to call it), learning has become a critical life skill.
I can remember, standing in line, at my high school graduation, and two graduates behind me claiming that they would never read another book. At that moment in history, and at that moment so close to our formal education, it was a perfectly plausible proclamation. They were, no doubt, getting jobs in one of the town’s mills and expecting to work the same job tasks for the next 35 years. We had been prepared for the next 35 years. What none of us knew, was that in less than 15 years those mills would all be gone, and my classmates would have to, as Toffler predicted, “learn, unlearn, and relearn” as a way of life.
Education is still characterized as a place you go, to get taught — where we teach and our students learn how to be taught. Yet, in the real world, learning is not something that is done to you, but something that you do yourself, in your own way, with your resources and sense of resourcefulness. I am not saying that every student moment in school is spent in passive receipt or that teaching should never happen. But “being taught” is still the character of the beast, and it is getting in the way of helping people learn to teach themselves.
If our global connectivity and sharing of ideas — our network of networks — was in desperate need of reform and the World Wide Web was getting in the way of that reform, then the distinction between Internet and WWW would be much more important.
Thanks, Willy, for continuing this conversation.
The Internet has increasingly become a common and essential element of teacher lessons. However, when asked about getting around the government-required filters, to conduct the deep research required to find the best resources,
..a frequent response is, “I have no idea.” The next most-common response: “I have no idea, but when I need to get to a blocked site, I ask a student for help.”
A recent Justin Reich op-ed piece (In Schools, A Firewall that Works Too Well) in the Washington Post (brought to my attention by Thomas Daccord) explores some of the issues of schooling in a world wide web that is fenced off. He starts the piece with…
Web site filters in schools have had tremendous success in keeping one group of people from freely searching online. Unfortunately, that group is teachers.
Reich describes a Facebook group, with 187,000 members, devoted to sharing strategies for getting around school and library filters. I won’t take any more from your reading of the article, except for one of his final statements.
The best strategy for protecting students online is educating them about Internet citizenship and safety. Young people need to learn about safeguarding their personal information, handling cyber-bullying, reporting and ignoring advances from strangers, avoiding online scams, and being courteous in online communication. They must understand the dangers and consequences of making details of their private lives available to the public. This education needs to happen at home as well as in homerooms, health classes, school assemblies, technology classes and guidance counseling.