Will Richardson

Speaker, consultant, writer, learner, parent

The Future (and Present) of Expertise

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Yesterday, I ran across this quote from Degreed, an online credentialing site:

“The future doesn’t care how you become an expert.”

Now, is that a marketing pitch or a reality? Obviously, for some professions, the future is still going to care a lot about how people gain their expertise. As I’ve said many times, I don’t want my surgeon trained on YouTube. (And don’t laugh; that stuff is already starting to happen.) There will always be certain kinds of expertise that we will want to accredit through rigorous training and practice.

But there’s going to be a whole bunch of stuff that isn’t going to require a traditional certificate or diploma given by a traditional school. For lots of “professions” now, people will (and are) able to begin to cobble together their own credentials. And portfolios. And websites that display their expertise. And networks that connect them to other professionals or learners or whatever.

In other words, the potentials to roll your own career are exploding, assuming you have certain skills, literacies, and importantly, dispositions to do that.

In schools, we talk about the skills…a lot. To be honest, I don’t know how well we actually develop the skills since “learning” them is so hard to quantify. We love our data, and we hew to the quantifiable in the end. Testing for real world, in the moment critical thinking is hard and messy and time consuming.

And we cover the “literacies,” although again, I think you could argue that we don’t do a great job of it. Recent Stanford research suggests that at least.  I think it’s arguable that by modern standards, most students and teachers are illiterate, and that our practice around teaching literacy is in dire need of rethinking.

That all said, how do we do on the dispositions part? I know that a good chunk of how kids approach the world is hard wired or baked in by the environments they grow up in. But if the opportunity (expectation?) is that expertise is now something that you develop on your own, then how are we tackling in schools the development of mindsets to do that? How do we create conditions where kids will learn perseverance in non-oppressive ways? How do we help them remain optimistic in the face of some serious global changes and tensions? How do we nurture patience and healthy confidence with a significant chunk of extroversion?

The answer isn’t hard. It’s about culture and about a mission and vision that focuses as much if not more on the “immeasurables” as on the easy to measure stuff. What’s hard is actually changing culture and mission and vision to accommodate that need.

The next time you look at the students in your schools, ask yourself this: Will they be able to become experts on their own when they leave you? Will they be able to learn to the depth necessary, connect widely enough, and have the confidence to make their expertise known to a global audience?

They’re not all going to do that, I get it.

But they all should be able to.

Image credit: Steven Wei

Risky Business

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Reading this most excellent post by Ira Socol this morning got me thinking about the word “risk” and its use in a learning context. So often I hear that we in education need to “take more risks,” or that our kids need to do that, that “risk-taking” is an important part of learning.

And I totally agree.

But what is “risk” exactly? I mean, what’s the bar for “risk-taking?”

surf deleteAt it’s most basic level, as Ira suggests, it’s just doing something different, changing up the lesson, changing the environment, or trying a new technology. While I may not see these as “risky” practices at all, I understand how hard it is for some to do even that much. (Actually, maybe I don’t understand that, unless the adults feel no sense of a culture that supports (or expects) at least these kinds of minor tweaks.)

At it’s most extreme level, I would assume taking a risk would mean to put kids in harm’s way. To be honest, I don’t think I’ve ever seen or heard of someone doing that, regardless of how you define “harm.” (I’m sure someone will share a story of such “risk-taking” now that I’ve said that.)

So what is the “risk” that we’re really talking about?

Is it the “risk” of failure?

The “risk” of losing control?

The “risk” of not having permission?

I’m sure that’s a part of it, but it’s arguable how “risky” those things really are.

But my sense is this: The real risk people feel in education is around letting kids make decisions for themselves and have agency over their own learning. It’s also a risk to let teachers do that stuff, too, to let them be learners in their own right. That’s just not the way it’s done. We don’t trust “them” enough to learn with us instead of from “us” however you define those groups.

I wonder what we risk by doing that, by not making it about the learning rather than the teaching. I wonder what we risk by not creating cultures where learners are trusted, at every level, from the board to the administration to students to the community, to find and pursue meaningful and interesting questions that matter to them.

I wonder what we risk by not taking risks.

(Image credit: Anton Repponen)

Why I Love Finland

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Finland deleteI’ve got my first trip scheduled to Finland this fall, and I have to say I can’t wait. It’s not because the Finnish education system has been such a success PISA-wise over the years. It’s not because they give students total agency over their learning – they actually don’t. And it’s not because they’re succeeding in solving every problem that confronts their system – they’re not.

I’m much more interested in talking to educators and students about a culture around teaching and learning in schools (and in the country) that focuses on kids and not on outcomes. One that is willing to continually try to reinvent itself despite “success.” One that has statements like this one written about it:

“Europe’s top-performing school system rethinks its approach.”

And what I really love is that the “rethink” isn’t about PISA or global rankings or other quantitative metrics like the ones we here in the U.S. seem obsessed with chasing. Instead, it’s this:

Finland is taking a sensitive and “pupil-led” approach. In August its 313 municipalities will roll out their versions of a new national curriculum meant to restore the “joy and meaningfulness of learning.”

Why that? Because over the last decade in Finland, kids were losing the “joy and meaningfulness of learning,” and because the Finns decided that was a more important problem to address than declining PISA scores. What a shocker.

If you’re an educator, you have to love a country where one guiding vision is “A land of people who love learning.”

Why wouldn’t, why shouldn’t that be our ultimate goal, in Finland or anywhere else?

Technology as World Language

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Over the weekend, this video came out. Take a minute to watch.

We already have tools that translate text pretty well (though not perfect.) We have apps that allow you to point your camera at text in a different language and read it in English (if that’s your language of choice.) And we have apps that translate speech through the phone.

Now we’re wearing it.

One of our big elephants in the room when it comes to schools is that pretty much all of us know that you can’t learn a second language with any real fluency or stickiness without being immersed in a culture that speaks that language. And classrooms are, by and large, not built for immersion. We spend hundreds of hours over four years of high school, and five years after graduation, we retain very little of what we learned, especially if we never had occasion to actually use that language in every day life. (A rare event for most.)

I’m not saying that learning a foreign language isn’t a great thing to do. It is. But learning it in school simply isn’t. And now, that argument gets even harder. More important than speaking a foreign language is being understood. That’s getting easier and easier.

Adapt. Fast.

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bikes2 deleteStewart Hase:

The ability to learn, for both individuals and institutions, is critical to survival. While it has always been so, adaptation in the past could comfortably take place over a long period of time. Now, that is no longer possible.

One of the biggest challenges to schools is that the timeframe for “adaptation” is speeding up. If you don’t believe that you need only look at the current U.S. election cycle and how, at least on the Republican side, the traditional playbook has not only been tossed out but may have been totally erased from the political hard drive. Or look at the early but quickening effects of climate change on our societies. Businesses, medicine, science…everyone seems to be in “perpetual beta” when it comes to figuring out what to do next.

So when we talk about “modern learning,” we’re not just talking about the learner; we’re talking about the institution as well. And while the learner (Read: kid with a smartphone) is doing an ok job of “adapting” to this new environment, schools and “education” seem to be struggling. Adapting doesn’t mean overlaying technology on top of traditional practice when learning with technology defies those practices . It doesn’t mean hewing to traditional power relationships at a moment when modern organizational hierarchies are flattening. And it also doesn’t mean installing a maker space or a “Genius Hour” or a coding class and calling it a day.

Right now, schools that learn understand that their central function is changing.

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Right now, schools that learn understand that their central function is changing, that “an education” is no longer the delivery of a set curriculum but, instead, is about building the capacity for individuals and groups to learn deeply and powerfully in the world. That moving forward, an “education” will be determined by the learner as they play out their lives, not by an institution attempting to predict what may or may not be relevant or useful in the future. That’s a significant rethinking of practice and architecture required to make that happen.

The fact is, few schools reflect the ability to learn. Few have cultures where the emphasis is on questioning and wondering and iterating new practices for the new contexts that now surround us. Instead, schools are focused on doing the old stuff better. Better policies. Better assessments. Better practices, not new.

The question then is not whether schools who don’t learn will survive. In the short term, most will;  there is an important child care function that’s not to be overlooked. The more pressing question is will the students in those schools survive and truly flourish in their lives as adults who are constantly being asked to adapt, and not given much time to do it.

Image credit: Maico Amorim

“Personalized Learning Products” Sigh.

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This:

“Mark Zuckerberg’s investment in personalized learning can only help” fuel the approach, said Eric Schneider, assistant superintendent of instruction for the Minnetonka, Minn., school district during a panel discussion on that topic. “It should bring more products to the market, faster. It’s an investment that’s going to trigger great thinking.”

Tell me again, why does someone have to make “an investment” in making learning more personal for kids? Could it be because “personalized” learning, once again, is something we do to kids, not something kids do for themselves? Something not “personal” at all?

Corporations want “personalized learning” so they can, wait for it…make money off of the interaction. End. Of. Story.

15128919794_fbf972e715The dirty little secret for the Valley, and apparently for many in charge of educating kids, is that engaging children by giving them the agency to learn the things they find interesting in a “personal” way is has nothing to do with product. It’s a change of mindset and  approach.

And it’s free.

(Image credit: Philippe Put)

Losing Consciousness

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delete officeYochai Benkler: “An increasingly larger portion of Internet use will not be conscious at all.”

That is a big shift in how we think about this thing that has connected primarily people and ideas for over a quarter of a century. As the biggest of the big Internet companies continue to compete for more of our app time, and as billions more things get connected to the Internet, the human part of the network is becoming increasingly small.

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If Engagement is the Problem, Technology is Not the Answer

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I have a standing search in Google News that lets me know when there are ever any new stories in the world that contain the following three words: school, technology, and learning. It’s not that I don’t have enough to do already without scanning the usual 15 or 20 articles that crop up on a daily basis from all over the place. And mind you, I don’t check the feed every day. (I’d probably be in therapy by now if I did.) But every now and then I drop in to see what people are doing that’s worthy of a write up in the local (or sometimes national) press.

That’s how I found this story from the ABC News affiliate in Fort Wayne, Indiana titled “E-Learning: Technology changing the culture of the classroom.” I’m always drawn to headlines like those because most often, the story doesn’t quite live up to the hypeline, if you will. And this one is no exception. [Read more…]

9 Elephants in the (Class)Room That Should “Unsettle” Us

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elephantAt a recent morning workshop for school leaders at a fairly small New England public school district, about an hour into a conversation focused on what they believed about how kids learn best, an assistant superintendent somewhat surprisingly said aloud what many in the room were no doubt feeling.

“When I really try to square what I believe about how kids learn and what we practice in our classrooms, it unsettles me,” she said. “And it frustrates me.”

As it should.

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What We've Always Known About Education

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So this morning it’s David Weinberger that’s got me thinking. No doubt, David has been one of my favorite Web philosophers for a long time, someone who almost always seems to open the window just a bit more for me. Today, it’s this:

…we knew all along that atoms were never up to the job. We knew that the world doesn’t boil down to even the best of newspapers, that it doesn’t fit into 65,000 articles in a printed encyclopedia, that there was more disagreement than the old channels let through. (What they called noise, we called the the world.) We knew that the crap pushed through the radio wasn’t really all that we cared about, or that we all cared about the same things within three tv channels of difference. The old institutions were the best fictions we could come up with given that atoms are way too big.

And I’m wondering, deep down, have we known all along that this idea of an “education” was really a fiction, something we created out of necessity with the implicit understanding that in a world limited by atoms, it was never really the end all, be all, but it was the best we could do under the circumstances? And if we didn’t know that, can we admit that now?

The circumstances have changed. We’re no longer constrained by atoms. For 125 years we’ve been making the learning world small, and now the world is all of a sudden big…huge. All of a sudden, the walls have been obliterated. Learning is unbound, and “an education” is next.

The work now is in making the transition happen in ways that don’t hurt the kids or teachers currently in our schools. In ways that prepare our kids for a learning world where atoms still matter, but for very different reasons.  A peaceful revolution of sorts that starts…where?

The "New" Normal

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Tim Stahmer’s post “There’s No Normal to Return To” has me thinking this morning. He writes:

At the same time we in education are also doubling down on the “back to basics” and on teaching kids how to follow someone else’s instructions. Our leaders, both political and business, want us to think that if we just combine greater effort with more standardization that we can recreate the glorious old days where every kid was above average and US test scores topped every other country.

The former, of course, is statistically impossible (only in Lake Wobegon) and the later a myth, but we spend large chunks of money, instructional time, and public discourse trying to make it happen.

So when do we acknowledge that our current education system, built to support that industrial society, also needs to change?

Good question. And even more, past acknowledging the need, when do we make it happen?

Most of the edusocialmediaverse sees a compelling need to change…but to what? What is the “new normal” in 20, 30 or 40 years?

I have little doubt any longer that it will be a “roll your own” type of education, one in which traditional institutions and systems play a vastly decreased role in the process. That the emphasis will be on learning and what you can do with it, not on degrees or diplomas or even test scores. As I Tweeted out yesterday, my new favorite quote comes from Cathy Davidson:

“‘Learning’ is the free and open source version of ‘education.'”

I do believe that the emphasis will turn back to the learning process, not the knowing process. And while I don’t think schools go away in the interaction, the “new normal” will be a focus on personalization not standardization, where we focus more on developing learners, not knowers, and where students will create works of beauty that change the world for the better. At some point, we’ll value that more than the SAT.

That’s my hope at least. As Gary Stager points out, it’s a pretty dismal moment:

The problem with the rehab or resurrection myth was that I never anticipated the chance that American public policy regarding public education was that there IS NO BOTTOM to rise up from. It now appears that schooling and the way in which some Americans treat other people’s children has no bottom. Things can and will get worse, perhaps indefinitely.

And that is the scary part, that for most kids, there is no bottom. Over the next decade, we’ll see lots of kids opting out of schools as we know them, many because they feel disenfranchised or disinterested and would rather just complete the same old curriculum online, but some because there will be a growing number of “education providers” who will offer a much more personalized, passion-alized learning experience for those who can afford it. And I’m not talking here about the Amazonification of education where we’re delivered content based on our interests (though that’s coming too.) I’m talking about places both online and off where highly motivated kids will gather to learn under the aegis of any number of different school-type entities that look little like the current brick and mortar spaces most of us send our kids. What concerns me is what happens to those that aren’t well off enough or highly motivated enough to create their own new, better paths to learning.

Tim’s post references a Seth Godin post where he writes:

It takes a long time for a generation to come around to significant revolutionary change. The newspaper business, the steel business, law firms, the car business, the record business, even computers… one by one, our industries are being turned upside down, and so quickly that it requires us to change faster than we’d like.

It’s unpleasant, it’s not fair, but it’s all we’ve got. The sooner we realize that the world has changed, the sooner we can accept it and make something of what we’ve got. Whining isn’t a scalable solution.

In other words, this is going to take a while, and it’s not going to be without pain. What does eventually rise from the ashes will be dependent on each of us seeing the world differently for ourselves, our willingness to lead and participate in the change, and at the end, fighting hard for what we believe is best for our kids.

When's Our Egypt Moment?

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If there is one thing you can count on upon leaving Educon it’s that you want to change things, most likely in a pretty big way. It’s not just the vibe at SLA with the kids and the teachers who actually seem to want to be there every day (and even on snow days and weekends) to be learning and leading. And it’s not just the assembled masses who are sharing and prodding and asking great questions in the “conversation” sessions. It’s more the stolen moments in the hallways and the quiet back and forths that happen over lunch when you start to sense this shared feeling of “WTF are we doing to our kids by sticking them in a system that’s just not working anymore?” Or something like that. I can’t tell you how struck I was by how many parent-educators almost grieved at the experience their kids were having in schools. It’s like we know in our hearts there is a better way, but we just don’t know how to make it happen at scale in the next three months. (Years are out of the question.)

We’ve talked about starting a “movement” for a long time now. Chris spent his session this weekend on the subject, and I used mine to offer up an idea for a tangible start to a new conversation. (I’ll be reporting out more on that in the next few days, I hope.) What with Michelle Rhee and Jeb Bush and Arne Duncan dominating the ed change conversation, I think we’re all pining for a bigger voice. That will be tough. We’re underfunded (or should I say unfunded), and I’ll say again that 90% or more of educators in the US really have no context for change in the way that we talk about it in our networks. Sure, we’ve got more people at the party who think the system needs to be transformed instead of reformed, but in the grand scheme of things, we’re still dancing down at the Legion Hall with a Polka band as the headliner.

This weekend I kept thinking, when will we have our Egypt moment? When will we get to the point where enough people feel dissatisfied with the whole school thing and want change badly enough to rise up and say “That’s it! We’re not going to do this anymore!” I know there’s a slim chance that our collective sense of dissatisfaction with the status quo around education will ever match the passion of those people in the streets of Cairo today. But I’m beginning to wonder if there may not be an untapped feeling of frustration around schools that those bigger voices are just not getting. That’s it’s not about improving the current system but, instead, creating a different, better path for our kids. But I also sense that while many people may feel this discomfort, they don’t quite yet know what to do with it.

Those folks in Egypt don’t know exactly what they want either. They just know what they don’t want. They’ve become disaffected enough to rise up and take it on faith that something better will rise from the ashes. At the end of the day, I doubt most parents will take their children out of a system they may have serious reservations about if there’s not a safe and effective and convenient alternative. But if the headlines of the past year are any indication, this system is starting to crash, be it economics, “competition,” lack of equity or whatever else. I’m wondering what we’ll build that will rise up and take its place.

Finns Looking Forward

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Maybe I’m a little too fascinated by discussions of how all this networking online might play out in the next decade or so; guess I’m trying to act in the moment in ways that might better prepare me for what’s to come. Which of course is something we should be doing in our schools as well, right? As in trying to figure out what the skills and literacies are that the kids in our classrooms are going to have to grapple with down the road. (Doubting that handwriting is one of them.)

At any rate, from Robert Greco’s most excellent Delicious feed I snagged this link to “Oivallus-A Project on Future Education.” Here we have some Finns, already basking in all of their educational excellence glory, trying to figure out what teaching and learning are going to look like in a “networked economy.” (What a concept.) Not that there is anything earth shattering here, but the idea that Finnish Industries, the European Union, and The Finnish National Board of Education are seeking to “explore and outline progressive operating and learning environments” shows they’re not just resting on their laurels. And the outlines they’re sketching also show that they’re not just thinking about doing what they currently do better. They get that things are changing.

For instance:

However, one trend is clear: we will respond to the waves of development by networking with and learning from a range of experts and actors in different fields. These systems of interconnected people and organisations are known as learning networks.

And, even better:

Network skills and the ability to obtain, utilise and share knowledge lay the foundations of future work. At best, a learning network can use its extended knowledge-base to identify new opportunities and find solutions for contemporary challenges – the key is to work together with people of different backgrounds and capabilities. Learning from one another and building on existing ideas are skills that require practicing. These competences should be developed from early on and throughout education.

Obviously, I think they’re spot on in those assessments. And I’m hoping that when the final report is released later this year, it might generate even more ideas for discussion.

Why aren’t more of us here in the States not seeing these trends and their impact on education more clearly? (Rhetorical question…been there done that.) I know the National Ed Tech Plan gets some ways down this road, and there is some rhetoric along these lines in a few other places, but these ideas aren’t really on the radar in more than a few schools and systems, and certainly they’re not a big part of the national conversation around education. We’re not developing new competencies to fit what is, I think at least, a pretty clear vision of where this road is taking us.

Somehow, we have to get this party started…more on that in a couple of days.

A New Culture of Learning

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Ever since The Social Life of Information came out in 2000, John Seely Brown has been one of my favorite thinkers and authors around how learning and schools are changed by social media. I loved Pull, and his Big Shift blog at Harvard Business Review is always one of my favorite reads. Most of his work to date has been centered on business shifts and informal learning in the work environment. But this week, he’s releasing a new book that’s aimed directly at learning in school titled “A New Culture of Learning,” the first three chapters of which have already been released in pdf format. It offers an interesting, shifted view of schools away from the mechanistic “learning as a series of steps to be mastered” current system to schools as a “learning environment” where “digital media provide access to a rich source of information and play, and the processes that occur within those environments are integral to the results.” It’s not teaching about the world as much as it is “learning within the world” which reminds me of Chris Lehmann’s oft asked question “What if school wasn’t just preparation for real life; what if school is real life?”

I love this snip especially:

Finally, in the teaching-based approach, students must prove that they have received the information transferred to them—that they quite literally “get it.” As we will see, however, in the new culture of learning the point is to embrace what we don’t know, come up with better questions about it, and continue asking those questions in order to learn more and more, both incrementally and exponentially. The goal is for each of us to take the world in and make it part of ourselves. In doing so, it turns out, we can re-create it.

Brown hammers home the idea that schools in their current configuration simply cannot serve students in a time of huge, hairy, fast change:

Many educators, for example, consider the principle underlying the adage, “Give a man a fish and feed him for a day, teach a man to fish and feed him for a lifetime,” to represent the height of educational practice today. Yet it is hardly cutting edge. It assumes that there will always be an endless supply of fish to catch and that the techniques for catching them will last a lifetime. And therein lies the major pitfall of the twenty-first century’s teaching model—namely, the belief that most of what we know will remain relatively unchanged for a long enough period of time to be worth the effort of transferring it. Certainly there are some ideas, facts, and concepts for which this holds true. But our contention is that the pool of unchanging resources is shrinking, and that the pond is providing us with fewer and fewer things that we can even identify as fish anymore.

The whole “embracing change” idea has been one on my mind a lot of late as we put the finishing touches on a new book that is attempting to create a road map for existing schools to create, as Brown suggests, a different culture around learning. The fish = facts and knowledge metaphor will not work any longer, not now when we have immediate access to information and people that will allow us to learn whatever we want to learn at the moment. Now, the “fish” so to speak are more about the learning skills we need to navigate that interaction between anytime, anywhere content and teachers really well. That’s a very difficult new emphasis for most schools which are all about stability. How do we become places that “thrive on change” instead of avoid it?

This isn’t deconstructivist when it comes to school, either.

By reframing the discussion this way, we can see how the new culture of learning will augment—rather than replace—  traditional educational venues. For example, people today often describe schools as “broken.” At first, it seems hard to argue with that. But what the proponents of that position mean is that schools have ceased to function efficiently; they are failing as machines. If we change the vocabulary and consider schools as learning environments, however, it makes no sense to talk about them being broken because environments don’t break.

It’s a lot to ask, but I think in many ways, that captures the size of the re-envision work we have in front of us. It’s more than about the language and the lens we bring, but that’s an important starting point in the work

Unlearning Teaching

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Rather than teachers delivering an information product to be ‘consumed’ and fed back by the student, co-creating value would see the teacher and student mutually involved in assembling and dissembling cultural products. As co-creators, both would add value to the capacity building work being done through the invitation to ‘meddle’ and to make errors. The teacher is in there experimenting and learning from the instructive complications of her errors alongside her students, rather than moving from desk to desk or chat room to chat room, watching over her flock.

I love this vision of teaching from Erica McWilliam, articulated in her 2007 piece “Unlearning How to Teach” (via my Diigo network). I know the idea isn’t new in these parts, but the way she frames it really resonates. And it speaks to some important aspects of network literacy and the teacher’s role in the formation of and the participation in those student networks. At the end of the day, as she suggests in the quote above, we have to add value to the process, not simply facilitate it. Here’s another snip that gets to that:

A further point here – if we consider the student’s learning network as a type of value network, then, we must also accept that such a network allows quick disconnection from nodes where value is not added, and quick connections with new nodes that promise added value – networks allow individuals to ‘go round’ or elude a point of exchange where supply chains do not. In blunt terms, this means that the teacher who does not add value to a learning network can – and will – be by-passed.

I think that’s one of the hardest shifts in thinking for teachers to make, the idea that they are no longer central to student learning simply because they are in the room. When learning value can be found in a billion different places, the teacher has to see herself as one of many nodes of learning, and she has to be willing to help students find, vet, and interact with those other nodes in ways that place value at the center of the interaction, meaning both ways. It’s not just enough to add those who bring value; we must create value in our networks as well.

Another interesting point in the essay suggests that because of our emphasis on knowledge in the schooling process, we are actually creating a more ignorant society. I greatly admire Charles Leadbetter‘s work (If you haven’t read “Learning from the Extremes” (pdf) you need to), and this somewhat extended quote really got me thinking:

In a script-less and fluid social world, ‘being knowledgeable’ in some discipline or area of enterprise is much less useful than it was in times gone by. In The Weightless Society (2000), Charles Leadbeater explains the reason for this by exploding the myth that we are becoming a more and more knowledgeable society with each new generation. Leadbeater’s view is that we have never been more ignorant. He reminds us that we have a much less intimate knowledge of the technologies that we use every day than our forebears had, and will continue to experience a growing gap between what we know and what knowledge is embedded in our manufactured environment. In simple terms, we are much more ignorant in relative terms than our predecessors.

But Leadbeater makes a further point about our increasing relative ignorance that is highly significant for teaching and learning. It is that we can and must put this ignorance to work – to make it useful – to provide opportunities for ourselves and others to live innovative and creative lives. “What holds people back from taking risks”, he asserts, “is often as not …their knowledge, not their ignorance” (p.4). Useful ignorance, then, becomes a space of pedagogical possibility rather than a base that needs to be covered. ‘Not knowing’ needs to be put to work without shame or bluster… Our highest educational achievers may well be aligned with their teachers in knowing what to do if and when they have the script. But as indicated earlier, this sort of certain and tidy knowing is out of alignment with a script-less and fluid social world. Out best learners will be those who can make ‘not knowing’ useful, who do not need the blueprint, the template, the map, to make a new kind of sense. This is one new disposition that academics as teachers need to acquire fast – the disposition to be usefully ignorant.

As a parent, and I know I keep coming back to this lens more and more these days, I want my kids and their teachers to be “usefully ignorant.” It’s the basis of inquiry, and that type of learning can’t happen unless we give up this notion that we can “know” the answer and that it can be tested in a neat little short answer package. The world truly is “script-less”, and the more my kids are able to flourish with “not knowing” the more successful they will be. Just that concept will require a lot of “unlearning” when it comes to teaching and schools in general.

So how are you unlearning teaching?

I Don't Need Your Network (or Your Computer, or Your Tech Plan, or Your…)

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I’ve been thinking a lot again about phones and about the disruption they are already creating for most schools (high schools at least) and about the huge brain shift we’re going to have to through collectively to capture the potential for learning in our kids’ pockets. A few particular items have kind of come together of late that have been pushing the conversation in my head pretty hard.

First, this kinda cute little YouTube video titled “Phone Book.” Not sure who or what it was that led me to it, but it’s worth a quick couple of minutes to watch it.

Now take that concept and mix it with these four ideas:

  • Apple’s next iTouch is coming out with 64GB of memory, and the iPhone won’t be too far behind that.
  • In the next five years, every phone will be an iPhone. (And let’s not forget that there are already over 100,000 apps for that little sucker, many of them with relevance to the classroom.)
  • We’ll soon be seeing what Steve Rubel is calling a “dumb shell” that takes the book idea in that video and creates a netbook sized (at least) keyboard and screen that your phone simply plugs into.
  • According to NPR, the Pew Hispanic Center says that there is a definite trend toward phones being chosen over computers as computing devices, especially for those on the wrong end of the current digital divide. (The article makes more sense of that than I just did.)

All of which leads me to ask a whole bunch of questions:

  • If at some point in the fairly near future just about every high school kid is going to have a device that connects to the Internet, how much longer can we ask them to stuff it in their lockers at the beginning of the day?
  • How are we going to have to rethink the idea that we have to provide our kids a connection? Can we even somewhat get our brains around the idea of letting them use their own?
  • At what point do we get out of the business of troubleshooting and fixing technology? Isn’t “fixing your own stuff” a 21st Century skill?
  • How are we helping our teachers understand the potentials of phones and all of these shifts in general?

And finally, the big kahuna, are we in the process of transforming (not just revising) our curriculum to work in a world that looks (metaphorically, at least) like this:

I wonder how many educators look at that picture and think “OMG, puhleeeese let me teach in that classroom!” (I suspect not many.) I wonder how many of them already do teach in classrooms that look like that if we consider the technology in kids pockets (or lockers) as the access point. (I suspect, more than you think.) The problem is, and I can guarantee you this, 95% of the curriculum currently being delivered in those classrooms would waste 95% of the potential in the room that we could glean from that access.

All too often we get hung up on the technology question, not the curriculum question. Here in New Jersey, every district has to submit a three year “Technology Plan” and as you can guess, most of them are about how many Smart Boards to install or how wireless access will be expanded. Very, very little of it is about how curriculum changes when we have anytime, anywhere learning with anyone in the world. Why aren’t we planning for that?

So I’m asking. When do we stop trying to fight the inevitable and start thinking about how to embrace it? Or, as Doug Johnson so eloquently suggests, when are we gonna saddle this horse and ride it?

What Does "Getting It" Mean, Anyway?

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While my trip to Australia this last week and a half was primarily pleasure with my family, I did get a few days to work with teachers in Brisbane and throughout Victoria (a la our PLP cohort there), and I had some great conversations about the state of the education world with some good friends. Since the trip also came on the heels of my annual two-day visit to Skywalker Ranch as a GLEF board member, these last couple of weeks have provided a lot to think about, but between travel and exorbitant internet fees and surfing expeditions, not a lot of time to write. (As usual, these days.)

One thread that seemed to pop up almost regularly throughout those conversations was the idea of “getting it,” as in how do we help school leaders or teachers or parents “get it” when it comes to understanding the shifts that social learning technologies are bringing about, and which group needs to “get it” most, etc. And while there is no doubt that there are still a lot of folks out there who haven’t wrapped their brains around what’s changing and what going to change when it comes to learning and education, what I’ve noticed is different definitions of what “getting it” mean depending on the conversation.

Level 1 seems to be “getting” that there are all these new tools and technologies out there and that we can now publish all sorts of content really easily. And that kids are already using social networks and that these tools are cropping up more and more in classrooms around the world. When I hear the question “How do we help other teachers to “get it?” I think this is what most people are asking. How can they get their colleagues to start incorporating some of these tools in the classroom?

Level 2 takes it a step further and implies that “getting it” means that there is some real change involved in what’s happening right now, that it’s not just about tools, but about connections and building learning networks for ourselves and for our students. I hear this most often in the context of leadership and vision, that the people steering the ship need to “get” that this is more than budgeting for a few more computers and revising the AUP.

Those two levels account for about 95% of the “getting it” conversations I hear. But I wonder if that’s what “getting it” really means? I’m not in any way suggesting that I completely “get it” myself, but there is much to suggest that the talk about tools and even learning networks is not really the end game here at all. That to really “get” what the implications of all of this might be, you have to really be willing to really think differently. That Level 3 is not so much about what happens in our practice or in our classrooms but what happens to our schools. That at a time when learning can be individualized and where creativity and passion are just as important as reading and math, our expectations for the roles of schools in educating our kids have to be more than just playing on the edges.

Each year at the GLEF meeting, George Lucas spends about 45 minutes with us talking about education and answering our questions. What he said this year was in that Level 3 area. To paraphrase, schools as we know them are going away. Not that we won’t still have physical spaces and teachers, but that the way we do school is going to have to change, will be actually forced to change by the Web and other technologies. That the questions we should be asking (and these are the ones I got listening to him talk, not words out of his mouth) are should we still be sorting kids by age or by discipline? How do we truly individualize instruction around kids’ interests and passions? How do we redefine the school day? What do we really want to assess and how do we assess it? Why should we bring kids together for physical space learning when much of what they can now learn doesn’t require it? As he describes the role of Edutopia.org in that context, the whole point is to keep finding schools who are grappling with those types of questions and share their stories with the world.

All of which leads me to wonder, when we talk about leaders and parents and teachers “getting it,” what are we really talking about when it comes to social learning technologies? What should we be talking about?

"Willing to be Disturbed"

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Earlier this week, I wrote a post bemoaning the ways in which the system treats teachers when it comes to technology and I hinted at a different reality for one school I’ve been working with. Well, that school happens to be my old school, the place where I worked as a teacher and an administrator for 21 years before setting out for my current very different existence. And now, due to a somewhat sudden, imminent move to a new house, the place where in all likelihood my own kids will go to high school.

While I love what Chris Lehmann is doing at Science Leadership Academy in Philadelphia, the problem with the SLA story has always been that it’s hard to replicate. Chris is a visionary who was given the chance to build a school pretty much from the ground up, and I think just about everyone would agree that he has done an absolutely amazing job of it. If I could take SLA and clone it, I would. But that’s not possible. So, the tougher question has always been how do schools that have been around for 50 or 100 years begin to undertake the real shifts and real changes that are required if they are to move systemically to a point where inquiry-based, student-centered, socially and globally networked learning becomes just the way they do their business? In all honesty, I haven’t seen many schools that have fundamentally set out to redefine what they do in the classroom in light of the affordances and opportunities that social technologies create for learning. (If you know of any who have a plan to fundamentally redefine what they do, please let me know.) There is a great deal of “tinkering on the edges” when it comes to technology, districts that hope that if they incrementally add enough technology into the mix that somehow that equals change. I can’t tell you how many schools I’ve seen that have a whiteboard in every room yet have absolutely nothing different happening from a curriculum perspective. Old wine, new bottles.

That fundamental redefinition is hard. It takes an awareness on the part of leaders that the world is indeed changing and that current assessment regimes and requirements are becoming less and less relevant to the learning goals of the organization. It takes a vision to imagine what the change might look like, not to paint it with hard lines but to at least have the basic brushstrokes down. It takes a culture that celebrates learning not just among students but among teachers and front office personnel and administrators alike, what Phillip Schlechty calls a “learning organization.” It takes leadership that while admitting its own discomfort and uncertainty with these shifts is prescient and humble enough to know that the only way to deal with those uncertainties is to meet them full on and to support the messiness that will no doubt occur as the organization works through them. It takes time, years of time, maybe decades to effect these types of changes. It takes money and infrastructure. And I think, most importantly, it takes a plan that’s developed collaboratively with every constituency at the table, one that is constantly worked and reworked and adjusted in the process, but one that makes that long-term investment time well spent instead of time spinning wheels. And it takes more, even, than that.

I’m seeing a lot of that happening at Hunterdon Central, my old school. And you can take this perspective for what it’s worth since I feel like I played some small part in this process five years ago when we formulated a long-ish term plan for technology that started with piloting a teacher/classroom model for technology when I was there to today, when they are piloting a student 1-1 model (netbooks) for technology this fall. My good friend and former co-conspirator Rob Mancabelli is guiding the work, and he’s had amazing success in bringing teachers, supervisors, upper administration, community, students and others into a really “big” conversation about what teaching and learning looks like today, how global and collaborative and transparent it is, and what the implications are for the curriculum and pedagogy in classrooms. This is not tinkering on the edges; this, instead, is a deeply collaborative and reflective process for a small cohort of 30 or so teachers whose kids this fall will all have technology and a ubiquitous connection in hand, a process that encourages them to be creative, to take risks, to make mistakes, and to pursue their own personal learning as well. All of it as a first building block for the systemic, culture change that is hopefully to come in the next few years.

Tuesday, I had the chance to spend a few hours with a part of this group, and I came away just totally energized by the experience. The main reason? Lisa Brady, the superintendent. The cohort group had been meeting throughout the summer, focusing on learning about social networks, on making connections, reading blogs, trying Twitter and Facebook, and thinking about social tools in the context of their curriculum. The teachers come from every discipline, from math to special education to media specialists. And on Tuesday, now as the school year begins to loom large, Rob asked Lisa to address the group and make sure they understood their efforts would be supported. Lisa started by asking everyone to read Margaret Wheatley’s “Willing to be Disturbed.” I’d urge you to read the whole thing, but the first graph gives you the gist:

As we work together to restore hope to the future, we need to include a new and strange ally–our willingness to be disturbed. Our willingness to have our beliefs and ideas challenged by what others think. No one person or perspective can give us the answers we need to the problems of today. Paradoxically, we can only find those answers by admitting we don’t know. We have to be willing to let go of our certainty and expect ourselves to be confused for a time.

I hadn’t expected to try to capture any of what Lisa said next, but as she talked to the teachers, I started writing some of it down. And I started imaging what it would be like if every superintendent walked into a meeting of teachers who are engaged in reaching beyond their comfort zones and learning something new and said things like:

My question to you is how willing are you to be disturbed?…We have to be willing to examine our practice, to be disturbed about what we think we know about teaching and learning…We don’t really know what we’re doing; we’re teachers, we’re supposed to know, but we don’t know everything…I’m as unsure about all of this as you are unsure, but I believe we are doing the right thing. It is of critical importance to this organization, of critical importance to our kids…Your classrooms are learning labs; we want you be exploring, looking, analyzing…You are fully supported in this work; don’t be afraid of what you are doing…at this school, we don’t change easily, but we change well.

It was really powerful stuff, the superintendent of schools encouraging teachers to take risks, to think differently, to be okay with not knowing, and to know that it’s a process, that it’s not going to happen overnight.  And this is the same type of message Lisa plans to deliver to the full faculty on the first day of school. (The Wheatley piece is being sent to all staff this week.) Already, Central has decided to end the practice of monthly full faculty meetings this year and instead engage in professional conversations around the question “What does teaching and learning look like in the 21st Century?” Since May, all of the supervisors have voluntarily been meeting on a regular basis to study and discuss the shifts around an inquiry/problem based curriculum delivered in networked learning environments. And the teachers in the cohort are archiving and communicating on a Ning site specifically for the work.

Now I know there are some caveats here and not all of this is replicable either. For the last two years, 99% of teachers at Central (3,200 students 9-12, btw) have had their own Tablet PC (for personal and professional use) with wireless connection to an LCD and wireless Internet in every classroom, part of the teacher model that Rob and I started before I left. I would defy anyone to show me a school that has a better customer service oriented technology support plan for teachers and classrooms to make sure everything works. The school has made a fairly substantial financial commitment to the work (with the support of the community…budgets pass). And, 99% of kids in the district have Internet access at home.

But despite all of that, what interests me more is the stuff that they’re doing that just about any school could do right now: have the conversations, begin to build a culture around change, encourage learning on the part of every segment in the school, and create a long term vision and plan that attempts at least to account for whatever deficiencies or roadblocks currently exist. I see so many schools (SO many) where huge sums of money are spent on technology without any thought of professional learning or thinking about what changes. It’s all haphazard, unplanned, unsupported. I talk to so many teachers who just roll their eyes at the newest initiative because a) they haven’t had a voice in the process and b) because they know the next initiative is right around the corner. There’s no thread that binds all of it together, that congeals into a fundamentally different vision of teaching and learning. As Chris often says (channeling Roger Schank) “Technology is not additive; it’s transformative.” But that transformation doesn’t come on its own. It comes only when the ground for transformation has been well plowed. Whether we have the budgets or the technology in hand right now, there is little externally, at least, that’s preventing these conversations to start, assuming we have real leaders who are willing to be disturbed at the helm.

I’m hoping to follow this story pretty closely this year, but I’m sure it’s not the only one. Would love to hear your take on what Central is doing and on other attempts at moving old schools systemically into new places of learning.

(Photo “Do Not Disturb” by Sue)

Transparency = Leadership

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So here is the money question: What two things (and only two) would you tell educational leaders are the most important steps they can take to lead change today? I got that one from a professor at Oakland University last week, and after pausing for what seemed like an excruciatingly long time, I answered “build a learning network online, and make your learning as transparent as possible for those around you.” And while I really think the first part of that answer would make sense to most leaders out there, I think the second would have them running for the hills.

It’s pretty obvious to me that my own kids are going to be living much more transparent lives than most of their teachers would be comfortable with. I’ve written and spoken ad nauseum of the need for them to be “Googled well”, and I’ve been thinking a lot lately about a parent’s responsibility to start that process for them. (That’s a post for another day.) I really do believe that in this moment, however, that schools also have a responsibility to help kids lead transparent lives online in ways that prepare them for the highly complex relationships they will be having in these virtual spaces as adults. But to do that, schools have to get more transparent themselves.

I pulled Dov Seidman’s book “How” off the shelves last week as it speaks so eloquently to this point. I blogged about it almost two years ago when it came out, but in light of how things have moved forward since then, it’s even more relevant today. While most people see it as a business book, I look at it as a parenting book, one that challenges me to think about how to best prepare my kids for the “hypertransparent and hyperconnected world” in which they are going to work and play. His point is that in that environment, “how” you do something is more important even than “what” you do. If you’re not doing it skillfully, ethically, and transparently, you’ll be ceding success to those that do.

A big part of my decision making process in terms of who to believe and who to trust stems from how willing a person is to share her ideas, what level of participation she engages in, how ethical or supportive those interactions are, and how relevant she is to my own learning needs. As I said to the many professors in that presentation last week, there is certainly much I could learn from them if they were sharing. But most of them are not.

In this same vein, I have more and more of an expectation of the teachers and especially the administrators in our schools to lead transparent lives. The fact that they are veritably “un-googleable” in terms of finding anything they have created and shared and perhaps collaborated with others on troubles me on a number of levels. First, I can’t see for myself whether or not they are learners. And, almost more importantly, I get no sense as to whether or not they are leaders of learners. Whether they are in the classroom or in the front office, I want (demand?) the adults in my schools to be effective models for living in a transparent world. I want my kids to see them navigating these spaces effectively, sharing what they know, teaching others outside of their physical space, and contributing to the conversation.

In Gary Hamel’s recent piece in the Wall Street Journal, The Facebook Generation vs. The Fortune 500, he writes

Contribution counts for more than credentials. When you post a video to YouTube, no one asks you if you went to film school. When you write a blog, no one cares whether you have a journalism degree. Position, title, and academic degrees—none of the usual status differentiators carry much weight online. On the Web, what counts is not your resume, but what you can contribute.

I totally agree. My kids need to be surrounded by contributors, people who understand the nuances of these spaces and relationships that we interact with on a daily basis. And not only do they need to see contribution, they need to see it done well, ethically, honestly, meaningfully. In other words, this is more than a twice daily update on Facebook or Twitter.

Bringing all of this together, I just started reading the updated version of Howard Gardner’s “Five Minds for the Future” and there are all sorts of connections to this conversation. Transparency can support all of the ways in which my kids must be able to acquire expertise, act ethically, display creativity, respect diversity, and synthesize and make sense of information. I look at the way my own experience over the last eight years have pushed me in all of those directions, primarily because I built a network around my passion and I shared most everything I did. I hope I’m being a good role model for my kids in that respect at least.

For most principals or superintendents, however, the idea of making their learning lives transparent is not one that sits too comfortably. It’s another one of those huge shifts that is, I think, inevitable but is going to be agonizingly slow in the making. As Seidman asks

The question before us as we consider what we need to thrive in the inter-networked world is: How do we conquer our fear of exposure and turn these new realities into new abilities and behaviors? How can we become proactive about transparency?

Proactive instead of reactive, which is what we’re all about when it comes to transparency in schools right now. What a concept.

(Photo “sunflowers” by marcomagrini.)

"Social Media is Here to Stay." Just Not in Classrooms, Please

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danah boyd delivered a talk for Microsoft recently with the title “Social Media is Here to Stay,” and I’d classify it as must reading for educators wanting to get nudged a little further down the path to rethinking classrooms. I just love the matter of fact way she describes what has happened in terms of kids’ uses of social media and what it all means for us. The whole thing is definitely worth the 10-15 minutes or so that it takes to read it, but let me cut to the chase with this snip:

Specific genres of social media may come and go, but these underlying properties are here to stay. We won’t turn the clock back on these. Social network sites may end up being a fad from the first decade of the 21st century, but new forms of technology will continue to leverage social network as we go forward. If we get away from thinking about the specific technologies and focus on the properties and dynamics, we can see how change is unfolding before our eyes. One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. This is a systems problem. We are all implicated in it – as developers and policy makers, as parents and friends, as individuals and as citizens. Social media is here to stay. Now we just have to evolve with it.

A couple of things strike me here, not the least of which is the de-emphasis on the tools and a focus instead on the “properties and dynamics” or the “network effects” that they bring about. I think it’s safe to say that we have made huge inroads in getting people to use the tools. Last week at NCTIES about half of a roomful of people raised their hands when I asked how many of them taught at schools where kids are blogging somewhere in the curriculum. (It turned out it wasn’t happening with a lot of regularity, but still…) Where we still have a long way to go, however, is in truly understanding that stuff danah is talking about. And that’s the important part, because that’s what should be driving our decision making and pedagogy around using these technologies in the classroom. But as I’ve said many times before, that’s the hard part, because it really does involve some buy in on the part of teachers in terms of changing their own practice.

But there is another telling passage in this piece that really got my brain thinking. When talking about how kids don’t really use Twitter very much because it’s so much more of a public space, danah writes

Teens are much more motivated to talk only with their friends and they learned a harsh lesson with social network sites. Even if they are just trying to talk to their friends, those who hold power over them are going to access everything they wrote if it’s in public. While the ethos among teens is “public by default, private when necessary,” many are learning that it’s just not worth it to have a worrying mother obsess over every mood you seek to convey. This dynamic showcases how social factors are key to the adoption of new forms of social media.

It’s funny (not) how when I read that “those who hold power over them” part I immediately thought of schools and the aversion we have to kids creating in public, social spaces. Kids are being driven to become more private in a world where transparency and openness create huge learning opportunities for those that know what to do with them.

Make sure to read the five properties of social media and the three social dynamics that danah says have been “reconfigured” by social media. And then think about the idea that

All of this means that we’re forced to contend with a society in which things are being truly reconfigured. So what does this mean? As we are already starting to see, this creates all new questions about context and privacy, about our relationship to space and to the people around us.

Those are the questions that we have to be examining deeply for ourselves as educators. And right now, those are the questions that few schools really want to have any serious discussions about in terms of the implications on school culture and curriculum. As systems, we’re not even close to getting on the reconfiguration road.

Well, most of us aren’t, at least:

The "Added Value of Networking"

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From the “Building the Compelling Case Department” comes this piece in the Harvard Graduate School of Education magazine Ed. titled “Thanks for the Add. Now Help Me with my Homework.” This is another one of those pieces you’ll want to print out, xerox, and put in your administrators’ mailboxes. (Yes, my cynicism gene is in full gear.) They will like it because a) it’s from Harvard (ooooohhh) b) it’s based on research (more ooooohhhs) and c) it’s from Harvard.

Seriously, there has been a run of these of late, articles by traditionally reputable institutions that advocate (gulp) the use of social networks by teachers. And lord knows we need them. I sat in on a recent presentation by a union representative who told teachers not to e-mail students individually. (Group e-mails were ok, however.) And, as I recounted earlier, I’ve been in a couple of conversations of late with teachers whose state associations are basically telling them not to even create a Facebook profile for fear of litigation. We could spend hours discussing the challenges here; I’d rather focus on the slight breeze beginning to blow at our backs, especially in this article. Here are some of the compelling points to highlight.

First, kids are already using these spaces to learn, though there are huge opportunities for us to teach them how to to do it well:

Greenhow has found a virtual creative writing boom among students spending long hours writing stories and poetry to paste on their blogs for feedback from friends, or creating videos on social issues to bring awareness to a cause. Far from media stories about cyber bullying, meanwhile, she found that most students use the medium to reach out to their peers for emotional support and as a way to develop self-esteem. One student created a video of his intramural soccer team to entice his friends to come to his games. Another created an online radio show to express his opinions, then used Facebook to promote a URL where friends could stream it live, and then used one of Facebook’s add-in applications to create a fan site for the show.

They are learning skills that will serve them well in the future:

The kind of skills students are developing on social networking sites, says Greenhow, are the very same 21st century skills that educators have identified as important for the next generation of knowledge workers — empathy, appreciation for diversity of viewpoints, and an ability to multitask and collaborate with peers on complex projects. In fact, despite cautionary tales of employers trolling social networking sites to find inappropriate Halloween pictures or drug slang laced in discussion forums, many employers are increasingly using these sites as a way to find talent. A survey by the National Association of Colleges and Employers cited this spring in The New York Times found that more than half of employers now use SNSs to network with job candidates. The website CareerBuilder.com even added an application to allow employers to search Facebook for candidates. “Savvy users say the sites can be effective tools for promoting one’s job skills and all-around business networking,” says the Times.

No one, however, is teaching them how to use these tools well:

What was more surprising to her, however, is how few teachers were using the Internet at all — and even fewer were aware of, much less using, social networking sites, despite their heavy usage by students. “It is the kids who are leading the way on this,” she says. “They are forming networks with people they meet every day as well as people they have barely met. If we can’t understand what kids are doing and integrate these tools into a classroom, what kind of message are we sending them? I think we’ll see an even bigger disconnect than already exists.”

As such, the kids are asea:

Even so, with the exceptions like Theresa Sommers, few students were actually using these sites for the purpose they were ostensibly created for — namely, networking with strangers in their intended college or career field. “The networking aspects weren’t even on their radars,” says Greenhow, who argues for a role in educators and guidance counselors in nudging students to take advantage of these opportunities. “Kids are conceiving of reaching out to others outside of school, they are getting there. What teachers can bring from their mindset is the added value of networking.”

The solution? We have to suck it up and get our brains around this for ourselves:

If that is going to be possible, however, first teachers must learn from the students’ mindsets — that is, rolling up their sleeves and creating Facebook profile themselves.

Look, I know it’s starting to sound like a broken blog-ord around here, but this really is the only way to put it: The world is changing because of social web technologies. Our kids are using them. No one is teaching them how to use them to their full learning potential, and ultimately, as teachers and learners, that’s our responsibility. To do that, we need to be able to learn in these contexts for ourselves.

(Photo “Creating Networks” by carf.)

Quote O' the Day

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From Lev Gonick, CIO of Case Western Reserve, in The Chronicle of Higher Ed, writing about “How Technology Will Reshape Academe After the Economic Crisis“:

Indeed, the whole learning process is changing thanks to the Internet. First professors posted syllabi online and used e-mail to supplement their office hours. Then learning activities like classroom presentations were supplemented by student-published Web pages, searchable discussion forums, and collaborative wikis. In a curve that has only been accelerating these past 20 years, we now have an educational economy of information abundance confronting an educational delivery system that was built for a time of information scarcity. Colleges have shared some of their best teaching using new systems like Apple’s iTunes U, OpenCourseWare, and explosive content-creation activities underway in countries like India and China.

Future generations of learners will no doubt look back at the global economic crisis of 2008-9 and reflect on which institutions were agile enough to make a difference by bringing the wisdom of their scholars together with the acumen of their technology officers and the ingenuity and determination of their university leaders. It’s actually not only the future of the university that is in play. How we produce, organize, and distribute open education resources is at the heart of the future of education around the world. [Emphasis mine.]

While this is obviously a look at higher ed, it has implications for the K-12 set, no doubt. He also talks about the looming demise of the textbook industry. Good stuff.

Stat O' the Day: Teachers Scared to Teach

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The January issue of District Administration Magazine has a brief titled “Who’s Keeping Students Safe Online?” (at the bottom of the link) that states this:

Fewer than 25 percent of educators feel comfortable teaching students how to protect themselves from online predators, cyberbullies and identity thieves, says a new study from the National Cyber Security Alliance (NCSA) and Educational Technology, Policy Research and Outreach (ET PRO).

I would say that’s a problem. You?

Quote O' the Day

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From the just released 2009 Horizon Report:

Information technologies are having a significant impact on how people work, play, gain information, and collaborate. Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines. With the growing availability of tools to connect learners and scholars all over the world — online collaborative workspaces, social networking tools, mobiles, voice-over-IP, and more — teaching and scholarship are transcending traditional borders more and more all the time. (Emphasis mine.)

Another pebble for the pile…

Response to Jay Matthews at the Washington Post

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Jay Matthews wrote a piece in the Post this morning titled “The Latest Doomed Pedagogical Fad: 21st Century Skills” to which I replied what follows. Would be interested to hear your thoughts, here or there…

I don’t disagree that the majority of “21st Century Skills” are nothing new, and that we should have been teaching them all along. As computer and online technologies evolve, we have more tools that we can use to teach those skills in perhaps more relevant or compelling ways. But that depends on the teacher’s familiarity and comfort level with those technologies, obviously.

What is different here, though, is something that is not being articulated by the Partnership or many others, and that is the learning that can be done (and is being done already) using online social tools and networks. I’d point you to a recent MacArthur Foundation study which concludes that “New media forms have altered how youth socialize and learn” and that this has very important implications for schools and teaching (http://tinyurl.com/55a878, pdf). While most kids’ uses of these technologies are “friendship based”, the more compelling shift is when their use is “interest based” or when they connect with other kids or adults around the topics or ideas they are passionate to learn about. With access to the Internet, and with an understanding of how to create and navigate these online, social learning spaces, opportunities for learning widely and deeply reside in the connections that we make with other people who can teach or mentor us and/or collaboarate with us in the learning process. That, I think, is where we find 21st Century skills that are different and important. Sure, those connections require a well developed reading and writing literacy, and critical thinking and creativity and many of the others are skills inherent to the process. But this new potential to learn easily and deeply in environments that are not bounded by physical space or scheduled time constraints requires us as educators to take a hard look at how we are helping our students realize the potentials of those opportunities.

Having blogged now for seven years and having learned in these interest or passion-based online networks and communities for almost as long, it’s hard to begin to describe how different it is from the classroom teaching that I did for 18 years in a public high school. My learning is self-directed, and everyone in these virtual classrooms wants to be there because they too are interested in pursuing their interests. They come from all over the world, all different cultures, all different experiences, a diversity that is hard to fashion in most school classrooms. We share our learning openly, admit anyone into the conversation, and constantly seek to make each other smarter.

But while that can sound like a pretty positive and powerful space, it is fraught with complexity. We have to learn to read not only texts but to edit them as well, not just for accuracy but for bias, agenda and motive. In the online learning world, we have to be full fledged editors, not just readers, because the traditional editors are gone from the process. And, we have to be creators as well. In order for us to be found by potential teachers and collaborators, we need to have a presence, a footprint. I’m fully convinced that my own kids need to publish, need to establish their reputations early by creating and sharing and engaging in ideas in provocative and appropriate ways. These are not easy skills to master.(I’d refer you to Dan Gillmor’s new essay “Principles for a New Media Literacy” http://tinyurl.com/4b3pos for more on that.)

My kids need the help of teachers in their classrooms who understand all of this on some personal, practical level. They need teachers who can help them navigate these complex spaces and relationships online that require, at the very least, a different application of traditional skills and literacies. I think as educators we have a duty to do so. You can call it a “fad” if you like, but the reality is that these skills are sorely lacking in our teachers who are suffocating in paper, policies and processes that prevent them from exploring the potential of online networked learning spaces. It’s imperative, I think, that we change that. To quote Kansas State professor Michael Wesch, “We [need to] use social media in the classroom not because our students use it, but because we are afraid that social media might be using them – that they are using social media blindly, without recognition of the new challenges and opportunities they might create” (http://mediatedcultures.net/ksudigg/?p=192). To me, that’s what 21st Century Skills are all about, teaching our kids to navigate the world as they are experiencing it, not the world we experienced.