With the bombardment of information of various media platforms and the high demand for students to be innovative, there is an evident educational disconnect between the input (curriculum and pedagogy) and the desired output (change). As educators, it is important to recognize and acknowledge that students are seeking affirmation and to have a role in the grand scheme of the world. With this strong desire to belong, educators can present educational opportunities that allow students opportunities to begin to etch into their individualized “meaning.” In regards to education, it is important for educators to serve their students and bring engagement, collaboration, and significance into the classroom. As Michael Wesch, educators should strive for their students to be “knowledgeable” to “knowledge-able.” “Knowledgeable” is seen in the frustration with students asking questions such as, “how many point is this worth?” and “what do we need to know for this test?” Additionally, the curriculum is structured around multiple-choice, fill-in-the-blank exams. The problem with this is that the content knowledge is easily accessible (enter the common phrase “Google it”) so there is no buy in for students to put forth the effort to remember and recall the information. This is creates low motivation for students and even lower significance. Michael Wesch argues that this model of information recall is an issue in the current structure of education. He advocates for a switch to “knowledge-able” where students are expected to use creativity and collaboration to present significance in the world. Specifically in the classroom, Michael Wesch says this creative collaboration looks like: (1) embrace real problems with no apparent solution, (2) collaboration with students and educators, and (3) using relevant media tools to connect, organize, share, collect, collaborate, and publish. This process allows for students to have a buy-in for their own education and creates significance because the educational experience is now relevant, collaborative, and engaging. This process allows students to go from sitting recipients in the classroom to collaborative participants, and even more importantly, allows students to set aside the role of being a “meaning-seeker” to an active community participant as a “meaning-maker.” As a future educator, I agree with Micahel Wesch. I think it is important to allow students to explore, collaborate, and include their areas of “expertise” to be included in the classroom. In my opinion, it is important for students to have a buy-in into their own educational journey and to be accountable for being participating community members. The end goal of an education is non-existent. Rather, the goal of an education is for students to have an opportunity to find significance so they can begin the journey to being a lifelong learner, and as a result, be significant. Below is the link if you wish to watch it for yourself! Source: Wesch, M. (2010, October 12). From Knowledgeable to Knowledge-able [Video file]. Retrieved from: https://www.youtube.com/watch?v=LeaAHv4UTI8 |
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