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 The Visitors and Residents Principle, as presented by Dave White, was an informative video. He purpose was to distinguish the difference of technology visitors and technology residents, along with dispel myths about the two groups. As Dave White argues, the distinguishable difference between the two groups is not in skill or age, but it is in one’s motivation to use technology. Additionally, the visitor and resident typically have differing educational ideologies. Visitors perceive technology as a ‘toolbox’, where it is useful for a set purpose. With this approach, visitors use technology to assist them in a task, and then leave technology aside to carry on with accomplishing other tasks. However, it is noted that when a technological tool assists a visitor, they are apt to learn it in order to achieve their task. Additionally, visitors do not see networking as overtly advantageous because their networking exists offline. Lastly, the visitor views learning as the teacher, the student, and the content. On the other hand, residents perceive technology as a ‘space’ to network, collaborate, and explore. With this approach, residents use technology to have a visible online presence where there is a need to continually present material, formally or informally, in order to keep this presence alive. The resident’s ideology in education would include the importance of networking where the emphasis on collaboration is high because we learn best when we learn from experts, even if said expert is not the teacher. I am in agreement with Dave White’s stance that the difference between the visitor and the resident is not a difference in willingness to learn nor skill set, like commonly perceived, but rather a purpose-driven one. On a personal level, I see this when I assist my parents with technology. With both of them being visitors on a personal and professional level, they are open to learn new technological tools when needed for a specific purpose. I identify myself as a technological resident. First, on a personal level, the use of social media allows us all to be more human. On a professional level, I am a proponent of collaboration, networking, and having an online presence. My reasoning is that when we collaborate and network with a common goal, we are bettering ourselves and learning more because everyone is an “expert” in something. I am on a journey to continue my online presence as an educator. References: White, D. (2013 May 31) Visitors and Residents [Video file]. Retrieved from https://www.youtube.com/watch?v=0sFBadv04eY After reading Will Richardson’s Why School? book, I am inspired for change. Richardson’s book not only identifies current troublesome educational mindsets, he further details reasonings for a needed change and practical solutions that work for any and all teachers.
First, the problem. Our education system is rooted in a stand-and-deliver pedagogy; however, this method of learning is outdated because as Richardson states, “we not live in a world of abundance.” I enjoyed Richardson’s example of learning with putting students in a library filled with books. The current education system is giving students exactly what books to read, but only covering a very small percentage of all there is to know. Additionally, this model also limits students to a prescribed set of books and therefore, student interest is diminished. Better yet, the solution. Richardson offers up the idea that for change to occur, we, as teachers, can choose to teach “better” or choose to teach “differently.” I advocate for the latter of the options. I believe we need to model the process of learning and unlearning in order to be effective lifelong learners. And furthermore, if we are asking our students to be lifelong learners, then we as teachers need to commit to doing the same. So, the question we need to ask ourselves is: why is lifelong learning such an important skill? Referencing back to Richardson’s library analogy, the lifelong learner scours the bookshelves for content for their area of interest. They consistently do so because they enjoy their area of exploration and understand that learning is not an event, but rather a journey. This is innovation, and the world needs an upcoming generation of innovators, of creators, of lifelong learners! Of most importance, the self-reflection and the action plan. Yes, there is a plan of action that is realistic, tangible, and available to all teachers. We can all take action. As said above, the action plan is be a lifelong learner that commits to learning and unlearning content. For myself, I commit to sharing everything. I think we are all created with unique creative interests that impact students differently so when we share and collaborate, students benefit the most. I refuse to teach from only my brain and on one platform. I recognize that math education is beyond me, my classroom, and the school. Lastly, I commit to learning more about “discovery over delivery” with curriculum. I acknowledge that delivery of content would be my auto-pilot teaching mode because it is the traditional way and also the way I learned in school. And while it may be a steep learning curve for me as an educator, I know it is an important pedagogy to lead students rather than feed students. Source: Richardson, W. (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere [Electronic]. |
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