“Preparing kids for the Real World” is a phrase that many educators and schools use without regard for the consequence of what they selectively choose as reality for their students. Both educators and institutions in many cases are still choosing for students by educating them traditionally, or more progressively using technology tools for learning. This probably begins with educators’ misconception of the real world.
We cannot prepare kids for the Real World when we still have a 20th century view of it. We are over a dozen years into the 21st Century and some kids in the system have another dozen years before they need their real world experience to hit the streets. That would take us a quarter through the 21st century. How time flies.
Yes, one can be a good teacher without technology. I will not dispute that claim. I believe it to be true. That however deals with a method of teaching, and not what needs to be taught. It is the how versus the what. If one buys into the preparation for the real world argument, teachers methodology choice should take a back seat to how kids learn and what kids need to learn.
First, I must say that the real world for kids does not begin when they graduate. They are living in the real world now. Their world is quite different from ours. Their world is even more technology driven than ours. Schools cannot be protective cocoons holding our youth until they are matured and educated well enough to spread out their wings and take on the reality of the world. It makes a nice picture, but the subject today is reality.
I remember how Math teachers at one time used the slide rule for calculations. It was even allowed to be used in class, and sometimes on tests. Calculators had a tougher battle getting into classes. Even today many teachers ban them from tests. I wonder if the math jobs in the real world ban the use of calculators? I wonder if students familiar with computer programs dealing with advanced math are disadvantaged in the job market?
When private companies tell us that employees today should be versed in collaboration and be willing to work in groups to fit into the models and structures of modern workspaces in today’s businesses, does that ring true with our students’ education experience? Do educators and schools understand the needs of business in order to prepare students for it in the real world?
When employers are seeking candidates for writing positions in business, will they interview candidates with pen and paper writing samples, or will they ask to see finished writing projects with style and flair produced for print quality? Mechanics having the ability to rebuild a ’58 Chevy may be in high demand in Cuba, but, in the real world that we must prepare our kids for, this is less desirable than a mechanic who knows how to address the automotive computer world of repairs.
We live in a technology-driven society. Unless we choose to live in a commune in the woods or the desert, that will not change. Technology has permeated every part of our lives. It takes one lightning strike on your house to learn that lesson. In addition to all phones and electronics, even your home heating unit and ice maker will have computer chips that will need to be replaced.
Education as much as any other industry has been deluged with technological tools for learning, communication, collaboration, and creation. These tools represent and are used with everything that we teach and hold dear. Some are good and some are not. Our choice as educators should be between the good and the bad, the useful and the frivolous, the productive and the time wasters. As educators we no longer get to choose whether or not we use technology. If our goals, as well as we as educators, are to be believed, and we truly are preparing our students for the real world, we must concede that that world abounds with technology and there are no other choices. We would be more than remiss in our obligation as educators if we chose not to employ technology where it fits. There are times when it may not.
Now the questions arise, are our teachers trained and supported in technology use. Are the buildings adequately tooled for technology? Are administrators devising new, and updating antiquated policies to meet the challenges of teaching with technology? If we are not doing these things, are we then lying to our children when we tell them that we are preparing them for their future?