Have you ever been witness to a time capsule being opened? If you are not familiar with such events it is very simple. People select items that represent their culture or personal lives, and place them in a container to be sealed up for a long period of time. After a few decades the container is opened up at some sort of ceremony and people look at what was the height of technology, and life, decades ago. I guess we older folks get to appreciate those types of events more than the younger people, because the items in the time capsule usually do not need to be explained to us, as they need to be to the younger generations. I guess the fascination with time capsules is dependent on the apparent and dramatic effect technology has had on the culture represented by the encapsulated items which were selected.
It is one thing to study and talk about how technology and learning has made great strides in the field of medicine, but it is another conversation entirely when one experiences finding blood-letting tools in a time capsule. It prompts a great conversation that is lost in a textbook version of such events. It usually elicits from the youth questions like “What the hell were they thinking?” Of course the field of Medicine has probably developed faster and in more directions than any other field. I used to do a presentation where I would show a slide of a 19th Century operating room, followed by a picture of an operating room of today. The contrast was inimitable. Since this was a presentation for educators I showed a picture of a 19th Century classroom, followed by a class of today. It was the laughter of the audience that was inimitable at that point. There was little change. The upsetting point here is that if I were to do that presentation again, it would probably still hold true for the slow change in too many American classrooms.
As I engaged some of my connected colleagues in Edchat last week, we were discussing how the education system pays lip service to asking for innovation in education and for teachers to be innovative, while at the same time putting in place policies and mandates to stifle any such notion a teacher might have.
I pointed out how we are supposed to be teaching our kids how to be effective, competitive, and educated in the world in which they will live, while using tools for communication, collaboration, and creation that will exist in their world.
One Connected colleague pointed out that there is one school, or it might even be considered an education franchise school, that prides itself in the fact that it teaches its students without the use of any technology whatsoever. I guess that school franchise really holds 19th and 20th century methodology in very high esteem. Many of us are products of that methodology, so I guess there is a comfort level for some. I do often wonder why an educator’s comfort level should supersede the real world needs of his or her students.
Looking to the past in education and creating my own mental time capsule, I remember when calculators were not allowed in schools. The slide rule was okay. I remember the blue spirits ditto machine with a hand crank. I remember real Blackboards. I remember fountain pens, the Osmiroid Pen in particular. I remember desks with inkwell holes in the upper right corner. Again I am an old guy and this was my past.
What would go into an education time capsule today? Maybe a “Cellphones Banned” sign. Possibly, Oregon Trail would go in. Certainly those four computers, covered with dust at the back of the room. Definitely we would include the overhead projector that is now 75 year-old technology. Maybe we should also consider putting “sit and get” methodology in the time capsule. Let’s include the idea of teaching in silos as a concept. What about adding the concept of desks in rows. Why not add the idea of a content expert at the front of the room filling the empty vessels of student minds? This might also be the right place for standardized tests. If we were to put all of these things into a capsule to be opened two decades from now, would we ever want to bring any of them back into the class? Maybe, Oregon Trail.
We need to reach out to those who are still teaching kids from the 20th Century perspective. We need them to commit to being learners again. Learning is ongoing and it must be a way of life for an educator. A relevant educator must continually learn to stay relevant. We can’t have time-capsule teaching in an ever-developing culture. At what point will we stop and look at what we are doing and say, “what the hell were we thinking”?
As an educator, you help me understand the reasons for change as much as Jerry Blumengarten. I really appreciate being a connected educator on Twitter. Thank you for guiding me along the way with encouragement.
FYI: I made it to my first edcampHome3.0 and loved it. I added tons of awesome educators to my PLN also. Keep writing and I will keep reading because you impact and transform my teaching in the art room.
[…] It is one thing to study and talk about how technology and learning has made great strides in the field of medicine, but it is another conversation entirely when one experiences finding blood-letting tools in a time capsule. It prompts a great conversation that is lost in a textbook version of such events. It usually elicits from the youth questions like “What the hell were they thinking?” Of course the field of Medicine has probably developed faster and in more directions than any other field. I used to do a presentation where I would show a slide of a 19th Century operating room, followed by a picture of an operating room of today. The contrast was inimitable. Since this was a presentation for educators I showed a picture of a 19th Century classroom, followed by a class of today. It was the laughter of the audience that was inimitable at that point. Read the full article […]
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I think so many educators do realize the conundrum that we face. The teacher is asked to innovate while the system stagnates, and many times the system actively works to crush teacher innovation. This is where I think the professional educators are called on to innovate to an even greater extent, to achieve the type of pedagogy and classroom environment that our students all need, despite the roadblocks. Until we change the system, and the physical structures of our classrooms, we will be forced to bring our cutting edge learning and teaching as an asynchronous measure within our outdated system. It is a challenge, but one that must be met in order to bring our students the type of education that they deserve.
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