I have spent a great deal of time communicating the need for educators to connect, communicate and collaborate in order to improve our education system and learning in our computer-driven culture. Many educators have boarded that train, but many, many more are still waiting at the station for a train that is easier to board and more comfortable to ride.
Maybe my efforts and the efforts of many other educators and bloggers have targeted the wrong group to affect a change in our education system. Maybe instead of pushing educators into the fray, we should be supporting other groups that will eventually pull educators into a systematic change. Connectedness is not a condition that is only available for educators to benefit. If educators fail to see the benefit of connectedness in our education system, maybe another group could be targeted for modeling the positive effects of connected learning. Maybe the model of the educators being the leaders for the learners needs to be flipped. What would happen if the learners connected to model the benefits for the educators?
Many educators might say that is impossible, and even laughable to think that is even a possibility in our system. Educators decide the “What and How” of students’ learning in our system and that will never change. Educators have always led the way for the students. So it is written, and so it shall be done!
That foundation on which our education system has been based lo these many centuries seems now to be on shaky ground. I attended an education conference in the Bahamas where I attended sessions delivered by students on student connectedness, enhancing, and even directing student learning. It was an eye-opener for many educators in the audience. I saw a keynote speech at an education conference in Indiana delivered by an eleven-year-old on the advantages of connectedness for students. This kid achieved more as a connected learner than many in the educator-audience even were aware to be possible. Major education conferences are including more and more student sessions exploring the possibilities of student connectedness, connected learning, and choices students have in this technology-driven culture.
Many educators are fascinated by these types of sessions. Many educators view these sessions as something unique. Many educators consider these kids to be anomalies in a system of passive, compliant students. Many educators are oblivious to change as it is happening.
I am not a big believer of the digital native theory. Kids, however, are more open than their educators to learn with technology. They may not be learning with technology in their schools, but they are willing and able to explore and learn on their own. Students are unaware of the excuses of lack of time, or lack of a comfort level used by many of their educators. Kids have vast texting networks that are potential Personal Learning Networks. They are already connected in many ways. Taking that connectedness and applying some collaborative and networking methodology could yield great learning benefits in many cases. The potential of connected learning is but a few steps away for kids.
In many cases creating a collaborative community of learners among students might prove to be an easier and more successful task than the efforts already expended on the same concept for the educators. There is no need to convince kids of the uses of technology, because they get it. There is no need to teach them the bells and whistles of every application, because they learn what they need by trial and error without fear of making mistakes, or breaking something. As a target group to learn through connectedness, students offer far more potential than educators.
Once we have achieved the ultimate goal of connecting all students to develop their Personal Learning Networks, they will begin to direct their own learning beyond the limitations of their teachers. The walls of the classroom, or the location of the school building will not limit students.
Educators who wish to remain relevant will need to play catch up. Educators who wish to gain the same advances in learning as their students may accept the benefits of technology while abandoning the excuses of time and comfort. Educators will be dragged into the progressive education movement rather than being pushed. The idea of students being able to circumvent their educators in a successful pursuit of education may drive educators into a culture they should have embraced from the beginning. Enabling, and, modeling the use of technology, and its ability to connect, communicate, collaborate, and create should be a primary goal in education. Teaching the skill of how to learn outweighs the idea of memorizing what to learn.
Could this happen? Probably not tomorrow, but it might eventually. If educators do not strive to be relevant, the outcome will be irrelevance. Students will need to circumvent an irrelevant education system at that point. Technology can and will provide the means to do that. Relevance: If we do not use it we will lose it!