When it comes to the use of technology for learning within our education systems there seems to be two different pictures of our current status. As a connected educator interacting online with many other tech-savvy educators, I see an image of a slow, but steady evolvement of technology-driven innovation in education.
As a person who travels the country engaging educators in conversation, face-to-face conversation, wherever, and whenever the opportunity arises, I get a very different picture. I see a status quo supporting a 20th century model of education with little professional development that is directed by districts to update their teachers. Too often I am getting stories of administrators discouraging change and teachers not willing to evolve beyond where they are. I am not sure how to get an actual picture of what education really looks like today when considering the branding, public relations, and political posturing that is a constant in the system. I do believe we have a distorted view of what education in the 21st century actually looks like.
Of course anyone reading this post will match it up against his or her personal experience to judge its accuracy, but I am not sure that is the total perspective needed to make that judgment. Few schools will stand up to say they support the status quo in education. They will point to whatever thread of innovation that exists in their school and portray it as the rule rather than the exception.
Of course the political climate in this country does not support innovation in education since standardization and high stakes testing determine status and funding for schools. Teachers needing to rely or survive on their students’ test results are hesitant to go beyond that which is required in order to retain their own livelihood. States attempting or succeeding in doing away with tenure leave innovative teachers dependent on the whim of politicians, vocal parents, or popular sentiment without regard for due process in matters of retaining a teaching position. That is hardly a catalyst for innovative change.
Most new ideas have more enemies than friends. Education needs new ideas and people who can stand up and lead those ideas over rather perilous roads to completion. For this to succeed we need to make sure educators are being exposed to the latest and best ideas for learning through professional development. Once they have the knowledge, teachers need to be supported in collaboration with others to refine, plan, and implement ideas. Once in place, time and support must be given in order to develop, assess, refine, and improve the idea. All of this takes time and time translates to money.
Money for education is rarely seen as anything but a problem. We fund education through taxation and that is a burden and also a rallying cry for politicians. If education were as much a priority as defense is, there would be no burden. Since education funding is political however, it will always be political and subject to the ebb and flow of popular trends, economic downturns, and popular myths. None of this supports innovation.
Innovation is change and most people are not comfortable with change. It requires risk. The bigger the risk, the less likely the change will occur. Couple this with the fact that most people want the best and most up to date education system in the world. We are left with some, if not most, administrators, the folks in charge, painting a rosy picture of innovation and modernization with whatever programs, small portions of programs, or even lessons their schools have to offer, giving the impression that it is system-wide.
Yes, there are some wonderful schools doing wonderful things with progressive education leadership and teachers who are supported with PD and time to do wonderful things. There are also schools that focus on the tests and maintaining what they believe the status quo provides stability and predictability to cope with required standardization and high stakes testing. Control and compliance for teachers, as well as students, are the proven commodities in these environments.
The question is where are we now, and when will we get to where we need to be? I tend to think we are not yet supportive enough of innovation. Support requires action, not just spouting off words. We need brave leadership to stand up to status-quo supporters. No, not everything from the past is bad. We need to determine what has value and what needs to be changed in a computer-driven society that looks very different from what it was in the 20th Century. Change is disruptive and a conservative institution like education does not tolerate disruption very well. We all need to look at education as a needed investment for our kids and for our country. An educated citizenry is our best defense for dealing with things we have not yet imagined. If we are to better educate our kids, we need first to better educate their educators.
You should look into Bill Brennan – He’s a great speaker on the subject of education and technology.
Who do you think taught Bill? Bill is a good friend.
Tom, might you change the word teacher to educator? For whatever reason(s), administrators, principals, vice principals are too often unable to engage in sustained and rich professional development. All stake holders need to be side by side in learning, risk taking, and reflection to ensure growth and purposeful change.
I usually use the term educator, but for this post I felt the need to separate teachers from administrators. Thanks.
How about just starting with removing bullying by teachers? My kid’s school can’t even reach more advanced learning until this changes.
One of your best commentaries, Tom. You clearly identify the “Great Disconnect” between what is being promoted and what’s actually happening at the school-level. Most teachers see the contradictions.
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Reblogged this on The DigiTeacher and commented:
A very thoughtful piece of writing from Tom Whitby, one of the most insightful educators out there!
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I work with students and teachers in a district that has gone 1:1 iPads. While some teachers energetically embrace the technology and make the time to transform their classrooms, there are many who do not, due to myriad reasons. Without encouragement and expert support, the act of supplying the technology will fail. I have been fortunate to work with principals who are ardent proponents!
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Tom, I am witnessing the same thing in my district – the disconnect between innovation I am hearing about in my PLN and the reality of high stakes testing and punitive consequences. I experienced it profoundly last week as I participated in ISTE online and worked at a summer reading recovery camp in person. http://tech4teaching.blogspot.com/?_sm_au_=iFVknV42ZVL0HnN6
I have been reflecting on our brief conversations at ISTE and this blog post for some time. As a natural optimist and realist, I find myself grinding against many words you say in this post. At least that was my initial reaction. Reflecting upon adult PD, I find myself agreeing with your words more and more. Our practices, in many instances, when training adults are more 20th century than our practices when training children. Further, many educators, including myself, need more training in implementation of Common Core Curriculum and technology. Some of us are living in the 20th century but trying to teach in the 21st Century. So how do we change practice and shift paradigm? Well, my plan is to do it the best I can, with one teacher and one class at a time. Thanks for the post, and thanks for opening my perspective.