Theoretically, at the end of learning experiences with new pedagogies, students should breeze through standardised tests that measure mastery of curricular content. Of more importance would be measuring the full range of students’ deep learning competencies: 1) students’ mastery of the learning process, including their ability to master new content; 2) students’ key future skills, including their abilities to create new knowledge using the collaboration and communication skills necessary for high-level value creation; 3) students’ proactive dispositions and levels of perseverance in the face of challenges; and 4) the effect of students’ work products on intended audiences or problems. Technology can theoretically be harnessed to support all of these types of measures, but we have so far seen few clear examples of this happening. (Pg 40. A Rich Stream)
It was announced this week that in 1985 Apple introduced its first 1:1 program in American schools. That’s 30 years ago. We have had technology in our schools here in Australia for more than 20 years. I remember buying a room full of 286 PC’s for $50 each and using them in a thin client network in 1997. My question is why are we still saying “Theoretically….” Why is it taking so long for the general teaching population to understand the benefits of a digital approach to these new pedagogies? In the reading, Fullan and Langworthy (2014) puts forward the contention that new pedagogies will promote a greater mastery of student learning where students will create new knowledge, show greater perseverance and promote their work to a wider range of audiences. These are valuable outcomes which need to be established beyond theories. Am I to assume that schools that have had a 1:1 program for the last 20 years have had little to show in comparison to the old tried and proven methods of teaching?
Yes it sometimes amazes (confounds, confuses and frustrates) me that we are still asking the same vexed questions we asked years ago Phil....but in saying that, I do think that teaching practice rather than the provision of 1:1 is what needs to change. Providing 1:1 devices doesn't in itself change the way classrooms work or teachers interact, don't you think?
ReplyDeleteYes, definitely. We need a change in teaching pedagogies. I know I do. One of the problems for me has been realising the long term results of my teaching. I can glean end of semester assessments and reflect on my students work but what contribution have I made for the student in the years to come? Have my concerted efforts merely ticked the right box so I can conveniently shuffle students on, or is what I do really making a difference?
ReplyDeleteI know Phil....try and look at how engaged the students are...sometimes body language and attitude are some of the best indicators of whether or not you really are making a difference :)
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