Why does school persist to focus on yesterday's needs? "We're facing a significant emergency, one that's not just economic but cultural as well. The time to act is right now, and the person to do it is you."
I had an experience last week in my Action Research class that fueled my optimism for the future of our education. As I sat with four classmates and our Action Research mentor, I listened to their inspiring and innovative ideas. Interestingly, a common theme that I noted was that each AR proposal was about letting the teacher become the guide on the side, rather that the sage on the stage--a significant transformation of the role of the teacher. We were re-imagining education with forward-thinking, innovative ideas, but most importantly, we were re-imaginging classrooms that are compatible with relevant 21st century skills. One classmate talked about how he plans on observing what happens to student learning if he allows students to use any and all resources around them, all the time, including surrounding peers and the Internet and all of its unlimited resources. I listened as each classmate defined school as place where learners are connected to learners, not simply taught in isolation. As Godin puts it, the "new job of school . . . is not to hand a map to those willing to follow it, but to inculcate leadership and restlessness into a new generation.
Our students are expert at consuming online content. They are well versed in all the latest apps, and they are very familiar with online tools and technology. What they need is to learn how to connect with and contribute to online communities that allow like-minded learners to share ideas, grow as professionals--learners connecting with learners.
As teachers, our rising generation of digital natives needs us to be there for them to model good digital citizenship and help them develop 21st century literacy skills. They need teachers who can convert their skills of online content consumption into skills of online participation and contribution. They need teachers who can help them learn and unlearn. Or as Will Richardson puts it, they need teachers who can help them become "expert learners" equipped with 21st century tools.
I had an experience last week in my Action Research class that fueled my optimism for the future of our education. As I sat with four classmates and our Action Research mentor, I listened to their inspiring and innovative ideas. Interestingly, a common theme that I noted was that each AR proposal was about letting the teacher become the guide on the side, rather that the sage on the stage--a significant transformation of the role of the teacher. We were re-imagining education with forward-thinking, innovative ideas, but most importantly, we were re-imaginging classrooms that are compatible with relevant 21st century skills. One classmate talked about how he plans on observing what happens to student learning if he allows students to use any and all resources around them, all the time, including surrounding peers and the Internet and all of its unlimited resources. I listened as each classmate defined school as place where learners are connected to learners, not simply taught in isolation. As Godin puts it, the "new job of school . . . is not to hand a map to those willing to follow it, but to inculcate leadership and restlessness into a new generation.
Our students are expert at consuming online content. They are well versed in all the latest apps, and they are very familiar with online tools and technology. What they need is to learn how to connect with and contribute to online communities that allow like-minded learners to share ideas, grow as professionals--learners connecting with learners.
As teachers, our rising generation of digital natives needs us to be there for them to model good digital citizenship and help them develop 21st century literacy skills. They need teachers who can convert their skills of online content consumption into skills of online participation and contribution. They need teachers who can help them learn and unlearn. Or as Will Richardson puts it, they need teachers who can help them become "expert learners" equipped with 21st century tools.