No child left behind, maybe the children are leaving us behind?

We are under a mandate to make sure ALL our students achieve high academic standards. What this means in most places is doing more of the same. We increase class time, cut out electives, and have some kids double up on Math and English. If it wasn’t working the first time why should more of the same be any better? I am oversimplifying. I know individual teachers who are striving to offer a more differentiated learning experience, schools who are looking at creative scheduling, and more focused instruction. But they are primarily variations on a theme.

But recent research supports the notion that kids today think differently, that their brain structure is actually different Students interact with and process information differently then the adults who direct the learning experience. Could if be that we are failing our students because we have not recognized that their new thought process may require a very different educational experience?

The educational writer Marc Prensky has written quite a bit on this topic and poses some interesting questions. This is one topic I will need to mull over awhile. What are the real differences and needs of these students? How can we best meet these needs? How will this affect the technology needs of infrastructure and teacher training? So much to consider, some times it is all so overwhelming.

Note: A study not related to education supports the idea that what you do does affect brain structure see the article “You are what you think?” for more.

A Revolution in Education

The current educational system is descendant from the Industrial Revolution, and the vast wave of immigrants that arrived during that time. It was designed around the wonderful new invention; “the factory.” Its purpose to provide a basic education to the masses to help them assimilate to this new land and provide the much needed work force to support the development of new industries.

The factory style educational system led to the compartmentalization of information so that it could be passed out as children moved through the assembly line of schooling. Knowledge was presented in liner format, not in its true integrated form. Changes in the information/knowledge base were also made from “on high”. Organizations made up of leaders in various fields met, conferred, and debated. They examined the results of research and experimentation, came to consensus, and passed the information down to the masses. This system of education is still primarily in place today, however; the process by which the knowledge base is changed and conveyed is undergoing a major shift.

We are in the midst of a technology revolution. Our ability to communicate, store, share and interact with information changes almost daily. The internet helps us maneuver through knowledge in its true interconnectedness, in a way factory schools never could. It allows us to negotiate meaning with others more readily. Researchers now post their finding on a daily bases, if we know where to look we can find new discoveries everyday. Will this new revolution continue to make its way into education? Will the schools be transformed, morphed into something new? Will we provide our students with the skills they need to access, manage and collaborate in this vastly changing information and technology revolutions?

Honestly I believe it is apparent that the change is beginning. It is my belief that schools will need to change in order keep up with how our students are already participating in these new technologies. If we need to produce student how have the skills to work in this new age we will need to change how we do things. The information technology revolution will change schools as the industrial revolution did before. We need to prepare for the change.

Note: An excellent reference on how these new technologies are changing how information is shared and accessed you should read Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms by Will Richardson.

Why do I blog?

Why do I blog? Who do I blog for? I was asked these questions while attending the MassCUE Technology Leaders Symposium. I didn’t have a ready answer. It required some reflection. Here is the short answer.

I started blogging just to try it out. As a K12 technology integration specialist I need to experiment with and read up on the new tools and technologies out there. I need to be aware of how to use them, it is my role to offer options and support to classroom teachers. I am also a firm believer that you learn by doing, experience is really the best teacher. I continue to blog because it allows my ideas to condense and coalesce. It will also provide an archive of my thoughts and learning.

Who do I blog for? At first it was just an exercise in “how to” so I did not have a target audience. Now most of my entries are continuations of face-to-face and on going e-mail conversations with classroom teachers and fellow technology specialists. So I guess they would be my target audience. But I must say I also write for me.

If I could do it again?

It is getting to that time of year again when it feels like school is coming to an end. I know there are still three months to go, but with MCAS testing, and schools looking at staffing needs for next year, well the end is in sight. This is the time of year I start looking over my successes and failures. What units went well, what topics seemed to drag on? Was there a unit I dreaded teaching and one I can’t wait to do again? It is time to take stock. If I could do it again, what would I change?

Every year I pick a unit, maybe two, that needs an over haul. I gather the material I have and then over the summer look for new ideas, information and activities to make it better. I begin at the root of the unit. What are the objectives, what does the student need to know, and why do they need to know it? At times I get so involved in coming up with the “wow factor” that I need to focus on the fundamentals. To be honest though some times you need the “wow factor” or even a diversion from the objectives to keep the kids engaged and focused. After all they are not in our classrooms because they want to be there, they are there because the law requires them to be. It is our job to make them feel welcome, and desire to learn what it is we have to teach them. This is not always an easy task.

I like to take the time each summer to focus on one unit, this way I hope to improve what I do each year. During the hustle of the school year it is hard to take stock and make a real change in my teaching. But the summer gives me the time to “do it right”, like I did as a student teacher when I would spend about 4 hours preparing for one 45 min lesson. I am not in the classroom this year, as I now support teachers in their endeavors, but it is still in my plan to focus on something to develop and improve. I think I need to take a look at all the new technology (bloggs, wikkis, Podcasts, Screencasts) and ideas out there and see how they can be used in a classroom, then try to boil it all down to the options that can be used by our teachers. Well, that maybe to big a goal as there is so much out there that I think I need to limit my quest. So much to learn, so much to do.