“We banned Minecraft in our house because my child was addicted to it, so I don’t think it has a place in the classroom.”
“Kids already use iPads at home, why should they use it during school?”
“Where can I fit actual teaching in if all they’re doing is learning technology?”
Sound familiar? I must have conversations like this at least once a week. I’ll admit that 4 years ago, I wasn’t so clear myself on the role of technology in the classroom, especially when working in a 1:1 environment. But through my own dabbling and expanding my PLN, I was inspired and motivated to bring my classroom up to par with 21st Century Schools. So while I empathise with teachers, admin and parents who consider themselves digital immigrants, it is up to the individual to (as this Coetailer put it) Grow Smart or Go Home (Coetail Blog).
Image from: Technapex
Going Back to Basics
It’s hard to believe the article Shaping Tech for the Classroom, written nearly a decade ago, still rings true in many classrooms today. As I mentioned in my previous post, Back to the Future Syndrome, it’s frightening how far into the 21st Century we are, with many of the same initial resistance to shifting educational paradigms.
While researching this Tech Evolution image above (which I initially saw and retweeted on Twitter a few months ago), I came across a pertinent article that describes how educators can shift teaching today to meet the needs of learning for tomorrow. Sam Gliksman details how we need to adjust learning in the classroom to reflect the 8 Pillars of 21st Century Learning listed below. I’d like to consider looking at these 8 pillars through an EdTech lens, to better illustrate how tech as a tool can promote these outcomes in students of all ages:
1. Play: Problem-solving as a skill can only be learned through exploring and experimenting. Could giving students ‘dabble time’ on iPads, coding programs and offline tech (such as BlueBots, Raspberry Pi) promote this pillar while also addressing transdisciplinary skills?
2. Create: What will students be expected to create 5 years from now? 10 years from now? What will university and job applications look like? How could digital creativity transfer to analogue creativity?
3. Socialize: According to Mimi Ito students are already socializing in digital spaces. They have ‘friendship-driven participation’ and ‘Geeking-Out participation’..what is our role in educating appropriate behaviours in these spaces? What opportunities for digital citizenship practice exist by embracing these changing social norms?
4. Discover: Teachers are no longer the experts. How can technology promote curiosity and drive students to take initiative and become experts themselves? How can we dissolve classroom walls so students become life-long learners?
5. Experience: Building on from the importance of discovery, what opportunities are there for students to gain experience in certain areas of learning through a variety of modes and using a variety of tools (analogue and digital)? How can experience foster Growth Mindsets?
6. Express: What are the different forms of literacy students are exposed to and how are we teaching them to ‘read’ these literacies? What opportunities are there for students to practice expressing different forms of literacy using different media?
7. Move: How can we merge outdoor learning with indoor learning? What role does mobile-technology play in bringing real-world experience to student’s learning?
8. Relate: What is most relevant to students now? Do skills like handwriting and long division play a significant role in children’s day to day life experience? What are they curious about and how can we support their understanding of technology, as something they encounter every day?
When I look at these 8 goals, I cannot envision a classroom without devices and apps to support each individual pillar. I see not just a change in the tools we use, but a full-on revolution in what education should look like in 21st Century Schools.
Education has been evolving for centuries now, yet for some reason we are hung up on digital technology not fitting in with this ‘natural’ evolution and change. This Edudemic article details the different forms of technology teachers have had to adopt over time, and how each proved a necessary step to prepare students for the future. By continually resisting changes such as 1:1 mobile devices and virtual learning environments, how are we harming our students?
We’ve certainly come a long way but some things seem hauntingly similar to many years ago. For example, Thomas Edison said in 1925 that “books will soon be obsolete in schools. Scholars will soon be instructed through the eye.” I’m pretty sure this is exactly what people are saying these days about the iPad. (The Evolution of Classroom Technology, Edudemic)
Is the device (tool) to blame? Or our resistance to it? Are we ‘teaching technology’ or teaching skills? Why are we still having these discussions 15 years into the 21st Century?
Image Kevin Makice
One of my greatest challenges as an EdTech coach are those conversations (debates, at times) of certain apps used in the classroom. While there are a wide range of fabulous creation-based apps available, many teachers expect the app to ‘be the teacher’, leaving children alone with the iPad and expecting meaningful learning to result. While many creation apps can be self-taught by students, after the initial dabble and experimentation time, isn’t it up to the teachers to ensure it is used appropriately? Similarly, we wouldn’t just give students a stack of paper and a pair of scissors day after day and expect them to produce something in line with classroom outcomes. There is a time and place for creativity, exploration and a time and place for scaffolded instruction. Initially, the free inquiry might be exhilarating and productive. However, over time, plunking students in front of the same tools (or app) may not result in meaningful creations, thus causing the teacher to resort to the old argument that the app is a waste of time.
I also think many of the misconceptions of app-use in the classroom stems from a general lack of understanding for the Prosumer environment we are trying to cultivate. Of course there are hundreds of apps whose general purpose is consumption. However, it is up to educators, coaches and admin to promote a culture of creating, where the majority of apps bring students through Blooms Taxonomy of Higher Order Thinking Skills. It’s been interesting to work with students who have iPads at home and, when provided one at school, watch them race to find the games and youtube videos. We need to differentiate iPad and app use in classrooms from iPad and app use at home. As educators we have the responsibility to set expectations for device-use; just as classroom social behaviours may differ from at-home behaviours, we should teach prosumer behaviours, even if it’s a consumer behaviour at home.
Image by Mike Licht
Moving towards 22nd Century Learning
The question shouldn’t be What’s right for right now? but rather What’s right for tomorrow? Many teachers and parents are stuck thinking that the way they learned is what’s best for their child today. However, if we’d learned the way our parents had (in my case, the 1950s and 1960s) how would any of us have been prepared for the digital age?
Image: First Computer Wikipedia
I think we also forget that many of the students in our classrooms couldn’t fathom a world without iPhones, Skype and wifi. This entertaining clip from The Ellen DeGenres Show highlights just how foreign certain (familiar) objects are for young students of the 21st Century.
As most revolutions go, it’s the peaceful ones that truly promote lasting change. We can’t fight the resistance but we can model the potential. Ultimately it’s not about getting the world to love technology, but about having the world see how learning is enhanced through the use of technology. As Bob Dylan once sang, The times they are a changin’…and so must we.