Blog Pro Post
(Pulley): (Sorry in advance, I got carried away)
The goals of the National
Educational Technology Plan (NETP) for 2010 of transforming education in
America in the areas of learning, assessment, teaching, infrastructure, and
productivity are far reaching and necessary, not only if we wish to address the
inequity in American education, but also aspire to making our country once
again a leader in education in the world. Learning and teaching need to change
to become collaborative situations where students becoming constructors of new
knowledge based on scaffolding, to support and build upon prior knowledge
(Darling-Hammond & Bransford, 2005, p. 106). Assessment need to move from
reforms of standardization and high stakes testing to a new way of thinking with
a focus on, “change but not measurement, on the social, and not simply the
technical, [that] allows us to identify the ways technology may help disrupt
the traditional relationships: between schools and knowledge; knowledge and
children; children and teachers; and learners and communities” (Rowen & Bigum,
2012, p. 26).
For any of this to take place,
change must happen, not only in terms of infrastructure, but also in terms of
equity. Rowen & Bigum (2012) assert that despite all the decades of
technological innovation in the world, and the adaptation of that technology to
schools, equity issues have not changed much:
The children at risk of educational
alienation and failure in 2011 are the same groups of children at risk more
that four decades ago: kids from rural and isolated areas, indigenous
communities, language backgrounds other than English. Kids from
low-socioeconomic families, single parent households. Kids with physical and
intellectual disabilities. Kids who don’t match their world’s “mythical norm”
(p. 47).
As the
report acknowledges, in today’s world finances are tight and monies need to be
reallocated, but that reallocation needs to consider first the schools that are
furthest behind by improving their infrastructures (including technology), not
to punish them because they are behind and rewarding those already ahead. One
byproduct of the new call to renew, update, and jump onto each new
technological change is that the amount of time and money invested has resulted
in calls to measure the results, something Rowen & Bigum (2012) call a
distraction because of the domestication of technology that takes place, that
is, “schools often use those technologies in old and familiar ways: integrating
them into existing routines, deploying them to meet existing goals and,
generally, failing to engage with technologies in ways consistent with the
world beyond the classroom” (p. 22).
Much more important is to help
teachers engage in collaboration to become 21st Century educators
because they are a more important part of the solution than technology. Cummings,
Brown & Sayers (2007), note that the failure of educational technology to
achieve change, “has much more to do with pedagogy than with the technology
itself” (p. 91).
Cummings, J.,
Brown, K., & Sayers, D. (2007). Literacy,
technology, and diversity. Boston: Allyn & Bacon.
Darling-Hammond,
L., & Bransford, J. (Eds.), Preparing
teachers for a changing world: What teacher should learn about and be able to
do. San Francisco: Jossey-Bass.
Rowen,
L., & Bigum, C. (Eds.), (2012). Transformative approaches to new technology and student
diversity in futures oriented classrooms: Future proofing education. Dordrecht,
Germany: Springer.
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