Friday, January 25, 2013
Chapter 2 Reflection
The focus of chapter 2 is on the set up of schools and how it reflects the approach to learning. The chapter points out that the rate of innovation has accelerated and thus the old understanding of designing schools for many decades worth of use without need of modification is not applicable. The author advises that a better approach is to mimic the adaptations of business (for example) to new technology. Focus on infrastructure that can be changed and is not taken for granted. Allow for physical restructuring of schools based on perceived needs and keeping things adaptive. Examples are given of renting many types of rooms (i.e. classrooms or auditoriums) while only investing heavily on rooms that will likely be needed for a decent period (i.e. science labs or vocational labs).
The chapter also provides statistics verifying that the current approach is not working as effectively as it should. Further, the author points out that many of the detractors of the new approaches are often motivated by their comfort zones and their reliance on the older methods pedagogy. The author stresses the needs of adapting the school environment to more modern approaches.
Connecting this approach is harder for me having not really been in a school itself as a teacher. I can see arguments provided and while I do not disagree, I am wary about how much of it is phrased and presented. Clearly thought needs to be used in investing in what is useful and not getting oneself caught in poor options. Many computer labs may be rendered obsolete with wifi and tablet computers. I can see the important messages within. However, I am wary of the denouncing of much of the old technique as well. Modern children have many more options and are exposed to much more, but the underlying mental faculties and techniques are likely little different. We are the same species after all. Old techniques need to be modified and adapted for newer versatility certainly, but saying that it’s the 21st century now and showing an exponential graph is hardly evidence that old ideas do not apply. There is certainly good material here, but it seems overly emphatic for what evidence it provides.
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I completely agree. I think there needs to be a change in education, but I don't necessarily agree that the buildings we house education in need to be drastically changed. The chapter seemed to discuss the magical atmosphere that will occur in classrooms where walls are removable, and classrooms are flexible. I think there a movement that students need to be immersed in all technology that is available, but I think we are getting away from some of Maslow's needs. Ultimately, the students need teachers that care about them. New classrooms would be awesome, but I think the focus should be on great teaching.
ReplyDeleteI concur, especially about the movable walls as exciting. My mind immediately filled with memories of cubicle walls and collapsible walls. Those were not environments I would describe as ideal for creativity and engagement. I know that may not be what the author means, but I can see it becoming that without very careful attention.
DeleteBeyond that you make a great point that the environment is secondary to the methods teachers use to engage the students. That is where the quality change is and it is not contingent on 21st century building techniques or technologies.
You know, you make a really good point. Just because we are entering the 21st century does not mean we replace the traditional methods of teaching. It's important to bring technical aspects into the class, but that does not mean we replace the age old tradition of acting as a mentor. When I think about some of my most meaningful lessons from being a student, many of them were completely absent of technology and relied on cooperative learning/ hands on projects. Perhaps as teachers we are responsible for keeping up with technology, but also need to rely on some traditional teaching methods to present a well rounded education for our students.
ReplyDeleteOften with new technology people seem to get carried away. There are too many 'baby with the bath water' incidents to my liking. I do not mean to be a downer on the message of the chapter. We do need to adapt classrooms to new options and styles, but often when people talk about it it seems to be exclusionary to anything old. It all just sounds like 'the old ways are trouble with a capital T which rhymes with E which stands for education!' I have never trusted anyone who says they have the complete answer to complicated problems.
DeleteThe point you make about thought needing to be put into making changes is something that I have thought about a lot due to some of my experiences in some larger school districts. I think that when changes need to occur, because they do need to occur, that schools really need to make a solid plan and then have a plan for following through. I have witnessed changes being implemented because of a fad or something sounded neat to someone. Then, the plan just fizzled out and there was no follow through. In a lot of instances, the students were promised something "new" and then they bore witness to the fact that nothing really happened. This frustrates me because this is an example of adults building up kids hope and then letting them down--this is particularly bad for students who have come from environments where adults continually let them down.
ReplyDeleteThat is my biggest fear in dealing with children/students is to promise the moon and deliver little. One of the best ways to get students to tune you out is disappoint them. That was what I worried about most in the readings. It all sounds new and great, but much of it will likely not live up to the fervour of the chapters. As such we should be careful and temper our excitement so as to not over sell it.
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