There seems to be a lot of hyperbole thrown around about various educational technologies lately. See if you can guess which innovation received this praise:
No, it’s not Bill Gates on the marvels of the Khan Academy. It’s Josiah F. Bumstead, praising the chalkboard in 1841.
I’m certainly not the first to point this out (see “Is this press release from 2012 or 1972?”), but it’s easy to get caught up in the fervor of new technology. This allure is especially profound during a period of such prolific technological innovation in the classroom. However, whether we’re talking about chalkboards, SMARTboards, individually prescribed instruction, calculators, or laptops, the essential aim is not to repeat the mistakes of the past, but to learn from them.
How can the benefits and shortcomings of previous educational technologies help us build and employ better strategies for our students today?
To this end, our dialectic seems to be reaching the unsurprising agreement that the details of how a teacher or a school implements blended learning is the key to success (and that giant learning labs are a particularly impoverished form of blended learning). I think TJ nailed my hopes for blended learning in his last post, and I’d only add that my suggestion is not to ponder how blended learning could help liberate students from assessments, but from busywork (“rote tasks like homework, lectures, and busywork”).
All students, especially students in poverty, deserve to have experiences with technology that go beyond direct instruction and test taking. English teacher and avid blogger, Larry Ferlazzo, draws a distinction between agitation and irritation in the classroom. Irritation is “challenging people to do something that we want them to do” (like create data sets). Agitation, however, is “challenging them to do something that they want to do.” Can educators use technology to agitate our students “to amplify their human potential”?
Here are three educators who offer visions of what this might look like in action:
A former high school math teacher now working on a PhD at Stanford, Dan Meyer espouses the importance of being “less helpful” and helping his students encounter perplexity. He captures videos and images with his smartphone in a quest to help his students think mathematically. By recognizing the drawbacks of textbook problems and giving his students the opportunity to ask the questions, he embodies the vision of the agitating educator. His popular TED talk, “Math Class Needs a Makeover,” gives a great example of what this looks like in action.
In addition, Meyer’s “101 Questions” project extends a challenge to both teachers and students to harness the power of smartphones to find mathematical questions in the world around them.
An ACE graduate and filmmaker, Brick Maier creates rich and structured moviemaking experiences for students. Maier’s “Tabletop Moviemaking” method teaches the writing process and digital storytelling with a production studio that fits on a desktop. The method, which was featured online in Wired Magazine last year, draws on a rich history of puppet theatre and drama and encourages students to master the elements of plot, digital literacy, the writing process, and filmmaking. The finished products can then be published on youtube and shared via social media, and students can watch their films alongside other student films (like those from workshops that Maier holds at organizations like Dave Eggers’ 826 Valencia Writing Center).
Winner of the 2013 TED prize, Dr. Sugata Mitra’s “Hole in the Wall” experiments demonstrated that students – even students in abject poverty who had never seen computers before – can learn to use the Internet on their own to teach themselves complex concepts (even in foreign languages). Dr. Mitra set up Internet kiosks, gave children an interesting challenge, and then left without telling them how to do anything. Putting the agitation vs. irritation distinction succinctly, Dr. Mitra claims that “if children have interest, then education happens.”
So what can we learn from the successes of these educators? Who else should we look to as we seek to understand the capacity for blended learning and educational technology to amplify our students’ human potential?
For that matter, what can we learn from TJ’s anecdote from our friend Joe Womac about the veteran teacher at Alliance Charter schools? Why did she feel that the new blended learning model helped her so much? How did the model allow for and support her students’ success? A look at the school’s website reveals that the Alliance College-Ready Public Schools are implementing a thoughtful, scalable model that incorporates both instruction and production. Those details are important.
While for-profit corporations might be content shilling for a vague concept of “blended learning,” reflective educators and practitioners will be compelled to talk about the nuts and bolts of what works, why it works, and how we can use it to give all students the opportunity to flourish and access their God-given potential.
Reflective practitioners will celebrate what students are doing with technology – not the technology itself. Students are asking probing mathematical questions; they’re making movies with establishing shots, setting tone with lighting, and crafting well developed plots; they’re teaching themselves advanced science in a foreign language!
There’s no hyperbole here, simply description.