Using 20th century ideas to teach 21st century students?

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     The debate about whether integration of technology into every content area is necessary seems to keep nipping at my heels.  I don't know why, since I began teaching eleven years ago I was of the opinion that technology should be part of the curriculum of any subject.   When I was in the college of education, we had to take at least one formal course that centered on developing materials using technological tools.  I was ever so ecstatic when I turned in my set of Hyper Studio cards and saw the potential of such tools as invigorating the practice of teaching and stimulating the minds of learners.  In my mind, curriculum should not be technology-driven but rather technology-assisted and we, the educators, should be at the forefront of exposing our learners to these instruments that can allow them to work either independently or collaboratively.  On the other side of the trenches are those who amid flailing arms and choking gasps are bound to believe that most technology is driving our (younger) population into a state of isolationism.  That the craft of conversation is being destroyed.  That the fancy gizmos and gadgets that some of us bring into the classroom are ruining the opportunity for educator and learners to sit in a circle and just chat.  Well, they're wrong. They're just providing outdated methods to a population that has appropriated further means of communication.
     If these digital natives as they are known are having trouble with the spoken word then the blame is on those educators.  Period.  It is easy to call yourself an educator but how exactly are you educating?  We have to see ourselves in the world that we live in.  It's gone beyond absurd the amount of conversations I've heard in our school hallways that go something like this: "That was so boring.  All he did was talk."  "Did you do the reading?  Neither did I, but I'll just say something and he'll just think I read."  "I fell asleep.  "Well, so-and-so always talks, so I don't have to." Just what is the learning that supposedly going on in these classes?
     Gen Y, our wards, are digital natives for whom technology is a ubiquitous part of life.  There are those from the older generations that thought computers were a fad.  That personal devices should have stopped at the Sony Walkman stage.  That we would benefit from still cranking up our cars (OK, that ones a stretch).  The older Gen X (I'd include Baby Boomers, but it's a stretch) goes online to accomplish a task and then walks away from the computer.  Gen Y goes online and offline seamlessly and does not make a distinction between one and the other.  Younger people expect to be able to communicate with others anytime and anywhere (Shaffer, 2008, p.2)  So then how effective are we if we are not incorporating the methods that this generation uses to communicate into our own classes?  "But I've always taught the works of Irish lit sitting in a circle having them listen to me and then asking them questions about how the reading made them feel."  That may have worked when learners believed that we were the sage on the stage.  Now they know that if they want to learn about 20th century American writers, they can access communication with anyone around the world, maybe even an actual writer herself!  Let me say something:  We are no longer the sole providers of content.  Digital natives have known this since they were in elementary school.  They want to feel as though they are part of the global community and not some deserted islander living in a vacuum void of progressive ideas where mid-20th century pedagogy is the sacred cow.  They may honestly say you're nice but nice doesn't prepare them for the 21st century. As well, they probably view you as effective as a mimeograph machine.
     You want them to communicate?  Put them on Skype with other classrooms around the country or world.  Have them discuss, argue, contemplate the writings of J.D. Salinger with students beyond the confines of the classroom.  You want them to speak?  Facilitate them in acquiring the craft of public speaking but allow them to express themselves by preparing their narratives on VoiceThread and permitting other students to leave comments, questions or suggestions.  Practice writing using Twitter - can they present a concept concisely in 140 words or less? Now there's a measurable goal.  Let them prepare a wiki in which all participants can edit and therefore learn from doing, not just listening.  Just about anything Web 2.0 moves the learner from just being a consumer to a creator/collaborator.
     And perhaps that's where the problems originates.  What are some educators afraid of?  That they will no longer be regarded as the encyclopedia for everything world history?  Our model of education is outdated, learners are no longer consumers (with educators being the sole providers) but producers and what's more, they expect to be producers of their own learning.  Gen X and older were taught under the model of being told to put block A into hole B.   Repeat for the teacher to show him that you had listened and learned.  Good boy.  Today's learners have grown up learning through inductive discovery thanks in part to all the educational toys the same Baby Boomer's would cringe at having to do themselves.  And when you speak of integrating technology into the classroom that's exactly what the goal is:  to provide the opportunity for learners to become producers, to explore through inductive discovery what works and what they can improve on.  Enter the educator in the role of facilitator.  Our role has had a major shift in paradigm from providers of information to those who guide in helping learners acquire and discern from the hundreds of thousands of different sources of information that are out there.  And when you think beyond in terms of the personalized instruction that some lessons that incorporate technology can provide, it's a no brainer.
     Most schools are squeaking by, for now.  My thought is this:  when Gen Y grows up and begins to send their kids to schools, well my friends, the jig is up.  They won't be so forgiving but rather insistent that not only one or two instructors place integration of technology as a general priority, but the entire school.  And for some of us who teach in the private school setting, they will talk with their money.  Maybe then integration of technology won't be regarded as divisive buy a necessity for survival.
I've said it before and I'll say it here:  Technology won't replace teachers.  Teachers who teach with technology will.


Shaffer, J. (2008). Gen Y talent:  How to attract and retain the young and the restless (White Paper).  Redwood Shores, CA:  Saba.  Available:  www.saba.com/resources/white

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Parallel Leadership in Greece, "Opa!"

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An example of parallel leadership going on in a high school in Greece, also known as distributed leadership, favors the democratic model whereby the faculty is active in decision-making and take leading roles.  Accountability is crucial and this is where the principal's role comes in.  Their role is to serve as coordinator and evaluator of the processes and results.  In a day and age where the principal has a growing range of responsibilities, one may think that this is adding more to the plate.  Quite the contrary, the line between faculty and administration is blurred, and with the full participation of every faculty member, the principal's roles is to help assign, delegate responsibilities and then coordinate the educator's decisions and actions.  Studies show that when someone takes part in the decision-making, their more likely to support changes.  When we look at the institution of schools we sometimes glaze over the proper titles of 'teacher' and or 'faculty'.  Because of our obvious presence, we can get overlooked, much like the rest of the classroom objects.
From the latin,  facultās, it means capability.  Further definition incorporates the term any ability or power, whether acquired or inherent.  If faculty are doing it within their four walls (and 'administration' is trusting us enough to do a qualified job), shouldn't they play a part for the entire institution? Could we make the argument that a group of people who have the capability in evaluating the best school-wide strategies and what is best for the educating practices of an institution should be the ones making the decisions?   And that the structure of the administration (which again does not exist as a separate entity in the Greek school system but rather faculty and administration are one in the same) is to support the decisions of those who are on the front line of providing the learning experience?  
Perhaps my next visit to Greece will not only include my favorite beach on Mykonos, nor another visit to the Parthenon, but a visit to a high school and a nice long chat with a teacher/administrator over a cup of strong Greek coffee.

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and 'ganas' for all - Thoughts on my own eduation

After reading the article on Mr. Escalante, it made me reflect on my own education and teaching career.  One thing I do believe, for every Escalante that's recognized by the media, there exists a hundred other educators who have given their dedication and passion for the craft just like him.

Re: Mr. Escalante  

There is no direct translation of the term 'tener ganas' into English.  The closest is 'to have a desire for' or perhaps what we hear a lot nowadays, "to really want it".  My parents would often tell me, "Hazlo, pero con ganas", and again, with no direct translation the closest I can deliver is "Do it, but like you mean it", which still lacks the true meaning of "tener ganas" or "con ganas".  What I do know is that I did enter the teaching profession con ganas.  I do wake up and what gets me out of bed is my ganas to get to school early enough to prepare for the day with all the crazy ideas and formal educational theories in place.  After nearly twelve years, I have the same ganas to see even that one spark light up.
Similar to Mr. Escalante, my ganas came from my immigrant background, specifically my mother and her mother.  Two women who back in Colombia didn't have so bad, actually, but thought why not look for better?  By the time I was born, New York City was where they called home.  As early as I can remember, I could hear my mother tell me that school and a good education were my destiny and sole reason for existence.  Never mind that Spanish was my first language, that I didn't even begin to speak English until first grade.  Back then, there wasn't the big hoopla of getting tested, IEP this, Bilingual that.  They just stuck me in a classroom and that was it.  I managed to get through kindergarten and first grade and by the time I was in second grade, apparently my English was good enough because I was a straight A student, even bringing a list of vocabulary words that I found helpful to the attention my teacher (the writing was on the wall as a future educator even way back then).  I never dreamed of complaining about school because I saw how hard my family worked to send me to (parochial) school.  Horrors if the teacher sent a note home - I didn't say I was the best of students, I had a chatty side that the teachers would often put as being a 'social butterfly' (I suppose I had trouble staying in my seat, too.  Today, I'd have a doctor's note identifying me with ADHD).  But back then, the teacher was always right, suffer the consequences for being written up both at school and home.  My parents always sided with the teacher, and for good reason, they were right about my performance and behavior!!!  My parents wouldn't hear of any excuses, because that's what they were, excuses.  And my teachers from their perspective knew my potential, because, well, they were teachers and they'd see me everyday.  But  through the extrinsic motivation from my family and my intrinsic motivation to do well, I always knew that education was key to success.  I never received a lengthy explanation about the value of education from my parents.  It was warranted, it was just a fact that I accepted.   Nowadays, most adults seem to think that children need to be given a dissertation on the subject and then given the opportunity to choose whether or not they agree.  I know of this because I've seen it in my own family in my own generation.  I didn't have the luxury to choose or ponder if I wanted to get the type of education my parents were providing for, and I am thankful for that.  My family's ganas and my own is what made me want an education and makes me the educator as well as the continuing student that I am today.