Reality
“For the first time in history, children are more comfortable, knowledgeable, and literate than their parents about innovation central to society” Schools have not kept pace with the significant technological changes that have altered the way we think, communicate, play and learn.
Moving Forward
We must recognize that technology use in schooling is often not about technology at all. It is most often about * People-their feelings, beliefs, practices, motivation, etc. * Psychology of change –personal and organizational * What we as a society value * What we as a society want and expect for the future * Economic and Politics * Community of educators being supportive of different/new practice * Tolerance for what is not fully understood or readily observed * Respect for what teachers/students want to try * Appreciation for teachers trying something new, big or small, and that initial implementations may not result in perfection
Rethinking Learning
Teachers operate within a complex organizational system, where pressures of varying kinds, from various parts of the system, greatly influence what happens in classrooms. Also, external pressures influence the goals and outcomes of education. Therefore, it is in the interest of our students and the future of schooling, to reframe what it means to learn in a world where technology is ubiquitous, highly valued, and used daily.
Pressures From Technology ‘In the Real World’ 1. Forces a new perspective on what it means to learn, pay attention, play, communicate and socialize. 2. Continues to compete for (and win) student attention, motivation, and other conditions for learning. 3. Contributes to a widening gap between the “Have’s’ and “Have Not’s’
Pressures Of Preparing A Competent Workforce and An Engaged Society 1. Recognize that