Transform or Deform 1
Changing Minds: Transform or Deform
Thomas Galvez
Full Sail University Emergent Technologies in a Collaborative Culture Linda Burns April 2009
Transform or Deform 2 Changing Minds: Transform or Deform It’s a New World after All The world is amid an unprecedented time of change. Societal and economical changes have happened in the past, but for this current upheaval, we don’t have a reference point from which to study, evaluate, create, and apply solutions based on previous experiences. We are literally headed into uncharted territory. As Gardner (2007) states, changes today are “so epochal that they may well dwarf those experienced in earlier eras” (p. 11). The causes for the current state of the world are varied and complex. One of the biggest influencers, however, is the rapid growth and pervasiveness of digital information technology, especially Web-based technologies. At the same time, the rate of digital information creation is increasing at exponential rates. These advancements are forcing individuals, businesses, and institutions to transform their modus operandi in order to stay relevant and survive the current societal and economic crises. Education is one long-standing institution, however, that seems to be trying not to transform in the face of this unprecedented time of change. Created during the time of industrialization in the West, the current educational model isn’t nudging much except in a few forward-thinking schools. One could say that it’s frozen in time. The majority of schools continue to organize learners by age and perceived ability, line up students in rows, teach directly from textbooks, and focus intently on test results rather than learning. This model of education is no longer sufficient to prepare our students for the rapidly changing, unpredictable, and technologically rich world in which we live. To continue with this model of education will do more harm than good, both to students and to the institution of education itself, possibly making it irrelevant in the near future. It is with this idea that this paper will seek to change the minds of educators who still believe the current model of education is sufficient to prepare our students for life, work, and the world ahead.
Transform or Deform 3
Reason Change is difficult. Without change, however, our world wouldn’t be where it is today. The change that is upon us now will see the same result as previous times of change- a different world. As with most people that experienced previous eras of change, we all hope that this different world will be a better world. In order to achieve this quality, however, educators need to transform learning environments so that we create engaged, life-long learners that can indentify and creatively solve the problems facing us. At the same time, guiding students to develop strong communication and collaboration skills will be essential to achieve this better and more harmonious world in the end. We must work together for the better world. With so many great technologies on the Web that allow us to collaborate with each other easily and for free, there is no reason not to institute collaborative, global learning with people from our own and other countries. The current state of world was arrived at through corporate and political leaders who were products of the educational model in which we are currently still stuck. If we want to fix the problems in the long-run that are upon us right now, we need to produce students who think and work differently than our current corporate and political leaders. Why would we continue to educate using a model and methods that have ultimately failed us? If we don’t transform the way we educate, then we run the risk of continuing to deform our world socially, economically, and environmentally. Research Current brain research concludes that too much content and teaching facts for test success is a waste of time since the majority of learners don’t remember most of what they learn in this context (Jensen, 2008). Why would we ethically keep taking this approach to education if we know both in our hearts and from research that this model is ultimately futile? As Jensen (2008) states, we need to “make schools more real life. Integrate the
Transform or Deform 4 curriculum, incorporate real problems, organize simulation activities, supply plenty of novelty and feedback, and seek student cooperation by earning their interest and respect” (p. 243). This is essential to transforming our learning environments. Without movement toward this type of model, we will send kids into the world not ready to deal with the unpredictable and complex world that lies ahead of them. An essential part of this transformation involves compelling and seamless technology awareness and integration. A major issue the technologically rich world is causing us to deal with is the amount of information available. According to Gantz et al (2008), the digital universe in 2007 was at 281 exabytes or 281 billion gigabytes. The same researchers estimate that the amount of digital information in 2011 will be 10 times larger than in 2006. Educators need to be aware of and understand this fact. All educators need to help students understand how to access reliable, valid, and timely information; sift through and organize needed information, and properly evaluate and ethically use information in effective ways according the task. At the same time, using new ICT tools to create, collaborate, and communicate are essential to success in life in the 21st century. As the Partnership for 21st Century Skills (2007) argues, “every nation must widely cultivate ICT skills in its population or risk being shut out of today’s technology-driven knowledge economy” (p. 20). This reality of technology is not going away. It will only continue to escalate. And, to continue to ignore it will cause more harm than good for individuals, companies, and countries. Resonance The ultimate goal of our profession is to educate kids. We wouldn’t be doing this job if we didn’t believe in this goal. We know, however, that when our students go into the world, they will not be faced with standardized tests. Yes, they will need a disciplined mind- a mind that will need to be a master of some kind of content. As Gardner (2007)
Transform or Deform 5 emphasizes, without a disciplined mind “the individual is destined to march to someone else’s tune” (p. 3). More often, however, our students will be faced with real situations and real problems. Do you really think they will think back to something they learned in a textbook to face that situation and solve that problem? No. They will reflect back to experiences that resembled the situation, or they’ll synthesize experiences and ideas in order to create a new response. So we must create and give them opportunities in our classrooms to have experiences like those they could experience in the world. No pen to paper test could ever provide this type of experience. Furthermore, today’s world, and even more so tomorrow’s world is a technologically rich world. Students are aware of this fact. As Hall and Elliot (2003) declare, “students expect the education process to employ technology comparable to that found in ‘real world’” (p. 1). We as teachers may not be masters of this technologically rich world, but that is ok. We are masters of education. We just need to provide opportunities to use technology in compelling ways and guide our students through this world while they are with us. We’ll all help each other find the way in the process and collaboratively achieve our goals. Redescription Imagine living back in the mid-1400’s when Gutenberg released his printing press to the world. At that time, the printing press was a massive technological advancement that would forever change who had access to the world of ideas. Movable, type printed books fed the idea hungry Renaissance, Scientific Revolution, and Reformation. Surely, there were people (especially those in the Catholic church) that weren’t happy with this shift in access to information. Authority was surely lessened in many ways as the general populace gained more and more access to printed material and the ideas within. Any of us living today would never question the printed book and its importance to learning. Ironically, many people question the usefulness and power new digital
Transform or Deform 6 information technologies and social media tools bring to us today. The Internet and its evolving capabilities are a 21st century version of the printing press. The difference now is that anyone with access to the Internet can publish, communicate, and collaborate with any willing person in the world. As Solomon and Schrum (2007) state, “The Web is no longer a one-way street where someone controls the content. Anyone can control content in a Web 2.0 World” (p. 8). Many educators fear the use of this technology because they feel they are losing control and authority in the classroom. Many say these tools only cause distraction. This attitude is probably similar to the naysayers of the printing press since they felt it challenged the authorities of the time. Today, it’s argued that new technologies and social media allow youth to challenge the social norms and educational agendas of their schools and teachers in ways not available before (Ito, et al, 2008). If educators can understand how new technologies and the Internet can positively transform learning environments, then we can more quickly move forward and get down to the important work of creating relevant learning environments and making our world a better place. Rewards and Resources The most immediate reward we as educators will get is more engaged students. Empirical surveys show that most students don’t like school, but they like learning (Wesch, 2008). So, if we can create learning environments that will inspire kids to learn, find meaning in their learning, and even have fun in the process, most students would probably start saying they like school. In this instance, especially if a collaborative environment is fostered, the students will also become great resources in the learning process. They can provide expertise to each other and to the teacher, making the learning much more efficient and dynamic. As The Partnership for 21st Century Skills (2007) declares, “the best thing we can teach our children is how to teach themselves” (p. 11). This in and of itself is a great reward for an overworked teacher.
Transform or Deform 7 A great intrinsic reward waits for the teacher, as well, in a transformed learning environment. The problems we face are massive, and we need as many well educated people as possible working together to solve problems at both the micro and macro levels. Thus, rearranging our classrooms to provide experiences that prepare students to solve problems and create innovative products and processes will ultimately help us all as human beings and citizens of the world. Knowing that students are being prepared for the real world rather than just success on a test will make any teacher happy inside. It will make the world happy. Real World Events Nobody would doubt that the world is amid serious economic and environmental crises. These problems are challenging governments, companies, and individuals to reinvent the way they live and work in order to stay relevant in today’s world. As British Prime Minister Gordon Brown said in November 2008, "The institutions built in 1945 are not necessarily best equipped to deal with the problems of 2008" (Ward, 2008). If it’s being stated that the institutions that rule the world need to be changed, then it only makes sense that the institutions that educate the people who go to work in these institutions need to change, as well. Change and transformation is needed in all layers of our global society. With all the lay offs that are occurring today and with many jobs being automated and outsourced to Asia, the world of work our students will face is very different then the world even the previous generation faced. For example, many of the jobs that our students will do in the future, don’t even exist today (Wooldridge, 2008). In discussing this shift and the new reality, Pink (2006) exclaims, “for individuals, families, and organizations, professional success and personal fulfillment require a whole new mind (p. 3). It is this
Transform or Deform 8 brutal tal reality of today’s world that must cause the traditional education system to rethink and transform itself to educate our students toward this new mind. mind Resistances Overcome It is realized that funding, accreditation, and even reputation for many scho schools and/or districts are dependent on results from standardized tests. Certain stakeholders need evidence of learning, and standard testing has been seen as the only way to “provide” this evidence. Tests themselves aren’t necessarily the problem. It’s theirr emphasis on rote memorization skills and factual knowledge that is the problem. The revised Bloom’s Taxonomy,, as presented by Overbaugh and Schultz, shows the following:
knowledge), which is what most standardized tests seem to Remembering (of factual knowledge) examine, is at the bottom of this important taxonomy. Yes, some tests do examine “understanding,” ,” but even this is next to last. The importance of these lower levels of the taxonomy isn’t being diminished. In some instances we do have to build towards the top levels by ensuring the bottom levels are strong in a student’s mind. However, iif we are going to have credible examinations of true student capability and intellectual prowess, testing needs to shift its focus to these the higher igher levels of the taxonomy. When this happens, it will force educators to have to transform their learning environments toward ones that allow for creating and the critical thinking skills of evaluating and analyzing. Moreover, having more open-ended testt prompts and/or longer term project-based based situations that allow for an individual’s unique approach and response will be much more authentic to the
Transform or Deform 9 way the real world works. Human beings and their brains have different capacities and intelligence (Gardner, 1999, 2007). So approaching testing in a one-size fits all manner using only a pen to paper format ignores the nature of who we are. It is incumbent upon policy makers and educators to recognize this fact and start making this change toward more relevant and authentic forms of gathering evidence of student learning. Conclusion A different world is upon us. We need to progress the institution of education by transforming our daily learning environments or risk irrelevancy. The students are ready to learn, but they want the learning process and environment to be interesting, authentic, and relevant to their lives. They want to be able to use technology, as well, and we need to provide it. They need this transformation because their lives and success in the world depend on it. Our future depends on it.
Transform or Deform 10 References Gantz, J. F., et al. (2008). The diverse and exploding digital universe: An updated forecast of worldwide information growth through 2011. International Data Corporation. Retrieved on April 8, 2009 from http://www.emc.com/digital_universe Gardner, H (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, New York: Basic Books. Gardner, H. (2007). Five minds for the future. Boston, Massachusetts: Harvard Business School Press. Hall, M., & Elliot, K. M. (2003, July/August). Diffusion of technology into the teaching process: Strategies to encourage faculty members to embrace the laptop environment. Journal of Education for Business. Retrieved on April 4, 2009 from www.classroomconnections.k12.sd.us/information/training/Training.doc Ito, M., et al. (2008). Living and learning with new media: Summary of findings from the digital youth project. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Retrieved on March 3, 2009 from http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin Press. Overbaugh, R., and Schultz, L. Bloom’s Taxonomy. Retrieved on April 11, 2009 from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Partnership for 21st Century Skills. (2007). The intellectual and policy foundations of the 21st century skills framework. Route 21. Retrieved on October 15, 2008 from http://www.21stcenturyskills.org/route21/images/stories/epapers/skills_foundat ions_final.pdf Solomon, G., and Schrum, L. (2007). Web 2.0: New tools, new schools. Washington D.C.: International Society for Technology in Education. Ward, J. (2008, November 16). Bush claims summit ‘productive.’ The Washington Times. Retrieved April 11, 2009 from http://www.washingtontimes.com/news/2008/nov/16/bush-proclaims-summitproductive/ Wesch, M. (2008). Michael Wesch and the future of education. University of Manitoba, Winnipeg, MB. [video]. Retrieved March 30, 2009, from http://umanitoba.ca/ist/production/streaming/podcast_wesch.html Wooldridge, D. (2008). The top 10 jobs of 2015 don’t exist today: Are you ready? Inside work: Business spiritually engaged. Retrieved April 11, 2009 from http://insidework.net/resources/articles/the-top-ten-jobs-of-2015-dont-existtoday