What In-Service Teachers Should Know About Connected Learning Practices

The skills students needed to do well in the world of work during the industrial age and the way those skills were taught in schools are no longer sufficient to prepare young people for the world of work and civic life in the networked age.  Schools need to prepare students to think deeply, contribute actively and collaborate with others.  They need to prepare students for the kinds of jobs that don’t even exist yet.  Connected learning offers a range of practices towards these ends.  As such, there are many reasons why connected learning practices need to be a regular part of teachers’ instructional repertoires. But today, I’ll constrain them to just three — in no particular order. Connected learning offers paths to move teaching as a profession into the networked age, to resolve the alienation faced by many students today, and to provide equity and visibility for non-dominant learners*.

definitions

Before looking at why teachers should incorporate connected learning practices, let’s examine two definitions to help frame why connected learning practices are important. In From Good Intentions to Real Outcomes: Equity By Design in Learning Technologies (PDF), a report by The Digital Media + Learning Research Hub, Justin Reich and Mizuko Ito write that “powerful learning experiences result when students have the opportunity to connect their interests, identities, and home experiences to school and other learning settings. Many successful efforts also draw on interdisciplinary and cross-sector relationships that bring together expertise from social science, technology, and education” (Reich & Ito, p. 12).

In a research synthesis report by the Connected Learning Research Network, Connected Learning (PDF), Ito et al. define connected learning as “broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition” (emphasis original) (Ito, et al., p. 4).

Transitioning the Teaching Profession
Teachers need to know so much more than just content. Especially in the digital age. Image: TPACK.org

Leonard Waks, in his book, Education 2.0: The Learningweb Revolution and the Transformation of the School, proposes that one of the problems with education has

been the creation of the professional educator and the concentration of teaching legitimacy in this professional corps. He also posits that the advent of Web 2.0 technologies and Open Educational Resources will help make traditional schools and professional educators obsolete since learning can now be done anytime, anywhere with students in complete control of their learning. The role of teacher, in Waks’s world, becomes just another element of the gig economy, where anyone with expertise and an internet connection can be a teacher.  While there is a lot to recommend Waks’s scholarship, his views on the role and composition of the teaching profession are dubious.  Besides content knowledge, would-be teachers also need pedagogical knowledge along with sophisticated understandings of human development and learning theory. In the digital age, a modern teacher also needs technological knowledge, with the ability to design instruction that incorporates technology into the learning process in ways that enhance learning and put students at the center of the learning process. The extent to which the profession has let schooling replace teaching and learning is problematic, especially for Gen D students, and leads us to the second problem connected learning could help solve.

Resolving the Alienation Crisis
Connected learning looks a lot like TPACK model. Image: DMLResearchHub

Where commerce, business, and other professions across the globe have embraced the digital, networked age, American education has resisted the transition to the tools, practices, and ethos of the digital age. This has exacerbated the extent to which young people — particularly adolescents — are not just disengaged, but alienated from school-based learning. Currently, we are facing a crisis of legitimacy in our K-12 schooling. This crisis is rooted in the differences between what young people value as worth learning and how they learn it and what school culture values. Outside of school, young people spend much of their time on their digital devices. However, contrary to the dominant narrative, they are not “addicted” to their devices. As Mizuko Ito and danah boyd have found in much of their research about networked youth, young people are pre-occupied with each other. In an age when teens face significant restrictions on their spending time together in public spaces and free from the adult gaze, their devices provide digital spaces for the kinds of interacting adolescents developmentally need to do. Young people also interact with content that interests them via their devices. Whether connecting with friends, consuming media, or producing it, young people are engaged in highly sophisticated transactions where they produce and contribute to media culture, actively create modern youth culture, support like-minded producers, learn from others with more experience in their interests, and develop aspects of their identities according to and as a result of these sophisticated exchanges and the devices that facilitate them.

So, it should not be surprising that young people find little relevance in schooling characterized by generalized outcomes and test-driven instruction that is so utterly divorced from the kinds of learning they practice outside of school. Thus, connected learning offers hope for making school relevant to youth by leveraging not only their devices for academic learning, but also their network-based behaviors and habits of mind. In using methods for deep learning young people are accustomed to (modes Ito describes as “hanging out, messing around, and geeking out”), young people can (re)connect with academic subjects through peer collaborators and digital media. The tenets of connected learning and its drawing on technological affordances give teachers significant tools for resolving this alienation crisis.

Equity & Visibility

In an era of increasing gaps of all kinds — between the rich and everyone else, natives and immigrants, the dominant and non-dominant cultures — connected learning and the affordances of digital, networked technology also provide paths to equity & visibility for non-dominant students. Connected learning practices incorporate what Paul Gorski describes as “equity literacy” which enables teachers to “recognize, respond to, and redress conditions that deny some students access to the educational opportunities enjoyed by their peers and, in doing so, sustain equitable learning environments for all students and families” (Reaching and teaching students in poverty: Strategies for erasing the opportunity gap, p. 19). When students who come from families with means are shifting more and more of their learning to “enrichment” opportunities outside of school, non-dominant students and families often cannot afford the same kinds of financial investment in extracurricular “enrichment”. This widens the achievement gap. But connected learning practices can bridge this gap by providing non-dominant learners with such “enriched” learning opportunities. In as much as connected learning places student interests and culture at the center of their learning, non-dominant students can also gain more visibility by accessing the funds of knowledge embedded in their cultural backgrounds — funds that are often ignored by dominant or traditional schooling practices.

Much more than just being about incorporating technology into learning, connected learning leverages the vast learning that takes place outside of school and as a result of interactions between learners and more knowledge others other than their teachers. It is disingenuous to suggest that anyone with knowledge can teach.  Still, there is a need for students to learn from other knowledgeable adults who share their interests, who want to share what they know with novices, and from whom young people can learn. Learner interests, collaboration and feedback among their peers, the connections between young people and adults and the creation of knowledge and products are all valid and necessary paths to learning. And while digital, mobile, networked technologies make connected learning possible in ways that were very difficult and expensive to accomplish just a decade ago, there is nothing inherently technological about what makes connected learning so powerful, so vital for young people and schools today. The technology significantly lowers the barriers to connected, relevant learning for 21st century students — ways of learning that were more prevalent and widely accepted as legitimate prior to the industrial age.

Conclusion

Indeed, connected learning as a teaching and learning framework represents a path out of the outmoded industrial paradigm to one that is more aligned with the digital, networked, mobile age in which we now live. Young people learn through different and multiple pathways that include their own interests, their interest-oriented interactions with peers, and mentoring relationships with adults in regard to those interests. That learning should also include elements of the learner’s culture that mediate learning.  Each of these factors allow learners to develop their identities through their interests and their developing expertise around those interests.  When taken together, connected learning practices make for useful, necessary, and powerful hacks for bringing teaching and learning into the digital age.


*: In Connected Learning, Ito et al. use the term “non-dominant” in place of more common terms like “minority”, “of color” etc. I appreciate their explanation that “‘non-dominant’ explicitly calls attention to issues of power and power relations than do traditions terms to describe members of differing cultural groups.” As such, I am using it as well.


Week 11- All Good Things…

image:Rijwana TasnimEleven weeks ago, the fall term started and I groaned at the thought that it would be December when it ended.  It seemed so far away.  But as the saying goes, don’t blink.  ‘Cuz here we are and it’s time to assess our learning.

Surprises

One of two main projects for this term asked us to examine our foundational beliefs about educational psychology and pedagogical theory.  The assignment didn’t ask me to do much more than I’ve been asked to do before over the course of my 30 years in the profession.  However, the exercise facilitated a few realizations about the evolution of my beliefs.  First and foremost, my constructivist beliefs inflected by social cognitivism, pragmatism and metacognitivism hold up to and compliment teaching and learning with educational technology.  I have found as well that they are reciprocally being informed and re-formed by the technology of the times, namely mobile, social, and networked technologies.  In the course of writing my final paper, it became clear that I needed to find a way to incorporate aspects of the budding “learning theory for the 21st century”, connectivism.  For even though I’m still not convinced that connectivism is a full-blown pedagogy (yet), as it is articulated now, elements of it are worth exploring as we develop curriculum and instruction and assess what constitutes powerful learning for the networked age.    These are some surprises that will certainly influence my future studies as well as my practice.

thinking differently about school and educational technology in teaching and learning

While Dr. Leonard Waks’s ideas were not practical to implement in their entirety, his text, Education 2.o: The Learningweb Revolution and the Transformation of the School does have me thinking differently about school and the role of educational technology in teaching and learning.  Even though the paradigm shift he is calling for will likely take a generation or more to accomplish — if it is ever realized in its entirety — many of Dr. Waks’s ideas are useful.  First and foremost, he challenges readers to confront how thoroughly outmoded the industrial model of schooling actually is.  Not only that, the histories he includes provide much-needed perspectives and insights into our current times.  The evolution of schools to support the factory-based, industrial economy of the 19th & 20th centuries and the roles of diplomas and degrees as employment sifters and social allocators during those centuries all stand in stark contrast to the evolution of the internet, the complexities of schools and school systems, and the open, networked information and knowledge economy in which we now live.  Even though the model of the open learning center as described in Education 2.0 is problematic in a number of ways, the text still begs the question:  To what extent are we serving students by continuing an educational model that is yoked to a dead economic model and the social structures that developed from it?  Indeed, as a result of reading Waks I clearly see just how misaligned our current school paradigm is with the needs of the modern world.  It has made me very conscious of which school structures are impinging on or even making 21st century learning impossible to do.

Future ed tech topics and pedagogical techniques of interest

I would like to learn about a plenitude of topics in regard to educational technology and technology-based pedagogy.  I look forward to accumulating more tools and processes for implementing technology-infused learning in the high school classroom.  I very much would like to learn more about how to get “technology reluctant” teachers to incorporate more technology in their instruction, getting them to facilitate more student learning with technology.  I would also like to acquire more techniques to support teachers who already use technology, getting them to SAMRize their student learning even more than they think they already do.  I would greatly appreciate a course or workshop about developing powerful, engaging online learning using platforms such as D2L, Google Classroom, etc, both for high school students and for teacher professional learning.  Finally, I would love a course or workshop in which we create digital badges to promote professional learning in the digital age.

All Good Things…

From the moment I saw the title of this course and the text that would provide its foundation, I was excited.  Indeed, I have learned much. Significantly, I’ve experienced several unexpected learnings, which is what makes learning really exciting.  Not only was the material of high quality, but so were my classmates.  They have been a special group.  Discussions on the boards were lively, supportive, and challenging which facilitated our learning both through and beyond the text.  Each week I extended my understandings of what I read through application or discussion with my classmates and their shared perspectives.  Certainly, this course has been more proof just how much students — no matter their age and experience — learn from each other — even beyond a text or curriculum.

Week 10- Predicting the Most Important Trends in Ed Tech

NMC/CoSN Horizon Report 2016

The NMC/CoSN Horizon Report 2016 K-12 Edition reads like a state of the union for educational technology outlining key trends, significant challenges, and important developments in the field.  Its evaluation of trends and developments as short-term (1 yr or less), mid-term (2-3 years), and long-term (4-5 years) are reasonably assessed.  So too is categorizing challenges as solvable, difficult, and “wicked”.  Much good information is included here.  Organizing each trend into bite-sized pieces with a sort of preamble; Overview; Implications For Policy, Leadership or Practice; and then substantial For Further Reading offerings  to further explore each subject.

Professional Development

An element of professional practice that I’ve been wrestling with over the course of this year has to do with professional development for k-12 teachers.  There is much to get excited about in this report and some trends are already underway.  However, at the risk of injecting a cynical note into the discussion, I’m not sure how many of these trends will become embedded in American practice until we address professional learning.  Through 47 pages of the NMC/CoSN report, professional development is mentioned 11 times.  In fact, “Rethinking the Roles of Teachers” is a significant challenge addressed in the report as a “solvable challenge”, even if it is buried midway into the report and is the second of only two challenges the authors consider solvable.

I would argue that no trend mentioned in this report can be implemented without significant professional learning for teachers and administrators alike.  The dismal quality of much American k-12 PD, little budgetary support, and teacher attitudes towards it will all have significant impact on whether and which trends come to live in any given school or district.  As such, professional learning and “Rethinking the Roles of Teachers” is the lens through which I will read this report.

Trends

Of the trends outlined in the report, those I think will gain traction in the next five years include  collaborative learning, students as creators, rethinking the roles of teachers, personalizing learning, and online learning.  They are likely have the best chance of taking hold in American education if for no other reason than they fit within the current paradigm and do not require technology necessarily to provide powerful learning experiences.  Collaborative learning, project- and problem-based learning, and personalized learning are already a part of teacher vocabulary.  Online learning is gaining traction via flipped classrooms and blended learning.  With this foot in the door, technology can be incorporated in ways that modify and redesign extant units and lessons.  With some shifts to what they offer, professional learning providers deliver can accomplish such modification and redefinition of existing lessons and in the process realign teachers away from teacher-centered instruction and towards new roles as guides and facilitators.  PD providers need to present learning such that teachers receive “hands-on experiences … to help integrate technology in the classroom [and] create agile environments that support the development of professional learning networks where educators can seek guidance and inspiration from peers and around the globe as they rethink their pedagogies and curricula” (p. 24).   Through their own hands-on experiences, teachers learn as we want their students to learn in the digital age.  With such experiences, teachers are more likely to transfer their experiences to their students.  Back in their classrooms, then, teachers facilitate experiences that extend students’ collaborative learning out through digital networks, empower them as creators of content and not must consumers, teach them to recognize and pursue their own interests and learning goals, and do more and more of all these activities online.

Impact on Educators

I predict that online learning will become a path to personalized learning not just for students, but for teachers too.  I predict that over the next few years, teachers will figure out they can completely personalize PD, learn anytime/anywhere, at their own pace, and not have to contend with one-size-fits-all PD.  I am especially excited about the prospects for digital badging.  As it becomes increasingly popular, more and more educators will be able to extend their personalized, online learning even farther as they accumulate only the skills and content knowledge needed for their own specific professional learning needs.  In fact, some states are already experimenting with digital badges as a way for teachers to maintain their credentials along side CPDU’s and potentially even in place of them. When these trends take off, online learning for both teacher learning and student learning will become de rigueur.

Good for Schools

All these changes will be good for schools, yes.  But mostly, they will be a boon for students and learning.  Young people are so disconnected from their school experiences right now.  Many teachers teach for compliance and completion because such work is easy to grade and translates into easy measurables like GPA’s and graduation rates.  But completion and good grades do not equal learning.  And compliance and completion methods are mostly divorced from the kinds of social learning young people are used to doing with and without their networked devices when they are not in school.  Perhaps one of the biggest challenges to getting more technology-based methods in the classroom is getting teachers to see themselves as facilitators and not experts.  The image of themselves as experts keeps many teachers from trying things they don’t think they know well enough to teach.  This is especially so with technology given how vast a landscape it is and how constantly and rapidly it changes.  Prior to the digital age, it was a little easier to operate with the expert mindset.  But the internet age has given us access to the sum of human knowledge and there is no way anyone can know all of it.  The mobile age has given us a multiplicity of ways to access that knowledge and ways that are persistent.  There is no way to be expert in all affordances either.   In a blog post for a previous class I wrote about this very subject.

“As Bryan Alexander said in the Teaching and Higher Ed podcast, ‘There’s a lot of churn.  But …overall we were right.  We hit on the web as a major feature of literacy and learning.  And that’s a good thing.  We didn’t identify a horrible monster.  We identified a really powerful platform for human expression and connection, with flaws, with problems.  But that’s a major stride forward for the human race….  Teachers are hired to be experts and we can’t be expert in everything online.  Therefore they have an extra layer of anxiety to participate in the social world of the web and they’re not the expert.  They’re average users.  And that is very hard and threatening.  That’s why teachers have had a hard time using the web for teaching and learning.’  Yet we have to push through that anxiety and not only take our place in the digital world, but also guide the younger generations to their own critical and constructively participatory place in it as well.  And as we do, let’s keep in mind ‘There’s too much to master.  No one can master it all.’ So ‘grab one particular corner of it [like Facebook or Instagram or Twitter, etc.] and get comfy with it.’”

T.A.T.Too, “Critical Thinking and Information Literacy”

 

Once we can get to this point as a profession — where teachers shed their self-perceptions as experts and dive deep into their “one particular corner” of the internet or social media to feel “comfy” with it — then many more of these trends stand a chance of sticking.  Then school will again be a place of interest and joy for our students and not a drill and kill testing mill.

Final Thoughts

Another significant shift needs to occur around what kind of PD is prioritized.  For any of these trends to become a meaningful part of teaching and learning, teachers need to seek more learning about how to incorporate the broad concepts each of these trends represents and how technology plays a role in each. They need far less PD that is merely training for specific apps.  Indeed, teachers already in the classroom will need quite a bit of focused, long-term learning so they can become “guides and mentors, modeling responsible global citizenship and motivating students to adopt lifelong learning habits by providing opportunities for students to direct their own learning trajectories” (p. 24).  If  administrators and teachers prioritize professional learning to focus on a limited set of student-centered outcomes that map to and differentiate for teacher learning needs, then these trends have a chance of taking root.  The extent to which schools sustain limited PD over time and partner with PD providers who deliver quality learning experiences will also impact success.  But where professional learning is piecemeal, random, low-quality, one-off, and conference-based,  I don’t see any of the trends in the report taking root in any consistent way that is beneficial for all learners.  

 


PD Issues in Ed Tech Video

Week 8- The Helpfulness of the “Learningweb Revolution”

On the whole, Waks’s project seems too extreme and lacks enough solid grounding in the realities and political contexts of our times.  As such, it would be hard to see how anyone could take it seriously as a model for transforming existing schools.  Nevertheless, several of the perspectives and some of the history and research in Education 2.0 have informed my thinking and professional judgments about how schooling and education in the 21st Century ought to be done.

The Helpfulness of Waks’s Vision of the “learningweb revolution”

One way Waks’s vision has influenced my thinking is his presentation of the scope and magnitude of the social, cultural, and economic sea changes washing across the planet as a result of digital, wireless, and network technologies.  Not that I wasn’t aware of these changes prior to reading Waks.  But the way he compares our times to similar upheavals in society when the shift from agriculture to industry occurred lends perspective to our current moment.  Yet, by highlighting just how different the industrial era is from the digital era, Waks brings into stark relief the tensions and crises the transition is causing across society in our present circumstances.  He also does an effective job of addressing what must change if educators are to adapt the profession to the new world in which we already live and serve the children of a networked, digital age who are completely disaffected from industrial schooling.

Despite some of Waks’s proposals being to “out there” to be taken seriously, he presents glimmers of hope for those of us who are eager to usher in the changes we know are necessary for digitally mediated education.  After all, “paradigm shifts do not take place in a vacuum.  Horace Mann’s ‘common school’ revolution didn’t happen ‘of itself’; it was a direct response by economic and political elites to the social and economic changes ushered in by the automated production in New England factories after 1820”  (Waks, p. 196).  The history of past shifts in education let us know that the shifts are not only possible, but do happen when the political and economic conditions are right.  Today, the economic conditions are ripe for this change.  We just have to be prepared for when the political winds shift.  When they do, many of Waks’s ideas will make for a helpful menu of educational options even if his entire project is ultimately deemed infeasible.

Another way his ideas about the learningweb revolution could be beneficial is for educators who are interested in starting a new school.  For the purposes of such a project, Education 2.0 could be a useful blueprint or menu from which to design a 21st century school for the kinds of learning Waks envisions for the future.  Indeed, the schools Waks’s envisions  seems a suitable space for the “connectivisit” methods to be tested.  As George Siemens defines it,

“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.  Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.”

Sometimes described as a “new” educational philosophy for the digital age, connectivism describes what I imagine Waks’s open learning centers would be if one actually existed.  However, even for a startup school, all of Waks’s version of Education 2.0 are not.  Still, it does provide a bunch of paradigm-busting educators many choices for how to plan a school that provides a 21st Century education with the tools of the age central to its mission.

Colleagues and Friends (and Schools) That Are/Not Doing IT

Only one of my schools is willing to  include some online professional learning.

While I may not be in a position to implement much within school contexts, I am taking my opportunities where I can grab them.  Currently, one of my schools has agreed to conduct as much of our PD online as possible via Google Classroom.  This is as much about making an opportunity out of a crisis moment given the current Illinois budget fiasco.  But it is also about directly demonstrating to teachers that self-paced, mastery-oriented, just-in-time learning, provided through digital, networked, situated contexts can be powerful paths to learning.  Of course, a parallel goal is for teachers to transfer the same methods through which they learn to their students.  (Indeed, few moments in my PD sessions are as exciting to me as when I hear a teacher say, “This is so cool!  I need to try [insert digitally mediated learning activity here] with my kids.  They would love this!”)   I’m certain there will be bumps and pushback.  But we have to do something to start the ball rolling.  Not to mention how great it feels putting into practice some of the things I’ve learned as a result of my studies at NLU.  It’s also a great feeling working with a school courageous enough to take this plunge!

Still, the above school is far from the norm.  Looking around the CPS schools with which I work, there is much Education 2.0 gets completely right in terms of students’ schooling and learning experiences today.  Reading Waks on the heals of other scholars like boyd (It’s Complicated) and Ito (Hanging Out, Messing Around and Geeking Out), it hurts my teacher soul to walk into CPS high schools and see what kids contend with.  Day after day they travel from classroom to classroom doing work that has little to no connection to their lives.  The work is driven by performance oriented educators and policy makers much higher up the hierarchical org chart where all that matters, really, is high test scores, graduation rates, and college acceptance rates.  Worse, most teachers provide few paths that might connect students’ interests to the content they seem to believe is so vital for them to know. When it comes to the educational methods imposed on them, each day students walk into the school and become time travelers for 8 hours a day, warping backwards to the 19th and early 20th centuries.  Tragically, most of their teachers view students on phones as some kind of threat.  Technology — when it is used  — is the gravy on top, not the meat and potatoes of learning.   In light of these conditions, is it that hard to understand students’ apathy towards their own learning?  I only wish I worked with more schools and colleagues where implementing the new paradigm (though not necessarily Waks’s full vision) was happening as a matter of mission.

My Personal Assist

Even though I don’t know of a school or colleagues that are “working toward implementing this new paradigm”, I would pay real money to get a position in just such a school and begin the long, hard, complex work of leveraging students’ digital lives, tapping their interests, experiences, and expectations in order to transform teacher practice and redesigning curriculum.  I would create professional learning opportunities where teachers “must consider how the content and mature organization of knowledge grow out of the practical demands of social life, and how that content is used, tested, and modified in its actual use” (Waks, p. 197).   I would work towards a mastery oriented environment (Waks, p. 206) where play and error take their rightful places as the essential elements of learning that they are.  And the medium and playground for such work — for students and teachers alike — would include and require the networked technologies and personal devices that are a part of everyone’s lives and central to such kinds of 21st Century learning. 


Siemens, G. (2005). Connectivism:A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning. Retrieved June 8, 2017, from http://www.itdl.org/journal/jan_05/article01.htm

Waks, L. J. (2016). Education 2.0: The learningweb revolution and the transformation of the school. New York, NY: Routledge.

Week 7- Clash of Paradigms

The clash of paradigms described by Dr. Leonard Waks and Sir Kenneth Robinson is a struggle between preserving the hierarchical industrial model of education by reforming schooling on the one side, and deploying digital and network technologies to transform education by evolving schools into open educational centers of learning on the other. 

Essential Elements

While there are common elements between these paradigms, there are some significant differences.  The industrial model of schools is characterized by hierarchical structures, standardization, and age-grouping for the purposes of initiating young people into the adult world of factory work.  Some of the assumptions here include the legitimacy of the diploma system to deliver desirable employment and social allocation, the concept of “the dropout” as socially deleterious and collecting diplomas from high school, college, and graduate school is socially desirable.  Another assumption is that  only certified teachers ought to deliver the content they are credentialed to teach through standardized curricula.

In contrast, the Education 2.0 educational model is based on individualized learning, collaboration, and teaching and learning with digital tools and open, networked resources.  Schools are conceived of as open education centers making wide use of Open Education Resources and seek to initiate young people into the adult world by connecting them to it through situated learning experiences.  Advocates view teachers and students alike as participants in and contributors to the learningweb, through which they are initiated to take their place in the  knowledge economy.  Education 2.0 advocates also make some assumptions.  The first is that students can guide their own learning journeys.  The second is that non-certified persons can be co-equal educators of self-directed students simply by virtue of their content knowledge and experience.  The third has to do with what often appears to be a privileging of technological means to learning ends.  Granted, this last one is not necessarily what Ed 2.0 adopters believe.  Nevertheless, when the use of learningweb technologies is a central component of the paradigm, the message quickly gets elided that what matters is quality instruction regardless of whether or not technology is involved.

Hesitations & Keeping Within Known Boundaries

Reasons abound for why individuals and entire systems remain within the old paradigm and be reluctant to adopt the new paradigm.  One reason for remaining likely has to do with the rhetoric surrounding education.  “Reform” is a difficult concept to oppose.  So conceiving of oneself as a reformer provides an attractive and powerful identity.  Who can’t get behind reforming schools, especially when the schools have been framed as failures?  As Sir Kenneth Robinson notes, “People say we have to raise standards as if this is a breakthrough….  Yes, we should.  Why should you lower them?”  Ideas such as this are so positive they are easy to espouse and feel good about embracing.  Another reason for keeping within the old paradigm is that most teachers likely see themselves as part of a long tradition of “passing on our cultural genes” and sending young people to meet the future (Robinson).  Consciously or unconsciously, they position themselves as the next generation of educators, previous generations of which have heretofore sent their students successfully into the future.  Yet lest I sound as if I’m damning with faint praise, I want to be fair.  Most educators do not maintain the same perspective as we’ve been privileged to attain by virtue of our interrogating and wrestling with the big picture.  Most teachers are too bogged down in the day-to-day dynamics (read: survival) that “school reform” has wrought.

Indeed, hesitation to adopt the new paradigm could very well have to do with a much more down-to-earth reason:  The amount of newness Education 2.0 and the learningweb require.  When we stop to consider it, what element of our profession is not effected by digital and networked technologies?  To truly, meaningfully onboard we need new theories, new equipment, new procedures and policies, new strategies and methodologies, new pedagogical and content knowledge, new relationships with all stakeholders, new workflows, just to name a few.   Addressing even one of these can be costly and time-consuming.  Becoming overwhelmed happens quickly and thoroughly.  Fight, flight, or freeze responses are only natural and manifest as choosing to keep on with what is familiar and doing what one has been doing.  

Worthy of Preserving

One of the elements of the old paradigm I believe ought to be preserved has to do with the use of professional, licensed teachers who have completed accredited teacher education programs and not gone through so-called “alternative certification”.  While accredited programs in the US are not perfect and can stand to be improved, graduates still leave with far more pedagogical, developmental, and methodological knowledge than their “alt cert” counterparts.  They provide the pedagogical elements that form the base of teacher practice. Individuals armed with only content knowledge and practical experience in a particular field do not possess such a base.  That is not to say that there is no place for community artists and entrepreneurs in our schools.  But the idealized “open staffing”, as Waks describes it, is a potential Pandora’s box of outsourcing that could gut the local teacher corps, not to mention how it will likely expose students to all kinds of unqualified individuals now enrobed in the title of “teacher”.  Talk about a legitimacy crisis. 

Ignoring Realities

Scott Sternall articulated a sentiment in his commentary on the boards this week.  “I wish Breck, Bonk, and even Waks would be honest with their evaluation of why their system has flaws.”  There is a whiff of intellectual dishonesty to the mission of Education 2.0 revolutionaries — at least as they articulate it in our readings thus far.  As I mentioned back in week 1, societies typically do not shift paradigms quickly.  Institutions like schools, with roots that go to the core of societal beliefs, are not easily changed.  We all know this.  So when the treatise is written as if all we need to do is throw open the doors of our schools, invite the expert community in, slap a mobile device in every child’s hand, point them towards the internet, clap them on the shoulder and education is now reformed is disingenuous nearly to the point that the project cannot be taken seriously.  This is a shame because several ideas here have merit, such as the demise of the factory school, the diploma crisis, and the many affordances of the learningweb and how schools, educators, students, and parents ought to be taking advantage of its affordances to once again make teaching and learning the joyous adventures they can and should be.  Even Waks’s final chapter, “What Needs to Be Done”, is entitled to suggest he will finally give us some nuts and bolts for specifically how to bring his vision to fruition.  Instead, after 211 pages, he delivers an anemic and gratuitous final 10 pages of little more than common sense advice for incorporating Education 2.0 elements into the factory school paradigm.  Who knew paradigmatic shift could be ushered in so easily?

Paradigm Clash in CPS

The schools I work with generally keep their heads in the sand when it comes to the broader educational technology culture.  The extent to which Web 2.0 and Education 2.0 are brought into the classroom is really up to individual teachers.  While a few teachers allow students to use their phones with formative assessment tools like Kahoot!, all of the technology use I see is at the substitution and augmentation levels of the SAMR model of technology integrationImage-Teacher_Created_ResourcesNone of the schools I work with evince a school-wide ICT policy or ICT culture.  I still see far, far too many signs like those on the left in halls and classrooms.  The schools I work with have mostly high performing teachers who “get it”  So when the district gutted time for professional development and common planning, teachers were highly upset about how the cuts would undermine their planning efforts and instruction.  Yet even as I suggested, demonstrated, and mapped out how the collaboration features in GAFE (which all CPS teachers have access to) could be used for asynchronous planning and how with them we could still accomplish most of our goals, I met fierce pushback from teachers saying they were not working on their own time and “for free”.  Frustratingly, such mindsets show how completely embedded they still are in the factory school model and school reform thinking.

Education 2.0 in My Consulting Practice

As an education consultant, much of my work is defined by technology  Leveraging Web 2.0 as much as possible is how I remain present with and connected to my teachers and administrators.  Zoom video meetings, Google Classroom, pushing asynchronous work, using cloud-based apps, built-in collaboration features in Google Docs for curriculum mapping, advocating for and hosting Twitter chats, demonstrating the use of social media as learning tools, using Twitter, Facebook, Reddit, Google+ as ways to extend my PLN and PLN’s of teachers I work with are all ways I’ve extended the new paradigm into my work and that of the teachers I work with.  Lest I sound like the model “Coach 2.0”, however, I still have a long way to go in incorporating these tools more seamlessly and automatically.

In general, the Education 2.0 paradigm provides many opportunities to use technology to transform what I do as an ed consultant.  Mostly those opportunities have to do with my work.  Increasingly, though, as I get used to a new app or process, I am able to draw individual teachers and administrators into the same process.  It’s a little sly, admittedly.  Sneaky even.  Sneaky like a fox!


RSA ANIMATE and Sir Kenneth Robinson: Changing Education Paradigms [Video file]. (2010, October). Retrieved October 31, 2017, from https://www.ted.com/talks/ken_robinson_changing_education_paradigms/discussion

Waks, L. J. (2016). Education 2.0: The learningweb revolution and the transformation of the school. New York, NY: Routledge.