Part of my Masters studies is writing a reflective blog. For this first subject Concepts and practices for a digital age we are required to publish four official posts over the course of the semester but are free to post other reflections as and when we wish. This is my first official post, cross-posted from Learn, do, teach… The directions were:
Using your readings and interaction with the subject to date, develop a statement about your current knowledge and understanding of concepts and practices in a digital age within the context of your work or professional circumstances. What is the context of your learning? What are your personal aims in this subject? What challenges are you hoping to meet for yourself?
As you might imagine I’m a little nervous about my first assessable writing in a long time – what do you think?
The Global One Room Schoolhouse: John Seely Brown (Highlights from JSB’s Keynote at DML2012). Retrieved from http://youtu.be/fiGabUBQEnM
I didn’t know it till this week but it seems I’m an entrepreneurial learner. I look for new ways to do things, seek new resources, re-evaluate, re-assess, tweak, try, and reflect. I’m not happy doing the same thing in the same way unless I know there isn’t a better way (and that’s rare). So John Seely Brown’s words right at the start of the video struck me straightaway. That’s it! That’s my passion! I want other teachers to be entrepreneurial learners too.
I want to find new and better ways to inspire and motivate teachers to have a go in the networked learning environment, to become “connected educators” – what Tom Whitby defines as “teachers who are comfortable with collaborative learning, social media, and sharing their ideas online.” I share his concern of a “huge gulf now developing between connected and unconnected educators.” (Digital trends shifting the role of teachers)
I want to be able to use the right language to convey my passion, to be able to articulate in pedagogical terms why it is important to keep up and to back up what I say with compelling examples from research. I read widely and find myself nodding my head in agreement or protesting “no” at an outrageous assertion but lack the skills to articulate why I respond that way. I need to “level up” my academic prowess. This is key in my motivation for study and I’m already being rewarded by the range of information being shared formally through the module and the new eye with which I’m viewing information shared informally.
Teachers I work with get bogged down in real and imagined barriers relating to workload, red tape and previous bad experiences, using them as excuses not to try. I love seeing the lightbulb go on when someone realises that a particular tool can actually make them more efficient (seen recently with a new Evernote convert) but often teachers lack motivation or are scared of breaking something or admitting they don’t know. I want teachers to find the same joy I do in play. As Seely Brown says “a key aspect of play is…permission to fail. Fail, fail, fail, then get it right”.
I want teachers to see that the technology itself is irrelevant. Just yesterday a primary teacher bemoaned the fact that her students struggled with using a mouse because they were so used to touch devices. Does it really matter? I can see a day in the not too distant future when the computer mouse will be viewed like the fountain pen, a quaint relic. We already have voice and gesture recognition and eye control is being developed. The mouse should be seen for what it is – an input device, nothing more, nothing less. This tweet from Marc Prensky sums it up beautifully:
Technology provides tools (nouns) to do things (verbs). FOCUS ON THE VERBS & use the most up-to-date nouns you can. http://t.co/tpamOmcEm1
— Marc Prensky (@marcprensky) March 6, 2014
I want teachers to see the need to transform learning tasks, that simply digitising an existing task and teaching it in the same old way will not develop 21st century skills. Future work skills 2020 articulates skills that will be required in the workplace of the future but traditional teaching methods will not serve these needs. Consider Ruben R. Puentedura‘s SAMR model:
SAMR can be applied equally by teachers thinking about how they teach and how they themselves learn. I want to be an agent of redefinition.
Finally, I need to become a better teacher-librarian by sharpening up my own search and research skills. Already I am enjoying the challenges this poses.