The real issue for Education in the 21st Century

The real issue for Education in the 21^st Century

-Michael Van Loenen

On Sunday I read a tweet from @edtechsteve ( http://twitter.com/#!/edtechsteve ) that made me stop and re-think my position on the most important issue for education in the 21^st Century.  The tweet was simple, thought provoking, and what I believe to be the absolute foundation for future education policy. 

The tweet read:

Most power doesn’t come from the apps-it comes from kids having access to info in pocket

As a society we have a tendency to get caught up in the rush of the next big thing.  Educators do this for all the right reasons.  We use “this” tool to reach “these” kinds of kids.  We use “that” tool to reach “those” kinds of kids.  We mix this strategy and that strategy.  We use this piece and that piece.  As educators we want to reach as many kids as possible.  We are willing to adapt, change, transform, mould, and tweak our curriculum as often as we need to, hoping to meet the needs of all of our kids.  As those of you with experience know, these innovations are cyclical and many experienced teachers will tell you, there are no new ways of teaching, only new books.

In education we find ourselves on the edge of what might be a seismic shift in American schooling.  I believe there are new ways to teach, I believe that these new ways will require the role of teacher to change and the expectation of the school to change as well.

Back to our tweet, “most power doesn’t come from the apps-it comes from kids having access to info in pocket.”  The most important issue for education in the 21^st Century is access!   Students, parents, communities, schools, and teachers must all have access to technology.  Without access for all we are doomed to fail.  Without access for all we are doomed to create a larger gap in the haves and the have-nots.  Access to technology levels the playing field.

I had a conversation not too long ago with a gentleman that by all measurements would be considered very wealthy.  He has worked hard for his money and has earned his status.  His child does not attend public school, instead his child attends a very exclusive, very traditional, private school.  We were discussing school finance and the issue of technology was brought up.  I talked about all the technology we have on my campus and the different ways in which teachers and students use the tools available.  I talked about the engagement level of the students, the creativity of the projects, and the direction in which we hoped to take our school using technology as the basis.  He listened very intently, acknowledged that it sounded very exciting, but responded in a way I could not have possibly predicted.  He asked “why is all of that necessary?” 

You see to him, access to technology is taken for granted.  He and his family have computers, video cameras, digital cameras, mp3 players, and cell phones with internet access.  Why would a school need to provide all of these things?  Doesn’t everyone already have them?  The answer is a resounding NO!  The truth is, if my school does not provide access to technology, many of my students will never have access to technology. 

Most schools that I am familiar with have access to technology to some degree.  There is a continuum and each school is at a different place on that continuum.   But I don’t believe that kids accessing technology during the day from 8:00-3:00, Monday through Friday, is enough.  Everyone needs 24 hour access to information.

I stumbled across the Khan Academy while surfing the internet the other day.  I won’t bore you with the background, you can get that yourself, but I will say Mr. Khan seems to be a man genuine in his desire to improve education around the world ( http://blog.ted.com/2011/03/09/lets-use-video-to-reinvent-education-salman-khan-on-ted-com/ ).  He has created 1000’s of tutorials in all subject areas that students can access when needed.  He believes, as do several other influential people (Bill Gates included) that his online Khan Academy is the future of education.  However, the use of the Khan Academy and its tools relies on kids having access to technology.  If a child has no internet access, let alone computer access, the Khan Academy does the child no good. 

There are millions of websites dedicated to education.  I am sure that each of these has value and merit and can help a struggling child.  But again, without access, that child will continue to struggle.  Without access for all, the gap widens.  Without access for all we create a class system inside our schools.  Without access for all we facilitate haves and have-nots.

So what is the role of schools, school districts, communities, cities, states, or the country in providing access for all students outside of the school structure?  If we believe that technology can close the gaps in education what should we do to provide access for everyone?

Do schools get enough bang for the buck from reducing class sizes?

Do schools get enough bang for the buck from reducing class sizes?

The Computer Lab is Dead

The computer lab is dead, as it should be!

I am very fortunate.  I am an assistant principal at a brand new school.  Being a new school, our infrastructure was built for technology.  We have wireless internet access throughout the building. Every classroom has an Interactive White Board.   We have two Dell mobile laptop labs that can be checked out by teachers, rolled into a classroom, and used by students.  We have 32 iPod Touches that are to be used by students.  There are six class-sets of student response systems, two of which allow for students to text answers to the teachers.  Class-sets of digital cameras are available for student use.  25 Flip video cameras can be checked out by teachers for students to use.  We also have at least two computers in each classroom.

Our students have access to technology.  I am happy to say, that our teachers use technology during their lessons on a daily basis.  Generally this is through the use of the interactive whiteboard (IAW).  Our teachers have embraced this piece of technology.  The IAW’s have moved from a teacher controlled educational tool for sharing information, to a student accessed, student used instrument for deepening understanding of key concepts.  We are very proud of the way the IAW’s are used on our campus.

The mobile computer labs are used on a daily basis.  Students constantly create presentations using the laptops.  Typically in powerpoint, but lately we have seen students using Prezi, xtranormal, and Animoto.  The use of these websites is another testament to the willingness of our teachers to embrace new technology.  Each teacher may not fully understand how to use these websites, but they are willing to allow students to explore and create.

The iPods are the newest addition to our technology arsenal.  These have been used by just two teachers thus far.  This was done on purpose. We are building leadership capacity with these teachers.  They will be expected to present several staff development sessions on using the iPods during the upcoming school year.  These teachers were chosen due to their ability to implement new technology in the classroom.  So far, students have used face time to debate students in another classroom, read articles and books, and take pictures to put into a presentation.  The iPods have the ability to excite and engage our kids every time we use them.

The student response systems have allowed data to be collected in real time.   Using these response systems teachers know immediately if a concept needs to be re-taught or if the class can move forward.  These systems also allow teachers to see specific students that are struggling right then and issues can be addressed as they happen, not after the issue has been compounded over the course of multiple class periods.

Students have used the digital cameras and the Flip video cameras to create projects and film lessons.  The use of these tools has moved us past students being worksheeted to death.  Our kids love the opportunity to create projects with cameras and the products can be amazing.

Classroom computers are used for a variety of things.  Students take quizzes, review lessons, and access approved media.  Teachers, of course, use the computers for planning, data disaggregation, information presentation, and communication.  The students’ using the computers during class is still viewed as something extra.  If a child has time at the end of a lesson, before school, or after school then they can be found working on a computer.  Student usage of computers is not where it should be.

And oh yeah…we have computer labs.  Our campus has four computer labs stocked with 30 computers.  On a typical day, the computers are turned on at 8:10 and turned off at 4:00.  The rest of the day, the labs are empty.  They are rarely used.  Teachers will use the computer labs if the mobile labs are unavailable, but only then.  Obviously, it is not that our teachers haven’t embraced technology.  They have.  Students use technology on a daily basis.  But our teachers have to be bribed or forced into taking kids to the computer labs.

I believe the lack of use is caused by logistics, not resistance.  Teachers do not want to take the time to give instructions in the classroom, move the students to the computer lab, get all the computers up and running, then shut it all down before they leave.  Teachers do not want to give up the instructional time.

I recently watched a TED talk from Sugota Mitra.  Copy and paste the following URL into your browser to view the talk:

http://www.ted.com/talks/lang/eng/sugata_mitra_shows_how_kids_teach_themselves.html

At the end of the talk Dr. Mitra discusses something called a Self-Organizing Learning Environment (SOLE).  These SOLE’s are a computer, on a table with a bench instead of a chair (I am over-simplifying here; there is a great deal of research and data behind the information).  The bench seats four or five students and allows a physical space for kids to collaborate while working on a computer.  In Dr. Mitra’s talk he discusses using these SOLE’s as an alternative to having a teacher.  I am not advocating that we go that far.  I am advocating the dismantling of existing computer labs and create four to five SOLE’s in every classroom. 

The creation of classroom SOLE’s (of course the name would have to be changed, because if the teacher organized the groups they would no longer be self-organizing) would remove several of the logistical issues teachers have with moving students to the computer labs.  I also believe that forcing kids to work in groups would cause them to talk about the information, thus deepening their own understanding of the material.  Additionally, having a small computer lab in every classroom would encourage the teachers to incorporate the computers into the daily lessons more often.  It is one thing when all the computers are down the hall in another room; it is something else when they are staring at you on a daily basis.

The release of learning to students in a 21^st century way has to be one of the goals of a modern school.  Equitable access to technology and developing technological literacy must be a cornerstone for all subject areas if our students are going to compete in the global economy.

How does your campus or district use computer labs?  How do you ensure that students get opportunities to access technology?  Where is your campus in comparison to mine with technology and its use?  Am I insane?