Some were down right visionary, like Arizona State University Professor James Paul Gee who argues that the continuous assessment of gaming promotes problem solving in a way that is impossible to replicate in the real world, yet ultimately applicable to real world problems by freeing learners to take risks. (Gee, nd) His argument that the educational system that produces "privileged people who know a lot of facts but can't solve problems with them is on it's last legs" (Gee, nd) is now half a decade old. Another group of students has spent over a third of their education subject to sit, git and spit pedagogy with predictable results.Ostensibly, the research-based, teacher-directed, data-driven programs in favor today purport to improve student achievement - i.e. raise test scores; yet, scores remain stagnant for capable student populations and sub-populations are subjected to instruction designed solely to bring them to proficiency within a narrowed curriculum.
This sentiment is echoed by Indiana University Professor Sasha Barab who argues for re-positioning education to take advantage of technology to give students learning experiences with purpose. (Barab, nd) He argues for a purposeful pedagogy focused on acquiring information not for acquisition but application thereby shifting the paradigm of education away from consumption toward production.
So it's a very different kind of positioning, where, instead of treating these kids when they come in as people who are ignorant in their job, and education is to get them smart enough to demonstrate some sort of high score on a test, our goal is to position them as really empowered kids who get to feel: what is it like to try on the role of a scientist, and to see themselves as people who could possibly have that future. (Barab, nd)The only way to create a learning environment that empowers students to the degree Sasha Barab advocates is by incorporating technology into students' daily educational experiences.
I believe Harvard Psychology Professor Howard Gardner, considered by many to be the architect of differentiation in education, sums up the reasons why education practices and educators are so slow to change. In order to bring about substantive change the role of teacher must evolve into one that is not centered on the "didactic aspects of teaching [that] are not needed anymore because the information is so prevalent." (Gardner, nd) Simply put, teachers have to be willing to give up control over knowledge. This is a very challenging prospect for many traditionally trained teachers for whom control is equated to learning. When they are the source of knowledge, they know the student is being taught what is going to be assessed on the test. Unfortunately, this mindset perpetuates a system that doesn't promote problem solving or allow students to develop the skills necessary for a rapidly changing world. It is, and will be for the foreseeable future, difficult to convince colleagues to embrace the new educational possibilities born of digital innovation until they see time has run out on waiting for the future. The future is already here.
Edutopia.org (Producer). (nd). Big thinkers: James Paul Gee on grading with games. [video] Retrieved from http://www.edutopia.org/digital-generation-james-gee-video
Edutopia.org. (Producer). (nd). Big Thinkers: Sasha Barab on New-Media Engagement. [video] Retrieved from http://www.edutopia.org/digital-generation-sasha-barab-video
Edutopia.org (Producer). (nd). Big Thinkers: Howard Gardner on Digital Youth. [video] Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video
No comments:
Post a Comment