Over the past few days, I’ve been thinking a lot about the concept of insiders and outsiders as it relates to education, technology, and the development of the self. While there are definitely three posts brewing in my mind (see below), I’ll save two for another day. But, to be a little more transparent, here’s what I’ve been thinking about…
In my Klingenstein Leadership class, I had the chance to examine a case study which initiated conversation around the idea of increasing diversity in independent schools. While I can’t refer to the specifics of the study for confidentiality reasons, it made me think about problems with diversity initiatives – especially those programs which aim to increase the “outsiders” within certain communities without proper preparation and planning. It made me frustrated and sad for the many students who have difficult (and often detrimental) experiences as “outsiders” in schools. [I'll hopefully find time to post about this later in the week.]
Yesterday, a tweet directed me to a blog post that addressed the experience of an ELL (English Language Learner) in a Georgia classroom. The tweet said, “if you only read one thing today, read the posts/comments.” I would argue that if you only read one thing this week, make sure to put this post at the top of your list. I was profoundly affected, as it encompasses what’s been on my heart and mind recently. Rocio, the student featured in the post, beautifully describes her experience as an ELL student – an outsider – within the context of a school classroom. “We don’t have a personality until we own the language the people around us use to communicate,” she explains. The statement of “you can’t be who you really are in someone else’s language” is a powerful one – and one that adds even more texture to the context of my reflections this week in light of insiders/outsiders. [Again, I'll hopefully find time to post about this later in the week.]
Finally, the assigned reading for my Literacies and Technologies class (New Literacies; ch. #1 “From ‘Reading’ to ‘New’ Literacies”) addressed a completely different subject (much less heart, a lot more head) but strangely connected to the concept of insiders/outsiders that I’d been mulling over all week. Rocio’s statement, “You can’t be who you really are in someone else’s language,” powerfully relates to the ideas of literacy (post-1970) and the implications for educators striving to teach skills of the 21st century to students who desperately need them.
In the first chapter of New Literacies, Lankshear and Knobel introduce readers to the idea that “literacy” is dynamic and multi-faceted. It is not as simple as defining someone as literate or illiterate. While this complex idea of literacy has not always been as an educational focus (especially prior to 1970), I am intrigued by the development of the definition of literacy. Last week, Gee provided a strong foundation but this week, I have found the sociocultural perspective presented by E.D. Hirsch and the 3D model (Green) to be the most salient.
The 3D model builds on Hirsh’s idea of cultural literacy but adds that:
Literacy should be seen as having three interlocking dimensions of learning and practice: the operational, the cultural, and the critical. These dimensions bring together language, meaning, and context, and no one dimension has any priority over the others. In an integrated view of literate practice and literacy pedagogy, all dimensions need to be taken into account simultaneously. (p. 15)
It is essential that educators grasp this concept – especially since it’s essential that we teach 21st century literacies within the school walls. On school campuses across America (and across the world), there are insiders and outsiders in relation to the conversations concerning literacy, technology, and education. Jonanthan Kozol would argue that in some schools (schools I have visited in New York and Atlanta), literacy in its basic form isn’t being taught (and sadly, there is eerie silence in place of rich conversations around technology and education). Luckily, in many schools (public and private), the idea of multiple literacies (the 3D model) is being addressed. I believe that in order to prepare students to be productive citizens in a global economy, educators must attend to the operational, cultural, and critical dimensions of learning and practice. Then, the conversation concerning technology and education will have a stronger foundation and might naturally follow.
All of this relates (maybe too tangentially) to the idea of insiders and outsiders. If we only teach children the operational dimension of literacy, we are not teaching them the language of the 21st century. Essentially, we are making them outsiders because they won’t be able to understand someone else’s language. In the past, participation (reading/writing – on paper) was sufficient for the navigation of the world outside the school walls. Now, students must understand the language of the 21st century – and educators must help them work toward creating that understanding. This means that they (students and teachers) must be “able to transform and actively produce” literacy while moving past “operational or technical competence by contextualizing literacy with due regard for matters of culture, history, and power” (p. 16). What does this look like in the classroom? A starting place would be some of the ideas in Richardson’s book – using blogs, wikis, and podcasts (and Flickr, Del.icio.us, and RSS) to create, transform, analyze, gather, manipulate, search, navigate, and evaluate. Educators (we) must help students (them) learn the world’s language so they can express who they really are – in a language they feel comfortable with and understand.
This weekend at EduCon 2.2 in Philadelphia, I had a chance to think deeply about what it means to be a teacher in a “technology-infused classroom.” When people think about the relationship between technology and education, they often credit what they see – the blogs, wikis, podcasts – and claim that a classroom is technologically advanced because of the tools. While the tools are exciting (and are definitely a sign that a classroom might be “technology-infused”), they can’t be the litmus test for classrooms.
When I was a classroom teacher at Trinity School, my sixth graders had tablets and used them in almost every subject area. On a weekly basis, prospective parents would tour the school and peek into classrooms. While these visits rarely made me feel uncomfortable, I listened carefully to the parents’ comments as they left my room. Often, they were discussing the use of technology (the tools), and that always bothered me. Now, as I contemplate the true meaning of a technology-infused classroom, I realize there was a good reason I was uncomfortable with their comments. Even in the most technologically advanced classroom, I believe attention should be centered on the student learning (or the collaboration) and not on the cool tech tool. As teachers, we must create environments where outsiders notice the learners and focus on their learning rather than on the tablet or the tools.
In order for that to happen, teachers must create a vision for their classrooms. They must relinquish control of the classroom and empower students to take responsibility for their own learning. They must promote authentic, dynamic learning opportunities through inquiry and discovery. They must teach students to be flexible and nurture adaptability and creativity. They must allow time for reflection. They must encourage risk-taking. [All of this should happen in any classroom – even if the most advanced technology in the classroom is paper and pencil.] And if the vision includes teaching with technology, teachers must seeks to truly understand the power Web 2.0 tools and model that understanding to the students.
“In order for us to prepare our students for what is without question a future filled with networked learning spaces, we must first experience these environments for ourselves. We must become connected and engaged in learning these new ways if we are to fully understand the pedagogies of using these tools with our students. We cannot honestly discuss 21st century learning skills for our students before we first make sense of that for ourselves.”
This is a key piece that many educators miss. It’s difficult (impossible, maybe?) to have a clear vision for a technology-infused classroom without an understanding of the power of Web 2.0.
Which makes me think…
I hope the teachers who read Richardson’s book don’t skip the preface.
I’m happy to say that as a result of focused goal-setting for 2010, an elective class at TC entitled Literacies and Technologies, and an amazing experience at Educon in Philly, this blog is actually going to be a place I’m proud of. I’ve struggled with finding the time (and I know we all do) to actually do some authentic blogging, but it’s (past) time, so I’m making the commitment.
Just a few minutes ago as I was walking home – braving the snow even though I have thin Southern blood – I realized that I must channel this renewed energy and motivation into something that will last. I must spend time reflecting on what I’m learning now, so when I return to the classroom, blogging/reflective writing will be a habit and something I naturally model for my students and for the other adults in the school community.
It’s pretty cheesy, but since I’m a teacher, I can get away with it: for me, the snow resembles this renewed outlook and fresh thinking. And, the slippery walk, well, a risk. So, that’s what I’m excited about with this semester (and beyond) – not only academically but personally as well…capitalizing on this energy, seeing it as a fresh beginning, and taking some risks to improve myself as a learner, teacher, and leader. And, when I need a reminder (which I know I will), I’ll take a look at this picture…
“If our purposes were to be framed in such a fashion, they would not exclude the multiple-literacies and the diverse modes of understanding young persons need if they are to act knowledgeably and reflectively within the frameworks of their lived lives. Situatedness; vantage point; the construction of meanings: all can and must be held in mind if teachers are to treat their students with regard, if they are to release them to learn how to learn.”
As I think about “best practices” as a teacher of language arts and social studies, I am inspired and motivated by Maxine Greene’s words in her essay, Teaching as Possibility: A Light in Dark Times. Although Iread this piece in early September, its message carries great weight as I think about my past work as a teacher, my professional growth as a result of the Klingenstein program, and my future as a teacher and administrator. Next year, not only am I motivated to improve my teaching, but I also see incredible value in having “a space in which light can be shed on what is happening and what is being said” (Greene, 2003, p. 1) in the classroom. Next year, it is essential that I set both personal and professional goals – and boundaries – in order to implement much of what I’ve learned in this class and other Klingenstein classes. Professionally, I am passionate about creating a classroom environment where blogging, cooperative learning, understanding goals, and strategic reading are visible signs of my understanding of various aspects of cognitive research. Personally, I want to create time (and a space) for reflection so that I can continue to grow as a practitioner and leader. I’ve been thinking a bit about the blogging piece and I wanted to share some thoughts here…
The Power of Weblogs: Connected Writing and Student-Centric Learning
Throughout this class, I’ve been thinking a lot about the use of weblogs in the classroom. Rather than seeing blogging as another cool “Web 2.0” tool as many educators do, I believe that blogging has the power to transform both students and classrooms if introduced and taught in an authentic way. In Disrupting Class, Clayton Christensen claims that student-centric classrooms will come as a result of online classes by 2014, but I believe that student-centric learning is a possibility in 2009- 2010 when students are encouraged to write about curricular and personal topics in a public, connected space. Not only will students become more metacognitive in doing so, but teachers will gain great insight into students’ thoughts, feelings, and understanding of curriculum.
The three essential aspects of remembering, as presented my class on cognitive science, are elaborative encoding, distributed practice, and retrieval practice. Since teachers must beware of “inert ideas” or “ideas that are merely received into the mind without being utilized, or tested, or thrown into fresh combinations”(Whitehead, The Aims of Education, 1929, p. 1), teachers must plan curricular experiences that aid in elaborative encoding. While many classroom activities have the potential to provide opportunities for high-quality rehearsal, interior/exterior dialogue, activation of prior knowledge, effective organization of ideas, and creation of meaningful contexts and purposes that motivate and sustain active learning, I believe that blogging is an authentic activity that could prove to be transformational in the classroom.
Student blogging in a middle school classroom is much more than occasional writing in an online space. While the crafting of blog posts is the most visible sign of blogging, commenting on posts and linking to other blogs and websites is an essential piece of an effective blogging program. Teachers must instruct students on author voice and bias, organization of information, web safety and etiquette, and the powerful nature of this Web 2.0 tool. Blogging, the sharing of students’ ideas and thoughts about curricular and personal matters, leads to vulnerability that can be harnessed in a positive way. Maxine Greene speaks to the importance of creating situations where children are enabled and can be agents for their own learning. She writes:
Without a sense of agency, young people are unlikely to pose significant questions, the existentially rooted questions in which learning begins. Indeed, it is difficult to picture learner-centered classrooms if students’ lived situations are not brought alive, if dread and desire are not both given play (2003, p. 2-3).
Blogging does just that. It brings “students’ lived situations” inside and outside of the school walls alive and teaches students that their voice matters. Blogging also shows students that they can do the hard work of creating meaning from curriculum, thus taking control of their own learning.
