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it's going to take a long time for academe to figure out what to do with all the technology it already has

If an institution truly wishes to encourage innovations in its curriculum, it must devote resources to those innovations.

IT-staff members with teaching experience and an understanding of the mission of liberal-arts education need a place in which to demonstrate the latest technologies. And they need both space and time to help professors develop new types of lessons, assignments, and grading methods that can fundamentally change how teaching and learning happen.

I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.

In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.

I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?

by Grace Rubenstein AUDIO SLIDE SHOW: Lawrence Township Narrated by Grace Rubenstein It is one thing to create change inside a classroom -- the best teachers, masters of their one-room domains, break from tradition and foster innovative learning environments all the time. A harder task, which a growing number of schools are proving can be done, is to convert an entire school to embrace new practices that fulfill the changing educational demands of our age. Then comes the next -- and the messiest -- frontier, the entity most resistant to cohesive change: the school district. Five years ago, administrators in the Metropolitan School District of Lawrence Township, in the northeast corner of Indianapolis, tackled this challenge. With a $5.9 million grant from the Lilly Endowment, a local philanthropic organization, they set out to transform the prevailing vision of what preK-12 education is for -- as one district official put it, "to meet the needs of the kids' future, and not the teachers' past." They decided that they needed to teach a modern set of skills in a student-centered way. Critical thinking, self-direction, and cultural competency, along with fluency in technology, information resources, and visual and graphic presentations. These were the elements of digital age literacy the district believed its students would need in the twenty-first century. Educating students for the new era demanded not only new content, they believed, but also new teaching methods. Teachers needed to recast themselves as facilitators, and to demand that students take more ownership of their learning. Into Focus Visit classrooms in Lawrence Township -- at least those where the change has caught on -- and you'll see kids inventing their own projects, using computers in daily work, involving themselves in community initiatives, and inquiring on their own about continued . . . 1234567next ›last » This article was also published in Edutopia Magazine, June 2007