Group items tagged

The third reason schools will be driven to change is that we have now reached a point where work is learning . Work in the workplace is learning.   Work in the larger community surrounding the schools is about learning every day.   It's not just about putting bolts on things anymore.

The fourth force is that learning communities have no boundaries .   In a networked learning community, schools and classrooms will simply become nodes in a larger learning environment.

The fifth factor affecting schools is that the home is becoming a learning place .

The final force driving change in schools is kid power.  

New learning teams are emerging, which consist of college faculty, the teacher candidates, and the in-service teachers. The high school students themselves are sometimes members of these teams, developing new applications of technology. They are becoming learning communities, “communities of practice,” as some would call it.   And in these learning communities, the distinctions between “teacher” and “student” no longer serve us well. That is why I believe education is rapidly moving toward new learning environments that will have no teachers or students—just learners with different levels and areas of expertise collaboratively constructing new knowledge.

There is no way for the faculty or teachers to collaboratively learn and construct new knowledge in this system—no way for them to know whether the knowledge that might have been acquired by the student teacher is actually the knowledge the student teacher then conveys as a teacher to the K-12 students. Few, if any, of the educators know anything about what the K-12 students might be doing with any of the knowledge they may have acquired after they leave the K-12 classroom.   This is a linear, fragmented teaching approach—the epitome of the factory-era assembly line approach to teaching and learning—which defeats any opportunity for collaborative learning or feedback across the various levels of teaching and teacher preparation.

Second, digital tools now help fulfill Elmore's desire for fresh "portals through which new knowledge about teaching and learning can enter schools." Specifically, thousands of accomplished educators are now writing blogs about teaching and learning, bringing transparency to both the art and the science of their practice. In every content area and grade level and in schools of varying sizes and from different geographic locations, educators are actively reflecting on instruction, challenging assumptions, questioning policies, offering advice, designing solutions, and learning together. And all this collective knowledge is readily available for free.

Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.

What's more, the readers of my own blog challenge my thinking in provocative comments day after day.

Start by using a feed reader as a learning tool for a few weeks. Find several blogs that target educators in your grade level or content area and organize them with an aggregator of your choice. The search for blogs probably best begins at the SupportBlogging wiki (http://supportblogging.com), which includes a list of hundreds of blogs broken down into specific categories, such as education blogs, principal blogs, teacher blogs, classroom blogs, and librarian blogs.

Tell others how much you enjoy having your thinking stretched by the blogs you read.

Share your feed reader with your learning team and begin to explore together. Ask peers about the most interesting articles they're reading. Make it a point to talk with a colleague about a shared blog post at least twice each week.

Although reading blogs is the best way to start incorporating 21st-century tools into your plan for professional learning, writing your own blog about instruction can be equally powerful.

The difference between a wiki and a blog is that wikis are designed for collaboration among groups of users. Anyone with the shared wiki password can edit the content on a wiki at any time. Wikis also provide discussion boards for every page, enabling users to engage in ongoing conversations about their developing project. Some teams of teachers—such as the teachers creating Digitally Speaking (http://digitallyspeaking.pbwiki.com)—use wikis to reflect on the characteristics of effective instruction. Others use them to create warehouses of materials among teachers working in the same content area (http://cesa5mathscience.wikispaces.com) or as a source for teachers and teams creating entire classroom textbooks (http://anatowiki.wetpaint.com/?t=anon).

Consider finding a few peers to write about teaching and learning together. Divide your topic of interest into subtitles or sections. Teachers could be responsible for creating content for their area of expertise; they could generate key ideas, add links to external resources, upload appropriate documents, or embed interesting videos. Then allow users who are fluent with language to polish your final text. Find members who are sticklers for spelling and grammar and turn them loose. On a wiki, the writing process is far less intimidating than on a blog because you're not responsible for an entire selection all by yourself. Instead, you'll reflect with colleagues—which in and of itself is a powerful form of professional growth.

Digital tools have also changed who I am as an instructor because I've introduced these tools to my students. Together, we use feed readers to explore collections of student blogs (www.pageflakes.com/wferriter/20982438) and organize resources on topics connected to our curriculum, such as biofuels and global warming (www.pageflakes.com/wferriter/22534539). We write a classroom blog reflecting on current events (http://guysread.typepad.com/theblurb) and use wikis to collaborate around content (http://carbonfighters.pbwiki.com). I teach my students to challenge the thinking of digital peers with their comments—and to enjoy the challenges that others make to their own electronic thinking. At the same time, my students are learning to create, communicate, and collaborate—and to manage and evaluate information found online.

Blogs and wikis are changing who we are as learners, preparing us for a future driven by peer production and networked learning.