That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
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Paul Allison on 26 Nov 09I love how this article is framed. "Still, is this shift in pedagogy and policy worth the effort? Will sound, traditional writing instruction still suffice, or do we need to reframe the way we teach students to write due to the global, online spaces they will frequent more in their lives? In an August 2009 Wired article, Andrea Lunsford, professor of writing and rhetoric at Stanford University, offered her own research to suggest that students are writing in environments far removed from those from even a generation ago. "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. According to her five-year study of student writing, technology is pushing writing literacy in new directions that educators must begin to make sense of. "
