Deconstructing+the+Building+Blocks+of+Education



I was reading Spregue and Dede’s (1999) article "Constructivism in the Classroom: If I Teach this Way Am I Doing My Job?" I ran across the series of quotes from teachers protesting the use of computing in the classroom: “I can’t let students surf or play on the computer…that’s not doing my job” (p. 2) or “I know I should teach that way, but it is not my style.” (p.2). These comments summed up the teachers’ unwillingness to change their methods. I’m beginning to understand why my provost thinks a teacher should be retired after ten years. Put out to pasture. Although forced retirement is a bit despotic and extravagant, there is a truth buried there. Within the educational system, there is a calcification of concepts (at least related to teaching strategies) by the very people charged with stimulating synaptic growth. The situation is oxymoronic. TEACHER, TEACH THYSELF!

While it's common to blame the individual teacher, the problem--and therefore the solution--is systemic. A change agent is needed. A change agent, according to Dennis Stevenson (2008), “…is someone who ‘alters human capability or organizational systems to achieve a higher degree of output or self-actualization.’ Beginning with the end in mind, the goal of a change agent is obviously to make changes that stick.” There have to be a system-wide embrace of converging practices. Administrators, legislators, and the business world will have to buy in to the need to weave technology into the educational experience. How? Success speaks for itself. I think our immediate mission should be to pilot programs, do some inquiries, then share and compile the results. If the outcomes are positive, that would be convincing and attention-getting. Once money is allocated to begin to build the infrastructure, standards and incentives should be added to bring along faculty and parents. This effort to accommodate the integration of technology and education. Time off to develop curriculum could be an incentive. For me, a support staff such as an instructional designer to consult and assist me to update my curriculum. Training for the parents and devices for each student would begin the grassroots effort. Ever the dreamer, I do believe that we are at a pivotal point in our history, and I’m proud, at 53 years old, to aim to be an agent of change.

REFERENCES

Sprague, D. & Dede, C. (1999). Constructivism in the classroom: If I teach this way, am I doing my job? //Leading and Learning//, 27(1). Retrieved on February 28, 2012 from []

Stevenson, D. ( Apr 14, 2008). What is a "Change Agent?" //Toolbox.com//. Retrieved on March 3, 2012 from []

"Building Knowledge" image retrieved on March 3, 2012 from shutterstock.com