Educators such as Greg Whitby are calling for huge changes to the way that we view teaching and learning. Whitby, in his video “21st century Pedagogy”, talks about teaching methods that were developed in the Industrial Era are so deeply entrenched that they have become part of teachers DNA. Whitby, and others, have called for a radical departure from traditional methods and a new DNA for teaching and learning in the 21st century.
As a part of a team that is focused in eLearning and works with teachers to integrate ICT into the curriculum, I have a special interest in this area. I started on my own teaching revolution many years ago and was instantly hooked; not by the technology itself, but by the way the students engaged and responded to the technology. I could see the benefits of entwining the wonderful world of technology into my teaching toolbox. It has been an interesting reflection to look back at my own journey and also to reflect on the learning journeys of my peers. I have noticed that whatever the technological tool that is being employed there are some fundamental changes that need to happen in long held beliefs and attitudes in order for technology to used effectively.
I believe that attitude plays a major role in whether technology is embraced or not. Some people seem to fear the ever changing world of technology, give up at the first hurdle and have as little to do with this world as possible. Yet other people jump right in boots and all, don’t give up when they face a challenge and look for ways to adapt and integrate their teaching to encompass technology. Personally, I don’t agree with Prensky’s digital native, digital immigrant philosophy as I have seen 10 year old students who are blockers and 65 year olds who have fully embraced and are comfortable in the world of technology. I firmly believe it is the way you look at technology that determines whether you see it as a world of amazing potential or as a world of endless problems. I try to promote positive attitudes with good examples and ideas, support and networking and by trying to model 21st century teaching practices.
It is interesting to watch the evolution of this integration of ICT into the curriculum in both myself and others. I have found that people generally wander along the same pathway, although some do travel it a bit faster than others. This pathway is a journey from using traditional practices to more transformative practices. It begins where the teacher is the holder of information who gradually dispenses this in small blocks to the students. Once a teacher starts to integrate technology into the classroom curriculum it seems there is quite a time is spent where lessons are still teacher directed and led with students following prescribed and scaffolded steps but sometimes using technology to research or represent learning. I can remember being in this stage myself for quite a long time although I didn’t realise it at the time! Then the journey gradually moves to where teachers can see the transformative power of the technology whereby it can enable students to truly engage with the information, communicate and collaborate with experts and their peers, become a global citizen, a creator and a reviewer.
In order to move along this pathway I think that there are two main beliefs that I needed to challenge in order to use technology as a teaching and learning tool that has the potential to transform learning. I think these beliefs are common to a lot of teachers. The first belief is that the teacher needs to be the constructor and controller of the lesson. I think that once the teacher starts to move from the front of the room and foster a culture of independence, reflection, peer tutoring, student directed learning, co-construction and facilitation then they will find that students become more engaged with the learning. This is not to say that teacher led lessons do not have their place. I believe there will always be a place for teacher led, scaffolded, direct teaching lessons. There is however a need to develop independence in learning, critical and reflective thinking and self-motivated learning in order to be a successful citizen in the 21st century. Classes where the teacher is always in control will not be able to foster these skills and will generally not engage with technology effectively and will always remain closeted within the four walls of the classroom when learning could be anywhere, anytime.
The other entrenched belief that needs to be challenged is that the teacher is the holder of knowledge. In the Information Age anyone with the right skills can access information and what is considered knowledge is ever changing. As Siemens (2006) states “ Our conceptual view of knowledge as static, organised and defined by experts is in the process of being replaced by a more dynamic and multi-faceted view.” Knowledge is no longer viewed as being unmoving with definite boundaries, now it is seen as being fluid, ever evolving and interconnected. In our interconnected world, knowledge is easily accessed and shared and the teacher no longer holds the knowledge. This is where information literacy becomes such an important facet of learning. Effective learners are information literate; in other words they have the ability to locate, process and use information effectively. This is emphasised in Learning for the Future (2001, p2) with the statement that being information literate is the "basic survival skill for those who wish to be successful members of the 21st century." Being information literacy experts there is a strategic place for teacher-librarians in being at the fore front of developing students who are equipped to deal with the 21st century.
References
Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Guided Inquiry: Learning in the 21 st Century. Westport: Libraries Unlimited. Retrieved August 8, 2010 from http://cissl.rutgers.edu/guided_inquiry/introduction.html
Learning for the Future : Developing Information Services in Schools. (2001). Australia: Curriculum Corporation
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), Retrieved from http://www.albertomattiacci.it/docs/did/Digital_Natives_Digital_Immigrants.pdf
Siemens, G. (2006). Knowing knowledge. USA: Retrieved from http://books.google.com.au/books?id=Pj41TomgKXYC&lpg=PP1&dq=george siemens knowing knowledge&pg=PP1
Whitby, G. (Producer). (2007). 21st century pedagogy. [Web Video]. Retrieved from http://www.youtube.com/watch?v=l72UFXqa8ZU
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