Archive for March, 2010


I wanted to repost this from last summer on my other Blog as I was thinking it is still relevant…

The NECC 09 conference has ended and this whole week has been an incredible read and great to follow online. I wasn’t able to attend, but with all the Twitporting going on, it was like being there. The statement that is the title of this post struck me first–and then many others bowled me over.

I read and re-read this Tweet on my smartphone over and over. I let it roll around in my head the last couple days and wanted to be somewhat coherent in my thoughts about a statement that has the potential to be very powerful.

As I read it once, I thought “content=curriculum and how does that become irrelevant?”

It doesn’t.

Curriculum doesn’t become irrelevant, it will always be there–it is the basis from which we teach. Curriculum may change, content may change, but it will not become “irrelevant.” In essence, it will take care of itself so perhaps it is not the thing we need to “worry” about.

The “process is the future” statement speaks volumes. Process by which we teach; process by which students learn; process by which students demonstrate understanding–there is the future.

In this web 2.0 world, those processes need to evolve much as the evolution has been from a single aristocratic student and his (purposeful) mentor evolved to classrooms and schools with teachers. Our processes need to evolve as tools have evolved from writing on the ground in the dirt to paper and pen to slates and chalk and eventually to our digital tools. How we as educators communicate with our students and they communicate with us is a process that we need to hone. What tools we use should become a part of our daily lives as it does for our students.

With that in mind, think about what tools there are to reach out to others educationally. Do you know? Do you want to know? What are your thoughts?

Advertisements

This was written by Andrew Churches of New Zealand recently and punctuates a point – 8 actually – about what we need to be doing as teachers in this age.  Realizing that many out there are not big on change; this is an era of change at an increasingly rapid pace.  As I have said before, information is the new currency.  Being a master of it or at least being a master of knowing how and where to get it is another key to success in this century. 

Orignially published in the NZ Interface Magazine (http://www.nz-interface.co.nz/articles.cfm?c_id=10&id=28)

What are the characteristics we would expect to see in a successful 21st century educator? Well, we know they are student-centric, holistic, and they’re teaching about how to learn as much as teaching about the subject area. We know, too, that they must be 21st century learners as well. But highly effective teachers in today’s classrooms are more than this – much more.

1. Adapting
Harnessed as we are to an assessment-focused education model, the 21st century educator must be able to adapt the curriculum and the requirements to teach to the curriculum in imaginative ways. They must also be able to adapt software and hardware designed for a business model into tools to be used by a variety of age groups and abilities. They must also be able to adapt to a dynamic teaching experience. When it all goes wrong in the middle of a class, when the technologies fail, the show must go on.

2. Being visionary
Imagination is a crucial component of the educator of today and tomorrow. They must look across the disciplines and through the curricula; they must see the potential in the emerging tools and Web technologies, grasp these and manipulate them to serve their needs. If we look at the technologies we currently see emerging, how many are developed for education? The visionary teacher can look at others’ ideas and envisage how they would use these in their class.

3. Collaborating
Blogging, Facebook, Google Docs, Wikispaces, Bebo, MSN, MySpace, Second life, Twitter, RSS – as an educator we must be able to leverage these collaborative tools to enhance and captivate our learners. We, too, must be collaborators; sharing, contributing, adapting and inventing.

4. Taking risks
There’s so much to learn. How can you as an educator know all these things? You must take risks and sometimes surrender yourself to the students’ knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have them teach each other. Trust your students.

5. Learning
We expect our students to be life-long learners. Teachers must continue to absorb experiences and knowledge, as well. We must endeavor to stay current. I wonder how many people are still using their lesson and unit plans from five years ago. To be a teacher, you must learn and adapt as the horizons and landscapes change.

6. Communicating
To have anywhere, anytime learning, the teacher must be anywhere and anytime. The 21st century teacher is fluent in tools and technologies that enable communication and collaboration. They go beyond learning just how to do it; they also know how to facilitate it, stimulate and control it, moderate and manage it.

7. Modeling behavior
There is an expectation that teachers will teach values, so we must model the behaviors that we expect from our students. We are often the most consistent part of their life, seeing them more often, for longer and more reliably than even their parents. The 21st century educator also models tolerance, global awareness, and reflective practice, whether it’s the quiet, personal inspection of their teaching and learning, or through blogs, twitter and other media, effective educators look both inwards and outwards.

8. Leading
Whether they are a champion of the process of ICT integration, a quiet technology coach, the 21st century educator is a leader. Like clear goals and objectives, leadership is crucial to the success or failure of any project.