I had a great, wide-ranging discussion last night with Bud Hunt (@budtheteacher), Audrey Watters (@audreywatters) and Steve Hargadon (@stevehargadon) after the second day of the DML Conference 2012. Much of it focused on the role of technology in educational reform with much of it sparked by an excellent keynote panel of which Connie Yowell (MacArthur Foundation) was the star.
To me, the whole problem with educational reform is that what matters can’t be seen or touched. It’s physically intangible.
What do we tend to do? We focus on the things that we can see. As Bud pointed out, teachers in his district will sometimes point to discrepancies in access to technology as being a limiting factor on their performance. Others look at the material conditions of one learning environment and attribute ‘success’ to these easily-observed factors.
We should be used to this by now. Living in a world of networks (and networks of networks) we know that it’s the invisible bonds, the weak ties, that connect us to people and ideas. As Connie Yowell pointed out it’s this kind of innovation that scales. Audrey Watters extended this point when she commented that technology scales vertically, whereas people scale horizontally.
So what can we do about this? The first thing we need to do, I’d suggest, is to surface processes and networks. These both need to be as open and inclusive as possible and we need ways to talk about them to make them more tangible.
Any suggestions? I’d love to hear them in the comments.
Last night I had a Skype conversation with Steve Higgins, my Ed.D. thesis supervisor at Durham University, for the first time in a few months. As I half-expected when I set myself the challenge, a deadline of 1st January 2011 is going to be pretty much unachievable now as I’m only 34,000 words into a 60,000 word thesis. That being said, Easter 2011 is looking good.
I find it useful to record our Skype conversations to go back through at my leisure. I haven’t done that yet – but I did capture the main points of our conversation via the Skype chat window. Here’s the highlights:
Other people’s work
As long as I acknowledge them, I can get other people to draw what I can only describe. Whilst I’ve made an attempt at representing what I discuss in diagrammatic form, there’s certain conventions and methods that I’m just not familiar with. I’m hoping that I’ll be able to afford to commission someone, especially given that I want to publish my thesis as a book.
Adjectives & verbs
Steve said something which, although he’s mentioned it before, struck a chord with me. He stated his belief that with ‘digital literacy’ the adjective and the verb seem to be the wrong way around. That is to say that ‘digital’ is the modifier for ‘literacy’ when it should be vice-versa. This led to a conversation about the final two chapters of my thesis before the conclusion. I intend to show that ‘digital literacy’ – and even ‘new literacies’ are too ambiguous to be nailed-down for all time. Instead, we should focus on notions of ‘digitality’ or similar.
Structure of thesis
Most theses, or so I’m led to believe, contain an introduction, followed by a methodology followed by a literature review, explication of points, and a conclusion. Not mine. As I’m writing a philosophical, non-empirical yet vocational doctoral thesis a slightly different format is required. As I began to explain in Ed.D. thesis restructure, I’m going to situate my methodology section almost half-way through my thesis, using it as a lever or a lens through which to focus the rest of my thesis. As for the literature review, this will be in (at least) four parts:
History of traditional (print) literacy
The history of digital literac(ies)
Policy documents (digitality)
That should keep things interesting. 🙂
Usually, as with most people writing something lengthy, I’d decide on my conclusion and then work backwards. That’s not entirely possible given the constant state of flux my thesis is in. As befitting Pragmatism, I’m making tentative conclusions. At the moment I’m given to concluding that the process (i.e. the inquiry) of notions surrounding ‘digital literacy’ and the like is at least as important as the resultant definition. In fact, I’m leaning more 70/30 in favour of process over product.
Steve quoted Douglas Adams at me. If this quotation doesn’t end up in my thesis, then you know something has gone horribly wrong:
We demand rigidly defined areas of doubt and uncertainty!
Oh, and if you’re reading this as preparation for, or part of, your teacher training, good luck!
I need your input and help. It’s for a good cause. I’m a firm believer that educational innovation is a bottom-up process. Could you help me (and others) prove that?
I’ll try and keep this as brief as possible if you promise to do the background reading and try to contribute in some way. :-p
EduCon 2.0 is both a conversation and a conference.
And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas — from the very practical to the big dreams.
This year’s was 29th-31st of January at the Science Leadership Academy, Philadelphia, USA (which is why I wasn’t there).
Will Richardson blogged about what happened at Educon and the next steps required to turn conversations into action:
Will crowdsourced 10 questions that educators need to answer effectively:
What is the purpose of school?
What is the changing role of the teacher, and how do we support that new role?
How do we help students discover their passions?
What is the essential learning that schools impart to students?
How do we adapt our curriculum to the technologies that kids are already using?
What does an educated person look like today?
How do we change policy to support more flexible time and place learning?
What are the essential practices of teachers in a system where students are learning outside of school?
How do we ensure those without privilege have equal access to quality education and opportunity?
How do we evaluate and validate the informal, self-directed learning that happens outside of school?
The next step was the creation of a wiki – 10fored.wikispaces.com. This is a place to continue the conversation and provide tangible results. Taking a step back but keeping an overview, Will has asked for volunteer moderators for each of the questions.
I volunteered for Question #6: What does an educated person look like today? I’m interested in how it relates to my thesis, the original title of which was ‘What does it mean to be ‘educated’ and ‘digitally literate’ in the 21st century’.
Help me out. Send a tweet to @dajbelshaw with the #10fored hashtag with some ideas. Or, better yet, add your thoughts to the wiki page!